The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education

This paper illustrates how critical use of Basil Bernstein's theory illuminates the mechanisms by which university knowledge, curriculum and pedagogy both reproduce and interrupt social inequalities. To this end, empirical examples are selected from the findings of the ESRC-funded project ‘Pedagogic Quality and Inequality in University First Degrees' (RES-062-23-1438, November 2008–January 2012). The project investigated sociology-related social science degrees in four social science departments in universities in different positions in influential UK higher education league tables. A Bernsteinian lens throws fresh light on how university education might contribute to a more egalitarian society.     

?Between rationality and politics?: autobiographical portraits of adult education programme planning

Using the author's experience as the coordinator of the Canadian Agriculture Lifetime Leadership programme as a case study, this article provides an interpretive essay about programme planning in adult education. Two conceptual frameworks are used to structure narratives of the programme planning process. The first asserts that programme planning is the rational application of a six-step decision-making model. The second claims that programme planning is the political negotiation of personal and organizational interests. Through two autobiographical narratives, this article explores how technical-rational and political models of programme planning further our understanding of adult education practises. In addition to contributing a detailed case study to the literature on programme planning, the article speaks to contemporary empirical and normative debates in adult education.     

Navigating the Long and Winding Path of Post-tenure Review: The Arizona Story

This article by two former faculty leaders describes the development and implementation of the Arizona post tenure review policy, with particular emphasis on the Arizona State University experience. This policy had to balance the somewhat different expectations of the Arizona Board of Regents, the faculty, and university administration. The article outlines the communication strategies used in negotiations with regents and faculty groups and draws lessons for other university systems which may be commencing their own journey down the long and winding path of post tenure review development and implementation.