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1
JONG, Simcha. "Scientific communities and the birth of new industries : how academic institutions supported the formation of new biotechnology industries in three regions." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7043.
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Defence date: 18 June 2007Examining Board: Prof. Colin Crouch, (University of Warwick) ; Prof. Neil Fligstein, (University of California at Berkeley) ; Prof. Francesco Lissoni, (Università degli Studi di Brescia/CESPRI-Università Bocconi) ; Prof. Rikard Stankiewicz, (European University Institute)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available
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Sambrook, Stephen Curtis. "The optical munitions industry in Great Britain 1888-1923." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/3451/.
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This study examines in detail for the first time the emergence and development of a highly specialised sector of British manufacturing industry, charting its evolution and explaining its growth predominantly through scrutiny of original source material relating to the key actors in the story. It proposes that after 1888 Britain produced an optical munitions manufacturing structure which succeeded in dominating production of the most militarily important and commercially valuable instrument in the field, and which by 1914 had achieved an hegemonical position in the international marketplace. The study also overturns the conclusions of the previous brief scholarship on the topic, asserting that the industry responded well to the challenges of the Great War and going on to show that there was a difficult, but ultimately successful translation back to peace. This largely ignored branch of British technological manufacturing performed effectively and ran counter to notions of the relative decline or comparative failure of industries in the sector, and the narrative puts forward reasons to explain that success. To do this, the account employs a methodology embracing a combination of theories and models of historical explanation to demonstrate reasons for the industry’s path and to test the interpretations put forward.
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Barnes, Jonavan. "Measuring service quality in the low-cost airline industry." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/24938.
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Since the end of World War II, the service sector has expanded to encompass over 80% of the economy of most developed nations. This places an immense importance on the ability to accurately measure service outputs. However, the most precise method of measuring these outputs is still unclear. This thesis examines Service Quality as a measurement of service outputs, and tests this within an industry-specific context: the low-cost sector of the UK airline industry. This is an industry that has been facing serious challenges since market liberalisation began in 1976. This thesis recognises that offering superior quality may allow airlines to gain a competitive advantage; despite this, there is still no preferred method of measuring Service Quality in this specific context. This PhD therefore examines three methods of Service Quality measurement in the context of the low-cost sector of the UK airline industry: a qualitative method (content analysis), a quantitative survey approach (HiQUAL) and an indexing approach (ALSI). The first study provides an in-depth analysis of the determinants of airline quality through a content analysis study. The second study uses a neglected measurement of Service Quality (HiQUAL) to take a quantitative measurement of Service Quality in the low-cost airline industry. The third study uses measurement (ALSI), an indexing approach, to provide an indication of airline quality. The results of this PhD define the determinants of Service Quality in the low-cost airline industry and confirm the hierarchical nature of Service Quality. This PhD also develops a novel objective metric that represents a shift in ontology from subjective to objective measurements of Service Quality.
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Barnett, David Colin. "The structure of industry in London, 1775-1825." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/12617/.
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This study sets out a quantitative overview of the economy of London during the period 1775 to 1825. A database has been constructed from the extant London Fire Office registers of 31,000 businesses trading either in the periods 1769-1777 or 1819- 1825, and in a few cases in both. Represented are over 1300 separate trades covering the entire spectrum of manufacturing, construction, wholesale and retail distribution, transport and the service sector. To complement this data, use has also been made of trade directories, bankruptcy files, trade card collections, Census data and contemporary literature on London trades, including career guides. In order to analyse trends over this period, the database uses a version of the modern Standard Industrial Classification modified by the author. The 1300 separate trades are grouped into 101 sectors within seven main divisions of the economy. The database includes the name(s) of the proprietors of the business, the address, the trade and details of the risks insured. From this it has been possible to present statistical evidence on a number of areas of controversy about the role of London during the Industrial Revolution. It is shown that London remained a major manufacturing centre throughout the period. It has also been possible to exemplify in detail the impact of the 18th century consumer revolution by charting the expansion and increasing diversity of the wholesale and retail distribution sectors. Finally, the Importance of the role of service industries in the economy of London has been established, with special reference to transport and catering.
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Percival, James Mark. "Making music radio : the record industry and popular music production in the UK." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/362.
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Music radio is the most listened to form of radio, and one of the least researched by academic ethnographers. This research project addresses industry structure and agency in an investigation into the relationship between music radio and the record industry in the UK, how that relationship works to produce music radio and to shape the production of popular music. The underlying context for this research is Peterson's production of culture perspective. The research is in three parts: a model of music radio production and consumption, an ethnographic investigation focusing on music radio programmers and record industry pluggers, and an ethnographic investigation into the use of specialist music radio programming by alternative pop and rock artists in Glasgow, Scotland. The research has four main conclusions: music radio continues to be central to the record industry's promotional strategy for new commercial recordings; music radio is increasing able to mediate the production practices of the popular music industry; that mediation is focused through the social relationship between music radio programmers and record industry pluggers; cultural practices of musicians are developed and mediated by consumption of specialist music radio, as they become part of specialist music radio.
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Dunlop, Benjamin Marcus. "Improving infrastructure projects in the heavy rail industry of Great Britain." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539755.
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McKay, Ralston William. "At school with looked after children : a study of the views of children in public care." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
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Larsen, David Mark. "The discursive function and the embedding of capitalism : British state policy on the pharmaceuticals and biotechnology sector." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608970.
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Packard, Edward Frederick. "Whitehall, industrial mobilisation and the private manufacture of armaments : British state-industry relations, 1918-1936." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/46/.
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This thesis presents a comprehensive account of the complex relationship between the British government and the domestic military-naval arms industry from the armistice in 1918 until the period of rearmament in the 1930s. Challenging traditional 'declinist' assumptions, it offers a multifaceted interpretation of the industry's strengths and weaknesses and its place in national security. In this regard, British governments always prioritised national interests over the private armament manufacturers' particular concerns and never formulated a specific policy to help them adjust to peacetime conditions. Indeed, the wartime experience of industrial mobilisation – the mass production of war material by ordinary firms – made specialist arms producers appear less important in supply planning: a view that proved more important than disarmament and retrenchment in damaging state-industry relations and, together with Britain's liberal economic traditions, helped to foster an enduring but exaggerated sense of relative weakness. Faced with the government's apparent indifference, the overextended arms industry underwent comprehensive internal reorganisation, led by Vickers and supported hesitantly by the Bank of England. This reduced the overall number of manufacturers but it also brought modernisation and a comparatively efficient nucleus for emergency expansion. Internationally, British firms retained a large share of the global arms market despite rising competition. Policymakers rarely accepted widespread public criticism that private armaments manufacture and trading were immoral but believed that the League of Nations' ambition to enforce all-encompassing international controls posed a far greater risk to British security. Although the government imposed unilateral arms trade regulations to facilitate political objectives, and was forced to address outraged popular opinion, neither seriously damaged the manufacturers' fortunes as the country moved towards rearmament. Indeed, the arms industry was never simply a victim of government policy but instead pursued an independent and ultimately successful peacetime strategy, before rearmament led to a cautious renewal of state-industry relations.
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Grinevich, Vadim Vladimirovich. "Sectoral patterns of productivity growth and the university-industry interface : a cross-regional comparison for the UK, 1998-2002." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609978.
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Kimball, Toshla (Toshla Rene). "Women, War, and Work: British Women in Industry 1914 to 1919." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500947/.
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This thesis examines the entry of women, during World War I, into industrial employment that men had previously dominated. It attempts to determine if women's wartime activities significantly changed the roles women played in industry and society. Major sources consulted include microfilm of the British Cabinet Minutes and British Cabinet Papers; Parliamentary Debates; memoirs of contemporaries like David Lloyd George, Beatrice Webb, Sylvia Pankhurst, and Monica Cosens; and contemporary newspapers. The examination begins with the early debates concerning the pressing need for labor in war industries, women's recruitment into industry, women's work and plans, the government's arrangements for demobilization, and women's roles in postwar industry. The thesis concludes that women were treated as a transient commodity by the government and the trade unions.
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Dougherty, Devyn T. "Exotic Femininity: Prostitution Reviews and the Sexual Stereotyping of Asian Women." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700002/.
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Studies on prostitution have typically focused on the experiences, problems, and histories of prostitutes, rather than examining men who seek to purchase sex. Race has also been overlooked as a central factor in shaping the sex industry and the motivations of men who seek to purchase sex. This study utilizes online reviews of prostitutes to examine the way men who purchase sex discuss Asian prostitutes in comparison to White prostitutes. This paper traces the history of colonialism and ideas of the exotic Orient to modern stereotypes of Asian women. These stereotypes are then used to frame a quantitative and qualitative analysis of online reviews of prostitutes and compare the ways in which Asian prostitutes and white prostitutes are discussed. Further, the reviews are used to examine more broadly what services, traits, and behaviors are considered desirable by men who use prostitutes. The study finds that there are significant quantitative and qualitative differences in how men discuss Asian and White prostitutes within their reviews, and that these differences appear to be shaped by racially fetishizing stereotypes of Asian women. Prostitution also appears to reinforce male dominance and patriarchy in the form of masculine control and the feminine servicing of male sexual and emotional needs.
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Rafferty, S. J. "Legislative reform of the telecommunications industry : United States and Great Britain 1981-1985." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371721.
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Wald, Ellen R. "The United States, Great Britain and the middle-eastern oil industry, 1945-1960." Thesis, Boston University, 2013. https://hdl.handle.net/2144/12874.
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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.In 1943, the U.S. government tried to purchase the controlling share of an American oil company with holdings in Saudi Arabia. Owning an oil company would ensure future access to petroleum resources in the Middle East when domestic stores inevitably proved inadequate to meet demand. When this endeavor failed and the oil company instead sold those shares to two other major American oil companies, the government was left to forge a new foreign oil policy that relied on private oil companies to extract, refine and transport petroleum products from the Middle East to satisfy U .S. and Allied needs. This policy coincided neatly with the interests of American oil companies keen to exploit recently discovered deposits in the Middle East. Both the United States and the oil companies faced risks associated with an area as politically unstable and technologically backward as the Middle East. To mitigate these risks, the government helped secure and maintain the companies' legal, financial, political and diplomatic positions. On the other side, the oil companies provided access to stable, ample and additional supplies of petroleum in support of U.S. economic, political and foreign policies. The relationship between public and private that emerged, termed "mutual insurance," was of a symbiotic, rather than exploitative nature. This affiliation grew organically, based on the convergent goal of accessing Middle East oil, even though each side maintained its own, discrete objectives. The dissertation explores the development, creation, implementation and eventual termination of this distinct relationship between 1945 and 1960. It utilizes the records of the administrative bureaucracies tasked with designing and implementing U.S. foreign oil policy, the U.S. State Department, the British Foreign Office and the American and British oil companies involved in the Middle East. These sources reveal the government and corporate motivations that shaped this relationship in the Middle East during the early Cold War. Ultimately, this model of mutual insurance led to American economic and political ascendancy over the British in the Middle East, providing fuel for the American century.
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Dmytryuk, S. "Educational technologies in art and design higher education of great britain." Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
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The article provides an overview of different types educational technologies used for learning and teaching in Art and Design higher education of Great Britain. In particular, special attention is paid to the use of 3D visualization technology for educational purposes.
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Shakkour, Suha. "Christian Palestinians in Britain." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/999.
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This study seeks to address a gap in the literature with regard to the Christian Palestinians. As members of a very small minority, they are often overlooked by the media and the academic community. While this is changing to some extent for Christian Palestinians in the Middle East, there is scant literature that considers their lives in the ‘West’ and almost none on their experiences in Britain. This thesis considers how Christian Palestinians have adapted to life in London, including an analysis of the individual experiences of both Christian Palestinians and Muslim Palestinians. Interviews with respondents focused on their English language abilities, educational achievements, attitudes to intermarriage, and their sense of belonging. These aspects were chosen because they offer an insight into respondents’ private and public lives, a distinction that is particularly important in the study of integration and assimilation. Through the assessment of these attributes, this research seeks to redefine the way that assimilation has been viewed and argues that a more comprehensive study of assimilation must include not only an analysis of whether migrants have adopted a characteristic of the host nation’s population, but also an analysis of whether they have adopted the sentiments their native born counterparts have attached to them.
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Reid, Robert James Kirkwood. "The rhetoric of Americanisation : social construction and the British computer industry in the Post-World War II period." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/290/.
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This research seeks to understand the process of technological development in the UK and the specific role of a ‘rhetoric of Americanisation’ in that process. The concept of a ‘rhetoric of Americanisation’ will be developed throughout the thesis through a study into the computer industry in the UK in the post-war period. Specifically, the thesis discusses the threat of America, or how actors in the network of innovation within the British computer industry perceived it as a threat and the effect that this perception had on actors operating in the networks of construction in the British computer industry. However, the reaction to this threat was not a simple one. Rather this story is marked by sectional interests and technopolitical machination attempting to capture this rhetoric of ‘threat’ and ‘falling behind’. In this thesis the concept of ‘threat’ and ‘falling behind’, or more simply the ‘rhetoric of Americanisation’, will be explored in detail and the effect this had on the development of the British computer industry. What form did the process of capture and modification by sectional interests within government and industry take and what impact did this have on the British computer industry? In answering these questions, the thesis will first develop a concept of a British culture of computing which acts as the surface of emergence for various ideologies of innovation within the social networks that made up the computer industry in the UK. In developing this understanding of a culture of computing, the fundamental distinction between the US and UK culture of computing will be explored. This in turn allows us to develop a concept of how Americanisation emerged as rhetorical construct. With the influence of a ‘rhetoric of Americanisation’, the culture of computing in the UK began to change and the process through which government and industry interacted in the development of computing technologies also began to change. In this second half of the thesis a more nuanced and complete view of the nature of innovation in computing in the UK in the sixties will be developed. This will be achieved through an understanding of the networks of interaction between government and industry and how these networks were reconfigured through a ‘rhetoric of Americanisation’. As a result of this, the thesis will arrive at a more complete view of change and development within the British computer industry and how interaction with government influences that change.
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Kapletia, Dharm. "Acquiring customer solutions : a study of complex systems support in the UK defence industry." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/252210.
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Sadler, Guy. "The helicopter and the struggle for its control between the War Office and the Air Ministry." Thesis, University of Wales Trinity Saint David, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683045.
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Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
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Strimpel, Zoe. "The matchmaking industry and singles culture in Britain, 1970-2000." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/71609/.
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Henry, Philippa Anne. "The changing scale and mode of textile production in late Saxon England : its relationship to developments in textile technology." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669895.
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Wickramasinghe, Kremlin. "Quantifying the impact of policies addressing sustainable and healthy diets." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711872.
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Mehta, Khurram Alex. "The experience of integrated pollution control : perspectives from industry." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670234.
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Cheng, Yuan. "Education and class : Chinese in Britain and the U.S.A." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:d1f57235-50b0-4277-be5f-7859e1228b46.
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This thesis aims to compare the relative chances of occupational success of Chinese in Great Britain and the United States. The study uses data from British national Labour Force Surveys (1983 to 1989) and American Census of Population and Housing Public Use Microdata Samples (1980). Using various methods of statistical analysis, mainly logit modelling, the thesis looks at three aspects of the research question. First, analysis is conducted on the relative level of occupational attainment (in access to the service class and avoidance of unemployment) of Chinese immigrants in Britain through comparisons with whites, Indians, Pakistanis, African Asians, West Indians and Irish. Secondly, similar analysis is done for foreign-born and native-born Chinese in the U.S. through comparisons with whites, Blacks, Hispanics, Japanese, Filipinos, Koreans, Indians and Vietnamese. Thirdly, comparisons are made directly on the relative chances of occupational success for being Chinese in Britain versus being Chinese in the U.S.A. In the thesis, specific attempts are made to bring out the effects of education in determining occupational success for Chinese as well as other ethnic groups in the two countries.
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Kelly, T. J. C. "The location and spatial organisation of high technology industry in Great Britain : Computer electronics." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372656.
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Evans, Charlotte Marie. "The impact of respiratory disease on production in the pig industry in Great Britain." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3692/.
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Jordan, Steven Shane. "The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
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This thesis is situated in the history of British debates over the relationship of technical and vocational schooling to capitalism. It analyses the impact of 'new vocational' policy initiatives on English education from the 1970s, using an approach termed 'historical ethnography.' Using this methodology, it draws on ethnographic studies of the Technical and Vocational Education Initiative (TVEI) between 1985 and 1992.My argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
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Piper, Alan T. "The happiness of the young in Great Britain : the role of education." Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596079.
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Campbell, James Dunbar. ""The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 /." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.
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McLachlan, Benita. "Evaluation of an inset programme for learning support assistants in the United Kingdom." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49956.
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Thesis (MEd)--Stellenbosch University, 2004.ENGLISH ABSTRACT: In England, education settings have embraced the philosophy that it is the human right of pupils to be taught in inclusive schools with their peers. Part of the school's readiness and willingness to accept all pupils requires that it adopt a whole-school philosophy, which includes support staff provision, for example in the form of teaching assistants. Taking the above into account, the purpose of this study is to evaluate the effect of participation in the NCFE Level 2 programme for teaching assistants on the professional development of teaching assistants working as support staff in inclusive classrooms. The research design is evaluative in nature and both quantitative and qualitative methods of data collection are used. The in-service programme was delivered during weekly three hour sessions over a period of thirty weeks. The programme consisted of five units: • Developing professional skills and knowledge • Understanding legal and national requirements • Supporting the teacher in relation to pupils' learning • Exploring the management of pupils' behaviour • Supporting pupils with special educational needs. Analysis of qualitative data such as observations and interviews indicates that participants benefited from programme participation and that, by the completion of the prgramme, there was a marked increase in confidence, knowledge and application of newly acquired skills. Analysis of quantitative data such as the pre and post self-assessment questionnaires indicate a significant difference between the pre and post scores on all the sections confirming improvement of participants' levels of confidence, knowledge and application of practical skills. It seems that programme participants benefitted significantly from participating in this in-service training programme.
AFRIKAANSE OPSOMMING: Opvoedkundige instellings is Engeland ondersteun die filosofie dat dit die mensereg van leerders is om binne inklusiewe skole, saam met hulle portuurgroep, onderrig te ontvang. As deel van skole se gereedheid en bereidheid om alle leerders te aanvaar, is die implementering van 'n geheelskool filosofie wat onder andere ondersteunings personeel byvoorbeeld leerondersteunings assistente insluit. In aansluiting by bogenoemde was dit die doel met hierdie studie om die effek van programdeelname aan die 'NCFE Level 2 Certificate for Teaching Assistants' te evaluaeer ten opsigte van die professionele ontwikkeling van leerondersteunings assistente in inklusiewe skole. Die navorsingsontwerp was evaluerend van aard en het beide kwantitatiewe sowel as kwalitatiewe metodes van data insameling ingesluit. Die indiensopleidingsprogram is weekliks aangebied in drie-uur sessies oor 'n tydperk van dertig weke. Die program het die volgende vyf eenhede ingesluit: • ontwikkeling van professionele vaardigheidskennis; • begrip van nasionale beleidstukke en regsaspekte; • ondersteuning van onderwysers met verwysing na leer; • verkenning van die gedragshantering van leerlinge • ondersteuning van leerders met spesiale onderwysbehoeftes. Kwalitatiewe data analise dui daarop dat programdeelname bygedra het tot 'n verhoging in die vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangeleerde vaardighede en 'n vermeerdering van kennis vir leerondersteunings assistente. 'n Kwantitatiewe analise van voor en na programdeelname vraelyste, dui op 'n beduidende verskil tussen die twee evaluerings metings en ondersteun bogenoemde aanname ten opsigte van 'n verhoogde vlak van selfvertroue, 'n verbetering in die toepassing van nuutaangleerde vaardighede en 'n toename in kennis vir leerondersteunings assistente. Uit bogenoemde kan dit afgelei word, dat leerondersteunings assistente beduidend baat gevind het by deelname aan hierdie spesifieke indiensopleidings program.
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Kenny, Caroline. "Reconciling social justice with economic competitveness : the coherence of New Labour's discourse on education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/647/.
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According to key figures within New Labour, the advent of the knowledge-based economy has ended the “sterile” battle between social justice and economic competitiveness; this now means that it is only through the provision of opportunities for all, achieved through high quality education, that the demands of the two goals can be fulfilled. I investigate the claims made by Blair, Brown and the Education Ministers that social objectives are being reconciled with economic considerations in the Party's approach to education and, in doing so, explore the existence and content of a putative 'New Labour' discourse on education. I highlight the limitations of the existing literature in dealing with issues of discourse, agency and time. I contend that in overlooking questions of discourse and ignoring the potential for differences over time and between actors, the current literature fails to capture the dynamism and complexity of the Government's discourse leading it to reach two inaccurate conclusions about New Labour as well as prohibiting us from gaining a proper sense of whether the Party has been coherent in its discussions of education. Conversely, I set out an alternative view of coherence, proposing discourse as an equivalent unit of analysis to policy and demonstrating sensitivity to differences both over time and between agents. I show that there is not one coherent 'New Labour' discourse on education, but a shared conception that is underpinned by three discourses that appeal to arguments about the knowledge-based economy, opportunity and responsibility. Within this however, are eighteen different arguments the use, meaning and significance of which varies between Blair, Brown and the Education Ministers and, over the three terms between 1997 and 2007.
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Keen, Susan. "Analyses of the English academicvocational divide in physical education an investigation into the claimed parity of esteem between the A-level physical education qualification and the advanced General National Vocational Qualification leisure and tourism." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32918.
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British government introduced a new General National Vocational Qualification (GNVQ) as an alternative to the A-level qualification in response to a low skilled workforce. Although these qualifications are promoted as equivalent to the A-levels, vocational qualifications are considered second best, causing an academic/vocational divide. Some researchers have analyzed the internal and external nature of the qualifications. However, little empirical evidence directly compares the two. This study focused on analyzing the two equivalent qualifications represented in the national framework.The study used common areas of the A-level Physical Education and the GNVQ Leisure and Tourism curriculum to construct an examination paper consisting of an equal number of A-level and GNVQ-style questions. Two groups of A-level and GNVQ students were randomly selected from Godalming Sixth Form College to take part in the examination, and the performance scores were analyzed. Findings suggest no significant difference in performance scores, t(28) = 0.08, p = 0.94, supporting the need for further research. These results may assist in closing the academic/vocational divide. In turn, this may lead to more opportunities in industry and in universities for those achieving the GNVQ. In order to achieve true parity of esteem between the qualifications, reform needs to focus on the internal structure of the qualifications by combining the two curricular into one course represented as one qualification rather than organising the separate qualifications in a hierarchical external framework that still promotes the academic/vocational divide within the framework.
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Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.
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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodology to assess and improve the quality of educators working in a range of settings. A conceptual framework for assessing quality was developed. Also an observation schedule, 'the Adult Engagement Scale', focusing on three aspects of educative interaction: 'Sensitivity', 'Stimulation' and 'Autonomy' was created. Evidence was gathered using this scale and triangulated with other data, including participant interview, professional biography questionnaire and focused observation. The cohort consisted of 169 practitioners in 115 settings who worked with the researcher to collect the data. The practitioners had varied roles and backgrounds and were trained by the researcher in the methdology. They mainly worked in settings broadly representational of the four most frequent types of UK centre based provision; Reception Classes in Primary Schools, Nursery Schools, Nursery Classes and Pre-school Learning Alliance Playgroups. The data generated by this strategy was analysed to consider the characteristics of an effective early childhood educator. The 'Adult Engagement Scale' was shown to be an effective means of assessment, development and improvement. The data revealed that an adult's ability to be an effective 'engager' was linked to her 'educative disposition', which included her 'professional self image and emotional well being'. The analysis showed that the educative categories of 'Sensitivity', 'Stimulation' and 'Autonomy' were hierarchical and progressively less well addressed. All settings scored relatively highly on Sensitivity. Those settings which were better at Stimulation generally had more qualified staff. Autonomy was least well addressed by all settings, yet appears to be the category most closely linked to adult effectiveness. Most early childhood educaors are emotionally committed to their work yet feel undervalued. Universally practitioners in this study displayed a poor profesisonal self image, and this was clearly linked to their ability to be effective as an 'engaging' educator of young children.
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Argouslidis, Paraskevas C. "The service elimination process : an empirical investigation into the British financial services sector." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/16787.
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The present study represents an in-depth empirical investigation into the service elimination process in the British financial services sector. It aims to make a contribution towards the concise development of the literature on service elimination and to provide empirically based recommendations, which can improve the way financial service elimination is practised. The theoretical part of the study focused first on a review of the characteristics of services in general and of financial services in particular and of the service range management activities of financial institutions. Second, the literature on product and service elimination was reviewed. The bulk of this material refers to conceptual propositions and empirical evidence on elimination from manufacturing settings, while conceptual and empirical material from service and financial service settings is alarmingly sparse. The presents tudy conceptualisedth e service elimination process as consisting of three broad stages, a) the pre-elimination stage, b) the actual service elimination decision-making process and c) the post-elimination stage. The study adopted a research approach based on the broad hypothesis that service elimination decisions are not made in a vacuum (as the limited literature on service and financial service elimination assumes explicitly or implicitly) but that they are influenced by contextual organisational and environmental characteristics of companies. Based on the above conceptualisations, the research objectives were to a) identify the content of the service elimination process (i. e., the decision variables involved in the various steps of the process) b) measure the relative importance/frequency of use of the above content and c) measure the influence of a set of contextual independent variables on the relative importance/frequency of use of the content of the service elimination process. To meet the above research objectives, a pluralistic research method was adopted. For the identification component of the research objectives qualitative research (in-depth interviews) was conducted, while for the measurement component quantitative research was conducted(mail survey). The findings indicated that service elimination decisions were the outcome of a multi-step process, which with very few exceptions (i. e., the way in which British financial institutions identified financial services as candidates for elimination) was found to be largely informal and unsophisticated. Moreover service elimination was rated as the least important service range management activity and was allocated the least amount of resources (temporal, monetary and human). The findings also suggested that the content of the service elimination process was both similar and different to elimination practice in manufacturing settings. Among the most obvious similarities was the paramount importance of sales and profitability considerations in making products and financial services candidates for elimination. Among the most striking differences was that while a product is fully eliminated, partial elimination was the predominant outcome of the service elimination process in the studied setting. With regards to the contextual influence, it was found that the relative importance/frequency of the decision variables involved in the service elimination process varied in relation to the type and the size of individual financial institutions, the pursued overall business strategy, and degree of market orientation, the degree of formalisation of the service elimination process, the number of services in the range (service diversity), the type of financial service which is considered for elimination, the method of its delivery process, the intensity of competition and of the legislative environment and the volatility of the technological environment. As such, the findings confirmed the hypothesised dynamism of the service elimination decisions and suggested that any attempt to describe the service elimination process in a golden rule way that fits all companies, all financial services and all environmental circumstances would be misleading.
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Jenkins, Ellen Janet. ""Organizing Victory:" Great Britain, the United States, and the Instruments of War, 1914-1916." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279079/.
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This dissertation examines British munitions procurement chronologically from 1914 through early 1916, the period in which Britain's war effort grew to encompass the nation's entire industrial capacity, as well as much of the industrial capacity of the neutral United States. The focus shifts from the political struggle in the British Cabinet between Kitchener and Lloyd George, to Britain's Commercial Agency Agreement with the American banking firm of J. P. Morgan and Company, and to British and German propaganda in the United States.
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Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
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Hodges, Sushmita. "Women and education : social feminism and intellectual emancipation in England and America." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720136.
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Social Feminism, as influenced by the Enlightenment, manifested itself between 1780 and 1860. An important aspect of social feminism was intellectual emancipation for women. Such intellectual emancipation came about through the blending of ideas emanating from prominent cultural and social centers in the western world. Women had been absorbing the reformist ideas of the Enlightenment philosophies, incorporating them into their own lines of thinking, and producing a social theory aiming at educational freedom for women. The individual efforts to initiate change in time reached beyond national boundaries through the pioneer social feminists' literary works and word of mouth. It is the intent of this dissertation to examine and analyze the linkage between the concept of social feminism and educational emancipation.The purpose of this research is to establish the significance of education as a major branch of social feminism within the context of the women's movement. To overcome language barriers that prevented research into other countries' women's movements, I have restricted this study to England and America and developed the concept of transatlantic feminism.Between 1780 and 1860 the women's "question" in England and America gained its theoretical foundations. Although there was no organized feminist movement, societies in both countries were being made conscious of the problems stemming from the subordinate status of women. This social awareness resulted from the tracts and discussions of certain male philosophers and of various exceptional females who focused on the question of women's rights and other related issues.The major emphasis during this early stage of the women's "question" was the issue of education as a vehicle for elevating the position of women. The education of available to women at that time was limited in nature. Training caring mothers was what social feminists protested against in their writings and discourses. Yet they understandably differed in their aims and formulas for change. Some spokeswomen, while accepting the societal status quo, promoted education as a means for women to recognize their moral superiority. There were yet others who demanded a "separate but equal" education so that women could exploit their full potential and, in some cases, assert their economic independence. All these social reformers, through their own unique experiences, also set examples for their contemporaries and future generations to follow.Despite some inconsistencies in their approaches to educational reform for women, almost all of the individual feminists discussed in this dissertation felt that intellectual emancipation would pave the way for improved social standing for women.Department of History
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Hilton, Adrian. "Free schools : the role of Conservative and Liberal political thought in shaping the policy." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:961415dd-a137-4f0d-b8e7-1b1927835053.
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'The landscape of schooling in England has been transformed over the last five years' (House of Commons Education Committee, 2015:3). More than half of secondary schools in England have become academies, independent of local authorities and funded directly by central government. The programme was begun by New Labour in 2002, and by the time they left office at the 2010 General Election 203 academies had been established. The policy was considerably extended between 2010-2015 by the Conservative and Liberal Democrat coalition, and 'Free Schools' were introduced by Education Secretary Michael Gove: that is, schools 'set up in response to what local people say they want and need in order to improve education for children in their community' (DfE, 2013/2015). By the time of the 2015 general election, there were 4,674 newly-sponsored or converter academies and 252 'Free Schools', representing 64% of secondary school students (47% of all state school students), and 51% of secondary schools (32% of all state schools). This research argues the hypothesis that there is a high degree of philosophical continuity on this policy across the main political parties in England. It also analyses the extent to which the policy-makers invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. Drawing on past associations with politicians, the principal expositors and key architects of the 'Free Schools' policy were interviewed, and these transcripts have given insight into how the themes of policy are conceptualised and understood. The data suggests that there are convergent philosophical views across the main political parties, and agreement on the course of history of the policy. There are, however, ethical concerns about the pace of reform, the primacy of the 'market', and the extent to which democratic public goods are consistent with schools that are 'free'.
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Napier, Steven. "Political Development of Subaltern Education in Great Britain, the United States, and India." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718264.
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Powell, Mary Ann. "Family and Schooling Effects on Educational Attainment: Great Britain and the United States Compared." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364298770.
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Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
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Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications. Consequently, college graduates enter the labour market with university-validated degrees. However, very little is known about how college students' journeys through HE compare with those of their university counterparts. This study used semi-structured interviews (N=30) and a questionnaire (N=78) to explore how the decisions, experiences, post-graduation expectations and employment or further study outcomes of business undergraduates at English universities compare with those at English FE colleges. In particular, this research focused on students from six institutions (four FE colleges and two universities) across Yorkshire and Humberside and the West Midlands who were in the final year of bachelor's degrees in business-related subjects in 2013. The differences between these two groups of students emerged throughout their HE journeys. Whereas university students portrayed their pursuit of HE as inevitable, college students (depending upon their age) described making an active choice to go to HE, being directed towards it or drifting into it. When selecting an institution, most university students made a choice based on preferences, while college students made one based on constraints. Their student experiences were largely shaped by the particular environment of their type of institution, meaning college students often faced tension between HE and FE that did not feature in the university student experience. This tension permeated every aspect of the college student experience, from the style of teaching to the facilities and services available at their institution. Although college students appeared to have slightly more realistic post-graduation expectations (especially in terms of salary), university students tended to have more positive outcomes, largely due to the fact that they completed work placements during their course which led to full-time jobs after they graduated. The data from this study were analysed using the concepts of the 'figured world' (Holland et al., 1998), boundaries, identity and culture. In so doing, it becomes clear that despite the fact that these two groups of students undertook similar qualifications in similar subject areas, they did not achieve similar outcomes. As a consequence, it is argued that although HE in FE does widen participation in terms of offering more students the chance to pursue HE, it does not necessarily grant access to the same types of post-graduation opportunities.
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Hoy, Michael. "Isaac Barrow : builder of foundations for a modern nation : the church, education and society in the Isle of Man, 1660-1800." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2010267/.
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This thesis examines the contribution made to the political, ecclesiastical and social development of the Isle of Man by Isaac Barrow, bishop of Sodor and Man (1663-71) and governor (1664-69). The condition of the Island and its people after the civil wars and interregnum is described and the nature and scope of the challenges faced by Barrow are assessed. Barrow’s vision for the people in his care and the pastoral and educational strategies he adopted to better their moral, spiritual and social condition are described, and his motives in introducing his wide-ranging reforms are considered. The civil legislation enacted during his administration and the ecclesiastical legislation which he initiated are analysed, and the immediate and longer term effects of his reforms are evaluated. Barrow identified two key targets for reform: improved education and conditions for the parish clergy; and the provision of English elementary schools for every boy and girl, with grammar and academic schools for the most able. Barrow’s skill in exploiting four different sources of funds and setting up well-constructed endowment instruments to ensure effective investment management is considered, and the quality and consistency of the oversight of schools and other aspects of pastoral and social care provided by the clergy and the courts are also evaluated. The thesis then reflects on Barrow’s continuing interest in and contribution to the development of education in the Isle of Man during his episcopate in St Asaph (1670-80), and considers reasons for his relative lack of success in addressing comparable social challenges in north-east Wales. The impact of variations to the conditions of the academic endowments which Barrow made in his will (1680) is also assessed. At the centre of the thesis is a reflection on Barrow’s life before 1663. The contrast between his high church, royalist convictions and academic career in Cambridge, Oxford and Eton on the one hand, and the liberal credentials of his reforms on the other, is considered. The thesis questions the extent to which the influence of former friends and colleagues, and the strengths and weaknesses of his self-sufficient, authoritarian character may have contributed to his ideas and the success of their implementation. The thesis evaluates the long-term effectiveness of Barrow’s reforms, notably in education, by analysing evidence for the progress of literacy in reading and writing in the Isle of Man through the eighteenth century. It assesses particularly the efficacy of schooling in English in an isolated community where only Manx Gaelic, a vernacular without a written orthography, was spoken, and considers similar challenges in the teaching and acquisition of reading skills in Wales. Comparisons are then drawn with contemporary developments in the dioceses of Chester (Cheshire and south Lancashire) and St Asaph (Denbigh, Flint and Montgomery) and in the wider context of the progress of literacy in England and Wales. In conclusion the continuing contribution of Barrow’s ideas and endowments today is summarised.
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Nwauwa, Apollos Okwuchi. "Imperialism, academe and nationalism : Britain and university education for Africans 1860 - 1960 /." London : Cass, 1997. http://www.loc.gov/catdir/enhancements/fy0652/96021116-d.html.
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Urk, Felix van. "Function-focused implementation fidelity for complex interventions : the case of Studio Schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:5c73b308-efbf-48aa-91b1-f8c06b7eb885.
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This thesis is concerned with an initial assessment of the implementation of Studio Schools, a novel and highly flexible model of secondary education, in England. Responding to the methodological challenges towards evaluating a 'standard' national social programme that is encouraged to be adapted to context by local schools, the thesis also reports the development, operationalisation, and testing of a new approach towards the concept of implementation fidelity for evaluation science. The thesis commences by presenting the modern-historic foundations and challenges of the current English secondary education system that gave rise to Studio Schools, and describing the nature and objectives of the schools. This is followed by a discussion of the general challenges involved in the development and evaluation of complex social interventions and the specific challenges presented by the case of Studio Schools. The remainder of the thesis reports the development, use, and assessment of methods to overcome these challenges - with particular focus on evaluating implementation as part of process evaluations - as well as the current state of implementation in the schools. Delphi-inspired consensus methods were used in order to develop an explicit programme theory for Studio Schools where none previously existed, involving stakeholders in the theory specification process. The process demonstrated that stakeholders without a background in programme evaluation can agree to a specific and explicit theory of change after a programme was designed but prior to its evaluation. Next, a novel conceptual approach towards defining and measuring implementation fidelity was developed to translate a standard programme theory into flexible implementation measures. This approach focuses on the functions - or targeted change mechanisms - of a programme alongside its form of a given set of activities. Implementation measures were developed in the form of quantitative, paper-based questionnaires that were used to rate form- and function- focused fidelity of implementation of project-based learning (PBL) and personal coaching in schools on ordinal Likert scales. These measures were piloted and refined, and subsequently tested for their psychometric properties through the use of factor analysis in addition to established methods for determining the reliability of instruments in terms of internal consistency and inter-rater agreement. Findings show that it is feasible to monitor programme functions alongside form in process evaluations, and that the validity and reliability of measures based on this approach can be established using common psychometric methods. The measures developed earlier in the thesis were used by the doctoral candidate as well as teachers and students to rate the current state of implementation practices of PBL and coaching in Studio Schools was monitored over a period of four months in four participating schools. Ratings were based on observations made in-vivo or based on video- and audio recordings made during repeated visits to the schools. Quantitative implementation scores were calculated per rater group for PBL and coaching by aggregating ratings given to individual sessions, and were compared within and between schools. Spearman's correlation coefficients were calculated to assess correlation between form- and function-focused fidelity scores. The results of this study imply that implementation in Studio Schools likely varies substantially between individual schools and can be improved in all of them, but also suggest that the model could be evaluated for its effectiveness as long as implementation and process are carefully monitored. The additions of this thesis to the evaluation literature are considered, as well as its strengths and limitations and implications for practice and research.
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George, Thomas David. "Women's work in industry and agriculture in Wales during the First World War." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/74416/.
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During the First World War, thousands of Welsh women became involved in the production of munitions and food for the war effort. This thesis examines attitudes towards and experiences of women workers employed in munitions and agricultural production in Wales during the war. It explores the organisation and recruitment of women in these areas, the employment of women in both fields, the organisation of welfare and leisure within and outside the workplace, and women’s experiences of demobilisation. Throughout, it considers women’s motivations for undertaking war work, as well as their experiences, including their involvement in strike action and in sporting activities, and how these were affected by class, age, and locality. The thesis argues that while the war lasted, women gained greater self-confidence and started to forge a collective identity as workers, but their contribution to the labour market was always viewed as temporary and valued less than men’s work. After the Armistice, women were forced back to the home or to traditional ‘feminine’ occupations. This thesis therefore contributes to long-standing historiographical arguments about the extent to which the war brought about lasting social change for women. It makes a significant contribution to the under-researched field of Welsh women’s experiences in the First World War.
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Doherty, Robert Anthony. "New Labour : governmentality, social exclusion and education policy." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2667/.
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This thesis critically explores the broad relationship between New Labour’s adoption of social exclusion as a policy concept and the outworking of this commitment within instances of policy directed at compulsory education. It presents and deploys Foucault’s idea of governmentality as a perspective from which to undertake critical policy analysis. It considers approaches to policy analysis and posits a layered model that looks to explicate levels and forms of power within the policy system; including a concern to integrate the place and function of policy texts. An account of the main dimensions of New Labour’s Third Way politics is developed, together with a broad account of New Labour’s attempts to govern compulsory education. Critical Discourse Analysis is applied to interpret and explain two texts posited as capturing a particular historical moment in New Labour’s adoption and commitment to a recognisable conceptualisation of social exclusion. A governmentality perspective is employed to analyse policy around social exclusion within the Third Way politics of New Labour following 1997. This analysis has a particular focus on how this social exclusion dimension was accommodated within the broader schematic of Third Way governmentality and how it interacted with and emerged within policy around compulsory education in the early years of New Labour. The analysis concludes that the social exclusion dimension of New Labour’s policy ambitions was present, but sublimated within the conflicted policy climate of compulsory education arising from New Labour’s distinctive governmentality.
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Chien, Hung-Ju. "Developing a digital nervous system for enhancing effectiveness of construction management and increasing commercial benefit in the UK construction industry." Thesis, University of South Wales, 2003. https://pure.southwales.ac.uk/en/studentthesis/developing-a-digital-nervous-system-for-enhancing-effectiveness-of-construction-management-and-increasing-commercial-benefit-in-the-uk-construction-industry(eae650ad-778f-4873-ab37-e1717dbbd4bc).html.
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Information and Communication Technology (ICT) facilitates better communication within the construction industry and has the potential to change the industry beyond recognition. The aim of this research is to develop a theoretical Digital Nervous System (DNS) model for the UK construction industry to enable companies to improve their corporate business performance. To accomplish the aim of the research, the author conducted extensive secondary and primary data collection. Two primary research techniques were adopted to elicit data and information from respondents, these were; questionnaire surveys and structured interviews. A comprehensive review of secondary data was undertaken, this included a review of published literature, both in print and electronic format. A theoretical DNS model has been proposed by the author in this research. This DNS model is able to support and integrate the following functions: To manage inner-company operations more efficiently using Enterprise Resource Planning (ERP) and Intranet technology. To use Extranets to improve communication with business partners by sharing up-to-date information. To exploit the potential of the Internet to increase interaction with the public, interest groups and potential clients. To create commercial benefits available to the construction industry through the use of e-Commerce. The potential benefits of utilising a DNS model for a construction organisation are significant. The possible improvements that can be attributed to adopting the DNS model proposed by the author of this research include: • Reduction in an organisation's costs and construction time. • Improved profits. • Reduction in defects and waste. • Increase in productivity and client satisfaction.
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MacDonnell, Moira Anne Elizabeth. "Real options in construction projects and as a possible alternatives to PFI projects." Thesis, Swansea University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678652.
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Quinn, Brian J. "Management, restructuring and industrial relations : organizational change within the United Kingdom broadcasting industry, 1979-2002." Thesis, St Andrews, 2007. http://hdl.handle.net/10023/349.
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