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Academic Profession (academic + profession)
Selected AbstractsEuropean Monetary Union: the dark sides of a major successECONOMIC POLICY, Issue 46 2006Charles Wyplosz SUMMARY European monetary union THE DARK SIDES OF A MAJOR SUCCESS This paper revisits the debates that have surrounded the launch of a unique experience: the adoption of a common currency among developed countries. A striking aspect of this history is that, pressed by what they correctly identified as a window of opportunity, policy-makers crafted this complex project in a short period of time, largely eschewing inputs from the academic profession. Academic research, in turn, developed its own views, which turned out to be critical of some ley orientations, yet it generally recognizes that, in the end, the launch of the euro has been a major success. Over time, many of the academic criticisms have been taken on board, but not yet fully. The monetary strategy has been slightly amended, but it remains the subject of disagreements between the European Central Bank and monetary economists. Events have confirmed that the Stability and Growth Pact was ill-designed; its reformulation goes some way to address some of the concerns but not all of them. Its ability to deliver fiscal discipline is in doubt. Another look at the experiment highlights the gap between the principles laid out by those who designed the monetary union and the pragmatism that has prevailed thereafter. The resulting tension between principles and actions sometimes obscures the fact that the Eurosystem has acted wisely so far. The widespread perception that monetary policy is not as transparent as it should be and suffers from a lack of adequate democratic accountability is not just annoying. The general public, including politicians, sometimes blames the Eurosystem for Europe's poor growth performance since the adoption of the euro. This is unfair and could dangerously undermine the monetary union if the Eurosystem were to become the scapegoat for the slow and incomplete reforms that are needed to revigorate the euro area's economies. , Charles Wyplosz [source] Changes in the Management of Doctoral EducationEUROPEAN JOURNAL OF EDUCATION, Issue 1 2010LUKAS BASCHUNG This article deals with the current reform of European doctoral education. It is argued that the concrete results of the reform can be better understood by analysing changes in the management of doctoral programmes. This rests on the case study of a Norwegian PhD programme in finance and is based on an analytical framework composed of three public management narratives: New Public Management (NPM), Network Governance (NG) and Neo-Weberian-State (NWS). The latter allows for a particular focus on the instruments, actors and objectives of governance. The article concludes that the examined doctoral programme's management story can be divided into two episodes. The first , the ,internationalisation' episode , is shaped by the academic profession in finance which uses a wide range of constraining NPM instruments and applies them in a comprehensive manner to doctoral education in order to achieve its overall objective, namely to implement an internationally competitive PhD programme. The second , the ,integration' episode , is about a recently developed policy instrument with relatively non-constraining NWS elements, used by the State to establish National Research Schools. The latter are principally aimed at the better development and coordination of doctoral training between small and large higher education institutions. Due to those differences between the two episodes in terms of constraining character and scope, the reform of the examined doctoral programme is strongly shaped by the first episode. Hence, the reform essentially consists in a doctoral programme with an international and academic character. [source] Governance of Higher Education in Britain: The Significance of the Research Assessment Exercises for the Funding Council ModelHIGHER EDUCATION QUARTERLY, Issue 1 2004Ted Tapper 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. [source] Epiphanies and research in the field of mental healthJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 8 2009J. LEES phd ma dipcouns dipsup, cert time-limited therapy pgce mbacp(snr accred) ukrc registered independent counsellor Accessible summary ,,This article looks at the richness inherent in our life experience and engages on a journey to examine this richness in the light of two experiences (or epiphanies) on a clinical training course. It demonstrates how, as a result of continued refection and reflexive analysis, my understanding of these experiences transformed over a period of time. ,,The field of inquiry was a training in psychoanalytic counselling. My ongoing analysis of the experiences provided an evaluation of some key features of that culture and the nature of clinical training, particularly in psychoanalytic milieu. ,,The article concludes with a discussion about the academic culture in which I am now working and the way in which it influences my writing style (in, for example, this article). It concludes that the discourse of this culture prevents us from reaching our creative spiritual core and examines how we can overcome this limitation. Abstract In this paper I will argue that investigating our professional experiences can enrich our understanding, widen our perspective, transform our inner lives and create an endless source of discovery about ourselves, society and the professional discursive systems that we inhabit. I will call such events, after Denzin's work in 1989, epiphanies. In order to develop the theme I will give an account of my own experience of two such epiphanies on a psychoanalytic training course in counselling. I will then present my reflexive analysis of these events over the years, including my reflections on the peer review comments for this paper, and finish with some questions arising out of the study relating to the current status of nursing as an academic profession. [source] | ||||||||||