Continuity and Change in the Collegial Tradition

This article has four main purposes: to explore the meaning of the idea of collegiality, to consider its importance in the governance of British institutions of higher education, to examine the pressures for change that have been exerted upon both the collegiate model of the university as well as upon the idea of collegiality, and to ascertain what relevance – if any – the idea of collegiality has in the context of a system of mass higher education. The article is a report upon ongoing research, of which interviews with some fifty Oxford academics and officials form the core of its empirical base. Naturally we welcome feedback. An important subtheme is our attempt to understand the process of change in British higher education. Our analysis suggests that the change process is best understood through an analysis of the interaction between state pressure for change and developments within the character of the academic profession.     

Mother and infant talk about mental states relates to desire language and emotion understanding

This study assessed the relation between mother mental state language and child desire language and emotion understanding in 15-24-month-olds. At both time points, mothers described pictures to their infants and mother talk was coded for mental and nonmental state language. Children were administered 2 emotion understanding tasks and their mental and nonmental state vocabulary levels were obtained via parental report. The results demonstrated that mother use of desire language with 15-month-old children uniquely predicted a child's later mental state language and emotion task performance, even after accounting for potentially confounding variables. In addition, mothers' tendency to refer to the child's over others' desires was the more consistent correlate of mental state language and emotion understanding.     

Mission Groups and the New Politics of British Higher Education

This article explores the emergence and impact of the mission groups in British higher education. The central argument is that given the development of a mass and diversified model of higher education it was inevitable that the higher education institutions would form pressure groups, while increased marketisation and growing inter‐institutional competition have helped to sustain their presence. With particular reference to their input into the policy making process, it analyses how they contribute to a new politics of policy‐making and concludes by considering the future of the mission groups in the light of the recent demise of the 1994 Group.     

Governance of Higher Education in Britain: The Significance of the Research Assessment Exercises for the Funding Council Model

This article uses the political struggles that have enveloped the research assessment exercises (RAEs) to interpret the UK's current funding council model of governance. Ironically, the apparently widespread improvement in the research performance of British universities, as demonstrated by RAE 2001, has made it more difficult to distribute research income selectively, which was supposedly the central objective of the whole evaluative process. Whilst enhanced research ratings may be seen as a cause for celebration in the universities, the failure to anticipate this outcome and, more significantly, to plan for its financial implications is seen in political circles as a failure of higher education management. The article explores the alternative models of governance that are likely to emerge as a consequence of this crisis and, in particular, whether the funding councils can have much freedom of action, given the tighter political control of policy goals and their critical dependence upon the academic profession for the conduct of the evaluative process.     

Exclusion from school in Scotland and across the UK: Contrasts and questions

This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all-time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK.     

AN OVERVIEW OF ENGLISH SPECIAL SCHOOL PROVISION FOR CHILDREN WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES

This paper Introduces the work of a University of Birmingham Research Project. An overview Is given of changes and developments in the English EBD field since the last major national investigation carried out by Dawson, Wilson and Evans in the late 1970s. Major pieces of legislation have had an impact while researchers have stressed the Importance of moving away from ‘within‐child’ deficit model thinking. The ‘schools effectiveness’ movement has gathered pace and is reflected in the HMI/Ofsted view of schools for pupils with EBD. The second half of the paper outlines the difficulties encountered in trying to give an accurate picture of numbers of children deemed to have EBD and of numbers of EBD special schools In the maintained, non‐maintained, ‘approved’ and ‘registered’ independent sectors. Finally, figures based on a study of DfE statistics for 1994 are given.     

Mass Communications

Ted Perry (ed.) Performing Arts Resources: 1974 (New York: Drama Books Specialists/Theater Library Association, 1974—price not known)

George N. Gordon's Communications and Media: Constructing a Cross-Discipline (New York: Hastings House, 1975—$12.50/6.95)

Francisco J. Lewels Jr.'s The Uses of the Media by the Chicano Movement: A Study in Minority Access (New York: Praeger Special Studies, 1974— $15.00)

Lester Asheim and Sara I. Fenwick's Differentiating the Media (Chicago: University of Chicago Press, 1975—$5.95)

C.A. Schicke's Revolution in Sound: A Biography of the Recording Industry (Boston: Little, Brown, 1974—$6.95)

T. Jan Wiseman and Molly J. Wiseman's Creative Communicati Teaching Mass Media (Minneapolis: National Scholastic Press Association at the University of Minnesota, 1974—price not given, paper)     

Radio and Television

Ralph M. Jennings and Pamela Richard's How to Protect Your Rights in Television and Radio (Office of Communication, United Church of Christ, 289 Park Ave. South, New York 10010—price not given, paper)

Ted C. Smythe and George A. Mastroianni's Issues in Broadcasting: Radio, Television, and Cable (Palo Alto, Calif.: Mayfield Publishing Co., 1975—price not given but around $7.00 we learned from editors, paper)

James D. Secrest's Electronic Industries Association: The First 50 Years (Washington: EIA, 1974—price not given)

Ann M. Velia's KOB: Goddard's Magic Mast, Fifty Years of Pioneer Broadcasting (Las Cruces, N.M.: New Mexico State University Press, 1972—$6.95)

Harold Niven's Broadcast Education 1975: 14th Report (Washington: National Association of Broadcasters, 1975—$5.00, paper)

Broadcast Programming and Production (bimonthly/$7.00 per year, with first three issues free on request)

Joel L. Efrein, Cablecasting Production Handbook (Blue Ridge Summit, Pa.: TAB Books, 1975—$12.95)

NCTA is Over the Cable (Washington: National Cable Television Association, 1975—free on request, paper)

Community Antenna Television Journal (4209 N.W. 23rd St., Suite 106, Oklahoma City 73107)     

Keyword: Critical

This essay considers what the term “critical” means—or could mean—to critical/cultural studies scholars. It does so by engaging with two key texts from the history of cultural studies: Raymond Williams'