School choice in an English village: living,loyalty and leaving

In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in one English village, it explores the ways in which parents engage with primary school choice. The research draws on Bourdieu's interrelated concepts of field, habitus and capital to discuss how the dispositions and resources parents had impacted upon the school choices they made. In presenting its findings, the paper distinguishes between the long-term residents (villagers) and more recent arrivals (newcomers) to suggest a differentiated commitment to place and schooling.     

The Innovative University: Changing the DNA of Higher Education from the Inside Out

Tertiary Education and Management -     

To the manner born

想像英国绅士一样举止优雅。气度不凡吗？下面这篇文章，为你揭秘英国绅士需要注意的礼貌细节。     

Private foundation funding of applied communication research

Communication researchers increasingly have a primed and attentive audience in private foundations. Yet most foundations are quite dissimilar to the types of organizations that we as communication scholars know and understand. Here we discuss private foundation funding for applied communication research, including how funding priorities are set, and how potential grantees may position themselves for foundation funds. In doing so, we focus on five norms that characterize American private foundations and their program staff: (1) social betterment, (2) organizational interdependency, (3) personal commitment, (4) future orientation, and (5) external generalizability. How well you and your proposal match up with these norms will affect your success with private foundations.     

INTERNATIONAL CO‐OPERATION IN DISTANCE HIGHER EDUCATION

There is a predominant opinion that distance education, especially that one on higher education level, has to rely on application of educational technology. On the other hand prospective developments in educational and communications technology may bring the distinction between distance and “non‐distance” education into question. But, there is no doubt that the further development of this form of higher education demands broader co‐operation than at present, especially at international level. In this context, the following article, which was written for “Higher Education in Europe” by Dr. Sam B. Crooks, from the Open University, analyses different aspects of international cooperation in distance education with special reference to the work and outcome of the International Conference on Education of Adults at a Distance. The conference, hosted by the Open University in celebration of its tenth anniversary, was held in Birmingham, England from 18 to 23 November 1979. It was attended by over 200 participants from 51 countries.