Institute For Public Policy Research Research Articles

“There are strengths that are vast”

Schools, citizen action, and the bridging power of social capital In 2019, for the first time since the 1970s, the majority of people in the UK described themselves as ‘dissatisfied with democracy’.1 This dissatisfaction has many causes, but, according to Harry Quilter-Pinner from the Institute for Public Policy Research (IPPR), key factors include the disjoint between the lives people hoped to lead and the lives they are living, combined with a lack of confidence in governments’ ability to tackle the challenges that matter to citizens.2 According to Essex School of political theorists, the perceived failures of representative democracy are the origins of populism – in which people's grievances are brought together and expressed as a hostile rejection of an ‘out-of-touch elite’.3 Yet Education – Power – Change, a new book telling the stories of school-based projects supported by the charity Citizens’ UK, offers hope that a dissatisfied descent into populism and polarisation is not inevitable.4 The citizen activists featured in the book's case studies hint at a more optimistic and inclusive manifesto for revitalised communities, with democracy at their heart. As members of communities on the sharp-end of the trends described by Quilter-Pinner, you might expect the individuals featured in the book to have given up on the system – rejecting it, refusing to be part of it, and instead carving off new and alternative enclaves. But that hasn't been their approach. Instead, Janice Allen, a headteacher in Rochdale, argues that these citizens were creating ‘liminal spaces’; spaces at a threshold that make politicians pause, and that precipitate a profound response which prompts them to think differently about how they respond to social problems. “Frustrations with power structures often come from the sense that they are impenetrable” Frustrations with power structures often come from the sense that they are impenetrable, but rather than rejecting existing structures, these citizen activists refused to accept boundaries and opened up new routes across divides. In order to do so, they refused to be bound by conventionality and carefully calibrated how much tension to create between themselves and those they sought to influence. In other words, they did not stand outside the system and throw stones, they demanded to be let in so that they could sit with those in power and negotiate change together. “Sometimes the people who are closest to the problem are also closest to the solution” Individuals and communities can unleash surprising power when they span ‘structural holes’ and mobilise the “bridging capital” that the American Sociologist, Robert Putnam describes as “sociological WD-40”6. Putnam critiques the rise of “mere card-carrying membership organisations” where people pay their fees and outsource their voice, a form of participation that fails to bring people together and build the bonds nurtured by civic participation. The participation catalogued in Education – Power – Change is of a very different ilk to ‘mere card-carrying’, shrinking the distance between decision makers and citizens by unleashing what Community Organiser Hannah Gretton goes on to call, ‘relational power’, or, ‘power with’. In the city of Bradford, students penned a manifesto in which they demanded to be “partners in policymaking.” As Natasha Boyce realised through her anti-racism work with the Stephen Lawrence Ambassadors in Leicestershire, “the key to success in working towards systemic change is having close proximity to power”. Relational power or ‘power with’ is about far more than the passive power of ‘the consulted’. As Esol Teachers Dermot Bryers and Kasia Blackman argue, it involves a much greater degree of respect and accountability. It is also far more unpredictable – as the story of Mohana demonstrates. Having been a Maths teacher in India, Mohana struggled to navigate systems and language barriers when she arrived in the UK, to the point where she was frightened to leave home. However, as she began to find her voice as an activist, her leadership potential was unleashed and she galvanised her community in pursuit of social change. The same happened when a vanguard of young Stephen Lawrence ambassadors began to share their work with a network of Leicestershire schools. Meanwhile, in Lewisham, it was only when parents at St Mary's CE primary were brought together and compared their experiences that they discovered the overlaps in their concerns – unleashing their collective will to pursue change. “Organising for change is not a free-for-all, and it is called ‘organising’ for a reason. Investing in the structure matters” There is no getting away from the need for ‘patient tilling of the soil’ to prepare the ground for action as Hannah Gretton puts it (quoting civil rights organiser Ella Baker). And herein lies a paradox that Dermot and Kassia from LoveEsol put their finger on: “we organise because we don't have money but to a certain extent we need money to organise”. As key civic institutions, schools can play an important role in pump-priming and getting the ball rolling, as James O'Connell-Lauder from Dixons Academies Trust explains. Dixons is part of a group of multi-academy trusts that came together to fund a local Citizens’ Alliance. Ultimately, organising for change is not a free-for-all, and it is called ‘organising’ for a reason. Investing in the structure matters. “If our society, and the next generation in particular, are to stand a chance of bouncing back, then a reinvigorated collectivism in some form or other is surely our only hope” If our society, and the next generation in particular, are to stand a chance of bouncing back, then a reinvigorated collectivism in some form or other is surely our only hope, offering a powerful alternative to populist anger, polarisation, and disempowerment. As Jon Yates argues in Fractured, “the crisis of Covid has distanced us from each other. We see anew how far apart we are. The result must be a new way to bring us together”.8 Schools must surely be at the heart of this, and the stories in Education – Power – Change paint a picture of what that might look like. Loic Menzies is a visiting fellow at Sheffield Institute of Education and a senior research associate in the Jesus College Intellectual Forum, Cambridge. He was previously chief executive of The Centre for Éducation and Youth and is a former teacher and youth worker.

The impact of skills and training on local development

International Journal of Training and DevelopmentVolume 25, Issue 4 p. 341-346 EDITORIALOpen Access The impact of skills and training on local development First published: 11 October 2021 https://doi.org/10.1111/ijtd.12240AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners’ personal growth. In this context, “development” means competence improvement and thus relates to the individual’s development through learning. Besides such personal development, vocational and professional education and training is also considered a means to foster local development. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field. Lewis (1997) already raised this topic in the First Issue of the International Journal of Training and Development. While Lewis (1997) understood “the local” as the systemic and policy-related institutional level of the nation state, this Special Issue includes further spatial scales, especially on subnational level. This Special Issue collates perspectives of vocational education research and economic geography to explore this field that is relevant for academic debates and policymaking. The Special Issue endeavours to clarify the question if and how vocational and professional education and training foster local development. To this end, the meaning of local development first needs some specification. “Local development” can mean regional-economic growth, local innovative capabilities, sustainable social change and the ecological transition (Fromhold-Eisebith et al., 2014). Hence, it is always necessary to specify the objectives of local development. At the same time, local development as a theoretical and policy-relevant concept requires a comprehensive approach, comprising socio-economic and ecological development. If the term “local development” relates to research on regions in the Global South and in emerging economies, critiques from dependency theory and postcolonial perspectives must be involved. Then, the question appears who decides about development objectives and measures, and who is involved in these processes. Academic intervention is difficult and raises the question of legitimacy. Korf (2018) distinguishes two attitudes of (Northern) academics who conduct research in the field of international cooperation. On the one side, they take a position of external critique of the global development apparatus and a distant view. On the other side, there is a position that empathically accepts the productive hermeneutic tension between ethical engagement and developmental practices. The positioning within this field of tensions and contradictions is necessary, particularly in cases of international transfer of vocational and professional education and training. Besides the clarification of “development”, it is necessary to specify the “local”. In many contributions, the “local” is simply “here” or “there”; it is not specified explicitly. As political economy significantly influenced the discourse (Crouch et al., 1999; Fortwengel & Jackson, 2016), research on the macrolevel of nations has long prevailed. Furthermore, studies have provided insights at the workplace (Li & Pilz, 2021). Today, there is a growing field of interdisciplinary contributions that provide a perspective on the subnational level of the region (Gessler, 2017; Li & Pilz, 2021; Pilz & Wiemann, 2020). There are a range of relevant research areas in the intersection of vocational education research and economic geography. The following illustrates some of them. One lively research field considers social networks and institutional settings. Locally, these networks and institutions are located in a town, a district of a town, or a rural area. Various studies share this local view, such as studies on clusters (Maskell, 2001), innovative milieus (Maillat, 1998), industrial districts (Boschma & ter Wal, 2007), and regional/territorial innovation systems (Asheim et al., 2007). In fact, there is some evidence that skills and training can promote “local development” (Backes-Gellner & Lehnert, 2021). Skill formation to promote local development requires the commitment of the involved actors, who are regulating, for example, questions of financing, certification, curriculum design and the development of the teaching staff (Li & Pilz, 2017), and who thus create the local “skill ecosystem” (Anderson & Warhurst, 2012; Buchanan et al., 2017; see Wedekind et al. in this Special Issue). A broad stream of literature relates to such organisational actors and particularly analyses vocational schools and universities as sites of professional education in cities and rural regions. For example, in economic geography, many contributions have shifted higher education institutions into the focus (Faulconbridge & Hall, 2009; Fromhold-Eisebith & Werker, 2013; Kleibert et al., 2020) as well as non-academic vocational education and training (James, 2012; Phelps et al., 2005). Besides universities and vocational schools, the company as additional learning location shifts into focus (Wedekind & Mutereko, 2016). The extent to which companies engage in vocational and professional education and training differs considerably between the different countries and their skill formation systems (Busemeyer & Trampusch, 2012; Graf, 2021). In many nations, it is common that the company trains pupils and students in internships in a relatively short time span and with a low degree of institutionalisation (Röhrer et al., 2021). Moreover, in countries such as Germany, Austria and Switzerland, there are comprehensive forms of “dual” vocational education and training in companies and vocational schools (Pilz, 2012a). In addition, universities, technical colleges, vocational academies, and so on cooperate with companies in various kinds of dual study programmes. The various actors act on different spatial scales. This requires to follow a multi-scalar view, connecting the local scale with other subnational entities, the country and the international level. Even if “scales” are not to be understood as separate and distinct levels, but rather as complex interwoven constructs, the multi-scalar view is helpful in understanding local development through professional and vocational education and training. This is particularly the case for the international transfer of professional and vocational education and training. Such international transfer is a concern for a broad transfer community of multinational companies and international institutional actors, who communicate and cooperate with governments and other actors on the different national and subnational scales (Fuchs, 2020; Wrana & Revilla Diez, 2016). Other contributions discuss the kind of knowledge that is relevant for local development. In economic geography, many contributions distinguish analytical (largely codified, academically produced) competencies, synthetic competencies (technology-based, application-oriented, largely tacit) and symbolic competencies (art-based, design-oriented and creative). In the same vein, authors focus on—besides STI (science, technology, innovation) competencies—the doing, using and interacting (DUI) competencies (Asheim et al., 2007; Asheim et al., 2017; Tödtling et al., 2012). The studies therefore consistently emphasise the relevance of practical training in the classes of vocational schools (Boschma et al., 2013; Patel & Pavitt, 1994), universities (Kleibert, 2015; Kleibert et al., 2020), and in related programmes of dual cooperation (Wiemann & Fuchs, 2018). Research in vocational education has long analysed such different stakeholders and their related interests and policies, and those who are affected (the learners and their families). The question “Who profits?” is particularly crucial in the analysis of international transfer activities (Brockmann et al., 2011; Canning & Cloonan, 2002; Pilz, 2012b, 2016). The Special Issues bundles papers from vocational education research and economic geography, thereby highlighting local development in different parts of the world. The Special Issue starts with studies on regions in the Global South and in emerging economies. Volker Wedekind, Presha Ramsarup, Chenjerai Muwaniki, David Monk, Heila Lotz-Sisitka, Simon McGrath and Jo-Anna Russon shift their view on regions in Subsahara-Africa. The authors explore how vocational education and training can be reimagined and redesigned to find new ways towards a responsive “skill ecosystem” of vocational education, which is appropriate for the local context, socially inclusive, and takes the ecological environment seriously. In the transition of emerging economies, vocational and professional education and training plays an important role, as it promises socio-economic change in the direction of increased global competitiveness and social development. Promotors of change play a role in this. Marc Schulze and Jana Kleibert critically analyse governments as game-changers by focussing on transnational education for regional economic development in Malaysia and Singapore. By continuing the view on regions in emerging economies and by focussing on the Greater Shanghai Area, Judith Wiemann pays attention to an impressively complex setting of actors who are promoting institution-building processes. She argues for the local scale as an important—but too often left aside—level of analysis with regard to studying skill formation. Iris Clemens illustrates the emergence of innovations through the encounter of knowledges in “the local”. She takes a view on indigenous knowledges and the circulation of stories. Such knowledge, and related teaching-learning practices, are promoted by narratives in social networks that contribute to transitory processes on a local level. Her study suggests that those who are involved in skill formation are well-advised if they use the productivity and creativity that encounters generate. Professional and vocational education and training is also an issue in regions of the Global North. By mirroring the perspective on how actors of countries such as Germany, Austria and Switzerland transfer professional and vocational education and training to countries of the Global South, Martina Fuchs, Johannes Westermeyer, Lena Finken and Matthias Pilz analyse training activities of foreign direct investments in Germany. They find different ways in which foreign investors participate in local training activities and thereby connect to the German skill formation system. Institutional settings, which characterise the German skill formation system, are partially adopted here. Bastian Lange illustrates how universities’ third mission (the knowledge transfer to the local environment) can be realised by collaborative learning of practitioners and academics. The concept of “field configuring events” has initiated inspiring discussions on the relevance of temporary social events and how such encounters generate new relevant knowledges. The following contributions of this Special Issue are only some examples of emerging topics in the vibrant research field outlined above. They specify some upcoming pathways of the ongoing research within this field. REFERENCES Anderson, P., & Warhurst, C. (2012). Lost in translation? Skills policy and the shift to skill ecosystems. In T. Dolphin & D. Nash (Eds.), Complex new world. Translating new economic thinking into public policy (pp. 109– 120). Institute for Public Policy Research. Google Scholar Asheim, B., Coenen, L., & Vang, J. (2007). Face-to-face, buzz, and knowledge bases: Sociospatial implications for learning, innovation, and innovation policy. Environment and Planning C: Politics and Space, 25(5), 655– 670. https://doi.org/10.1068/c0648CrossrefWeb of Science®Google Scholar Asheim, B., Grillitsch, M., & Trippl, M. (2017). Introduction: Combinatorial knowledge bases, regional innovation, and development dynamics. 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Darkness, Datafication, and Provenance as an Illuminating Methodology

Data are generated and employed for many ends, including governing societies, managing organisations, leveraging profit, and regulating places. In all these cases, data are key inputs into systems that paradoxically are implemented in the name of making societies more secure, safe, competitive, productive, efficient, transparent and accountable, yet do so through processes that monitor, discipline, repress, coerce, and exploit people. (Kitchin, 165) Introduction Provenance refers to the place of origin or earliest known history of a thing. It refers to the custodial history of objects. It is a term that is commonly used in the art-world but also has come into the language of other disciplines such as computer science. It has also been applied in reference to the transactional nature of objects in supply chains and circular economies. In an interview with Scotland’s Institute for Public Policy Research, Adam Greenfield suggests that provenance has a role to play in the “establishment of reliability” given that a “transaction or artifact has a specified provenance, then that assertion can be tested and verified to the satisfaction of all parities” (Lawrence). Recent debates on the unrecognised effects of digital media have convincingly argued that data is fully embroiled within capitalism, but it is necessary to remember that data is more than just a transactable commodity. One challenge in bringing processes of datafication into critical light is how we understand what happens to data from its point of acquisition to the point where it becomes instrumental in the production of outcomes that are of ethical concern. All data gather their meaning through relationality; whether acting as a representation of an exterior world or representing relations between other data points. Data objectifies relations, and despite any higher-order complexities, at its core, data is involved in factualising a relation into a binary. Assumptions like these about data shape reasoning, decision-making and evidence-based practice in private, personal and economic contexts. If processes of datafication are to be better understood, then we need to seek out conceptual frameworks that are adequate to the way that data is used and understood by its users. Deborah Lupton suggests that often we give data “other vital capacities because they are about human life itself, have implications for human life opportunities and livelihoods, [and] can have recursive effects on human lives (shaping action and concepts of embodiment ... selfhood [and subjectivity]) and generate economic value”. But when data are afforded such capacities, the analysis of its politics also calls for us to “consider context” and “making the labour [of datafication] visible” (D’Ignazio and Klein). For Jenny L. Davis, getting beyond simply thinking about what data affords involves bringing to light how continually and dynamically to requests, demands, encourages, discourages, and refuses certain operations and interpretations. It is in this re-orientation of the question from what to how where “practical analytical tool[s]” (Davis) can be found. Davis writes: requests and demands are bids placed by technological objects, on user-subjects. Encourage, discourage and refuse are the ways technologies respond to bids user-subjects place upon them. Allow pertains equally to bids from technological objects and the object’s response to user-subjects. (Davis) Building on Lupton, Davis, and D’Ignazio and Klein, we see three principles that we consider crucial for work on data, darkness and light: data is not simply a technological object that exists within sociotechnical systems without having undergone any priming or processing, so as a consequence the data collecting entity imposes standards and way of imagining data before it comes into contact with user-subjects; data is not neutral and does not possess qualities that make it equivalent to the things that it comes to represent; data is partial, situated, and contingent on technical processes, but the outcomes of its use afford it properties beyond those that are purely informational. This article builds from these principles and traces a framework for investigating the complications arising when data moves from one context to another. We draw from the “data provenance” as it is applied in the computing and informational sciences where it is used to query the location and accuracy of data in databases. In developing “data provenance”, we adapt provenance from an approach that solely focuses on technical infrastructures and material processes that move data from one place to another and turn to sociotechnical, institutional, and discursive forces that bring about data acquisition, sharing, interpretation, and re-use. As data passes through open, opaque, and darkened spaces within sociotechnical systems, we argue that provenance can shed light on gaps and overlaps in technical, legal, ethical, and ideological forms of data governance. Whether data becomes exclusive by moving from light to dark (as has happened with the removal of many pages and links from Facebook around the Australian news revenue-sharing bill), or is publicised by shifting from dark to light (such as the Australian government releasing investigative journalist Andie Fox’s welfare history to the press), or even recontextualised from one dark space to another (as with genetic data shifting from medical to legal contexts, or the theft of personal financial data), there is still a process of transmission here that we can assess and critique through provenance. These different modalities, which guide data acquisition, sharing, interpretation, and re-use, cascade and influence different elements and apparatuses within data-driven sociotechnical systems to different extents depending on context. Attempts to illuminate and make sense of these complex forces, we argue, exposes data-driven practices as inherently political in terms of whose interests they serve. Provenance in Darkness and in Light When processes of data capture, sharing, interpretation, and re-use are obscured, it impacts on the extent to which we might retrospectively examine cases where malpractice in responsible data custodianship and stewardship has occurred, because it makes it difficult to see how things have been rendered real and knowable, changed over time, had causality ascribed to them, and to what degree of confidence a decision has been made based on a given dataset. To borrow from this issue’s concerns, the paradigm of dark spaces covers a range of different kinds of valences on the idea of private, secret, or exclusive contexts. We can parallel it with the idea of ‘light’ spaces, which equally holds a range of different concepts about what is open, public, or accessible. For instance, in the use of social data garnered from online platforms, the practices of academic researchers and analysts working in the private sector often fall within a grey zone when it comes to consent and transparency. Here the binary notion of public and private is complicated by the passage of data from light to dark (and back to light). Writing in a different context, Michael Warner complicates the notion of publicness. He observes that the idea of something being public is in and of itself always sectioned off, divorced from being fully generalisable, and it is “just whatever people in a given context think it is” (11). Michael Hardt and Antonio Negri argue that publicness is already shadowed by an idea of state ownership, leaving us in a situation where public and private already both sit on the same side of the propertied/commons divide as if the “only alternative to the private is the public, that is, what is managed and regulated by states and other governmental authorities” (vii). The same can be said about the way data is conceived as a public good or common asset. These ideas of light and dark are useful categorisations for deliberately moving past the tensions that arise when trying to qualify different subspecies of privacy and openness. The problem with specific linguistic dyads of private vs. public, or open vs. closed, and so on, is that they are embedded within legal, moral, technical, economic, or rhetorical distinctions that already involve normative judgements on whether such categories are appropriate or valid. Data may be located in a dark space for legal reasons that fall under the legal domain of ‘private’ or it may be dark because it has been stolen. It may simply be inaccessible, encrypted away behind a lost password on a forgotten external drive. Equally, there are distinctions around lightness that can be glossed – the openness of Open Data (see: theodi.org) is of an entirely separate category to the AACS encryption key, which was illegally but enthusiastically shared across the internet in 2007 to the point where it is now accessible on Wikipedia. The language of light and dark spaces allows us to cut across these distinctions and discuss in deliberately loose terms the degree to which something is accessed, with any normative judgments reserved for the cases themselves. Data provenance, in this sense, can be used as a methodology to critique the way that data is recontextualised from light to dark, dark to light, and even within these distinctions. Data provenance critiques the way that data is presented as if it were “there for the taking”. This also suggests that when data is used for some or another secondary purpose – generally for value creation – some form of closure or darkening is to be expected. Data in the public domain is more than simply a specific informational thing: there is always context, and this contextual specificity, we argue, extends far beyond anything that can be captured in a metadata schema or a licensing model. Even the transfer of data from one open, public, or light context to another will evoke new degrees of openness and luminosity that should not be assumed to be straightforward. And with this a new set of relations between data-user-subjects and stewards emerges. The movement of data between public and private contexts by virtue of the growing amount of personal information that is generated through the traces left behind as people make use of increasingly digitised services going about their everyday lives means that data-motile processes are constantly occurring behind the scenes – in darkness – where it comes into the view, or possession, of third parties without obvious mechanisms of consent, disclosure, or justification. Given that there are “many hands” (D’Iganzio and Klein) involved in making data portable between light and dark spaces, equally there can be diversity in the approaches taken to generate critical literacies of these relations. There are two complexities that we argue are important for considering the ethics of data motility from light to dark, and this differs from the concerns that we might have when we think about other illuminating tactics such as open data publishing, freedom-of-information requests, or when data is anonymously leaked in the public interest. The first is that the terms of ethics must be communicable to individuals and groups whose data literacy may be low, effectively non-existent, or not oriented around the objective of upholding or generating data-luminosity as an element of a wider, more general form of responsible data stewardship. Historically, a productive approach to data literacy has been finding appropriate metaphors from adjacent fields that can help add depth – by way of analogy – to understanding data motility. Here we return to our earlier assertion that data is more than simply a transactable commodity. Consider the notion of “giving” and “taking” in the context of darkness and light. The analogy of giving and taking is deeply embedded into the notion of data acquisition and sharing by virtue of the etymology of the word data itself: in Latin, “things having been given”, whereby in French données, a natural gift, perhaps one that is given to those that attempt capture for the purposes of empiricism – representation in quantitative form is a quality that is given to phenomena being brought into the light. However, in the contemporary parlance of “analytics” data is “taken” in the form of recording, measuring, and tracking. Data is considered to be something valuable enough to give or take because of its capacity to stand in for real things. The empiricist’s preferred method is to take rather than to accept what is given (Kitchin, 2); the data-capitalist’s is to incentivise the act of giving or to take what is already given (or yet to be taken). Because data-motile processes are not simply passive forms of reading what is contained within a dataset, the materiality and subjectivity of data extraction and interpretation is something that should not be ignored. These processes represent the recontextualisation of data from one space to another and are expressed in the landmark case of Cambridge Analytica, where a private research company extracted data from Facebook and used it to engage in psychometric analysis of unknowing users. Data Capture Mechanism Characteristics and Approach to Data Stewardship Historical  Information created, recorded, or gathered about people of things directly from the source or a delegate but accessed for secondary purposes.  Observational  Represents patterns and realities of everyday life, collected by subjects by their own choice and with some degree of discretion over the methods. Third parties access this data through reciprocal arrangement with the subject (e.g., in exchange for providing a digital service such as online shopping, banking, healthcare, or social networking).  Purposeful  Data gathered with a specific purpose in mind and collected with the objective to manipulate its analysis to achieve certain ends. Integrative  Places less emphasis on specific data types but rather looks towards social and cultural factors that afford access to and facilitate the integration and linkage of disparate datasets Table 1: Mechanisms of Data Capture There are ethical challenges associated with data that has been sourced from pre-existing sets or that has been extracted from websites and online platforms through scraping data and then enriching it through cleaning, annotation, de-identification, aggregation, or linking to other data sources (tab. 1). As a way to address this challenge, our suggestion of “data provenance” can be defined as where a data point comes from, how it came into being, and how it became valuable for some or another purpose. In developing this idea, we borrow from both the computational and biological sciences (Buneman et al.) where provenance, as a form of qualitative inquiry into data-motile processes, centres around understanding the origin of a data point as part of a broader almost forensic analysis of quality and error-potential in datasets. Provenance is an evaluation of a priori computational inputs and outputs from the results of database queries and audits. Provenance can also be applied to other contexts where data passes through sociotechnical systems, such as behavioural analytics, targeted advertising, machine learning, and algorithmic decision-making. Conventionally, data provenance is based on understanding where data has come from and why it was collected. Both these questions are concerned with the evaluation of the nature of a data point within the wider context of a database that is itself situated within a larger sociotechnical system where the data is made available for use. In its conventional sense, provenance is a means of ensuring that a data point is maintained as a single source of truth (Buneman, 89), and by way of a reproducible mechanism which allows for its path through a set of technical processes, it affords the assessment of a how reliable a system’s output might be by sheer virtue of the ability for one to retrace the steps from point A to B. “Where” and “why” questions are illuminating because they offer an ends-and-means view of the relation between the origins and ultimate uses of a given data point or set. Provenance is interesting when studying data luminosity because means and ends have much to tell us about the origins and uses of data in ways that gesture towards a more accurate and structured research agenda for data ethics that takes the emphasis away from individual moral patients and reorients it towards practices that occur within information management environments. Provenance offers researchers seeking to study data-driven practices a similar heuristic to a journalist’s line of questioning who, what, when, where, why, and how? This last question of how is something that can be incorporated into conventional models of provenance that make it useful in data ethics. The question of how data comes into being extends questions of power, legality, literacy, permission-seeking, and harm in an entangled way and notes how these factors shape the nature of personal data as it moves between contexts. Forms of provenance accumulate from transaction to transaction, cascading along, as a dataset ‘picks up’ the types of provenance that have led to its creation. This may involve multiple forms of overlapping provenance – methodological and epistemological, legal and illegal – which modulate different elements and apparatuses. Provenance, we argue is an important methodological consideration for workers in the humanities and social sciences. Provenance provides a set of shared questions on which models of transparency, accountability, and trust may be established. It points us towards tactics that might help data-subjects understand privacy in a contextual manner (Nissenbaum) and even establish practices of obfuscation and “informational self-defence” against regimes of datafication (Brunton and Nissenbaum). Here provenance is not just a declaration of what means and ends of data capture, sharing, linkage, and analysis are. We sketch the outlines of a provenance model in table 2 below.  Type Metaphorical frame Dark Light   What? The epistemological structure of a database determines the accuracy of subsequent decisions. Data must be consistent. What data is asked of a person beyond what is strictly needed for service delivery. Data that is collected for a specific stated purpose with informed consent from the data-subject. How does the decision about what to collect disrupt existing polities and communities? What demands for conformity does the database make of its subjects? Where? The contents of a database is important for making informed decisions. Data must be represented. The parameters of inclusion/exclusion that create unjust risks or costs to people because of their inclusion or exclusion in a dataset. The parameters of inclusion or exclusion that afford individuals representation or acknowledgement by being included or excluded from a dataset. How are populations recruited into a dataset? What divides exist that systematically exclude individuals? Who? Who has access to data, and how privacy is framed is important for the security of data-subjects. Data access is political. Access to the data by parties not disclosed to the data-subject.   Who has collected the data and who has or will access it? How is the data made available to those beyond the data subjects? How? Data is created with a purpose and is never neutral. Data is instrumental. How the data is used, to what ends, discursively, practically, instrumentally. Is it a private record, a source of value creation, the subject of extortion or blackmail? How the data was intended to be used at the time that it was collected. Why? Data is created by people who are shaped by ideological factors. Data has potential. The political rationality that shapes data governance with regard to technological innovation. The trade-offs that are made known to individuals when they contribute data into sociotechnical systems over which they have limited control. Table 2: Forms of Data Provenance  Conclusion As an illuminating methodology, provenance offers a specific line of questioning practices that take information through darkness and light. The emphasis that it places on a narrative for data assets themselves (asking what when, who, how, and why) offers a mechanism for traceability and has potential for application across contexts and cases that allows us to see data malpractice as something that can be productively generalised and understood as a series of ideologically driven technical events with social and political consequences without being marred by perceptions of exceptionality of individual, localised cases of data harm or data violence.

Making a #Stepchange? Investigating the Alignment of Learning Analytics and Student Wellbeing in United Kingdom Higher Education Institutions

In recent years there has been growing concern around student wellbeing and in particular student mental-health. Numerous newspaper articles (Ferguson, 2017; Shackle, 2019) have been published on the topic and a BBC 3 documentary (Byrne, 2017) was produced on the topic of student suicide. These have coincided with a number of United Kingdom Higher Education sector initiatives and reports, the highest profile of these being the Universities United Kingdom “#StepChange” report (Universities UK, 2017) and the Institute for Public Policy Research “Not By Degrees” report (“Not by Degrees: Improving Student Mental Health in the UK’s Universities” 2017). Simultaneously, learning analytics has been growing as a field in the United Kingdom, with a number of institutions running services predominantly based on student retention and progression, the majority of which make use of the Jisc Learning Analytics service. Much of the data used in these services is behavioral data: interactions with various IT systems, attendance at events and/or engagement with library services. Wellbeing research indicates that since changes in wellbeing, are indicated by changes in behavior, these changes could be identified via learning analytics. Research has also shown that students react very emotively to learning analytics data and that this may impact on their wellbeing. The 2017 Universities United Kingdom (UUK) #StepChange report states: “Institutions are encouraged to align learning analytics to the mental health agenda to identify change in students’ behaviors and to address risks and target support.” (Universities UK, 2017). This study was undertaken in the 2018/19 academic year, a year after the launch of the #StepChange framework and after the formal transition of Jisc’s learning analytics work with partner HEIs to a national learning analytics service. With further calls for whole institutional responses to address student wellbeing and mental health concerns, including the recently published University Mental Health Charter this study aims to answer two questions. Firstly, is there evidence of the #StepChange recommendation being adopted in current learning analytics implementations? Secondly, has there been any consideration of the impact on staff and student wellbeing and mental health resulting from the introduction of learning analytics? Analysis of existing learning analytics applications have found that there is insufficient granularity in the data used to be able to identify changes in an individual’s behavior at a required level, in addition this data is collected with insufficient context to be able to truly understand what the data represents. Where there are connections between learning analytics and student support these are related to student retention and academic performance. Although it has been identified that learning analytics can impact on student and staff behaviors, there is no evidence of staff and student wellbeing being considered in current policies or in the existing policy frameworks. The recommendation from the 2017 Stepchange framework has not been met and reviews of current practices need to be undertaken if learning analytics is to be part of Mentally Healthy Universities moving forward. In conclusion, although learning analytics is a growing field and becoming operationalized within United Kingdom Higher Education it is still in its reactive infancy. Current data models rely on proxies for student engagement and may not truly represent student behaviors. At this time there is inadequate sophistication for the use of learning analytics to identify student wellbeing concerns. However, as with all technologies, learning analytics is not benign, and changes to ways of working impact on both staff and students, wellbeing professionals should be included as key stakeholders in the development of learning analytics and student support policies and wellbeing considerations explicitly mentioned and taken into account.

Coronavirus fears leave families less likely to seek residential care

Nursing and Residential CareVol. 22, No. 8 News AnalysisCoronavirus fears leave families less likely to seek residential careMelissa McAleesMelissa McAleesFreelance journalistSearch for more papers by this authorMelissa McAleesPublished Online:21 Jul 2020https://doi.org/10.12968/nrec.2020.22.8.2aAboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Independent Age. Comment on research about affect of COVID-19 on care. 2020. https://tinyurl.com/ycf4uhrn (accessed 13 June 2020) Google ScholarOffice for National Statistics. Number of deaths in care homes notified to the Care Quality Commission, England. 2020. https://tinyurl.com/y6uzorkw (accessed 13 June 2020) Google ScholarSocial Care Institute for Excellence. ‘A sorry indictment’. SCIE response to survey. 2020. https://tinyurl.com/y9pjhlu7 (accessed 13 June 2020) Google ScholarThe Department for Health and Social Care. Whole home testing rolled out to all care homes in England. 2020. https://tinyurl.com/y9pk43zh (accessed 13 June 2020) Google ScholarThe Institute for Public Policy Research. A third of people less likely to seek residential social care for relatives in wake of Covid-19 crisis, poll finds. 2020. https://tinyurl.com/y9chg2hn (accessed 13 June 2020) Google Scholar FiguresReferencesRelatedDetails 2 August 2020Volume 22Issue 8ISSN (print): 1465-9301ISSN (online): 2052-2932 Metrics History Published online 21 July 2020 Published in print 2 August 2020 Information© MA Healthcare LimitedPDF download

Tacit Knowledge Management at the Kenya Institute for Public Policy Research and Analysis

Tacit knowledge is seen as difficult to be shared in an organisation owing to its intuitive, versatile and practice-based nature. Consequently, tacit knowledge is not well-understood or valued in most organisations and more so in public institutions. The purpose of the study was to investigate how the Kenya Institute for Public Policy Research and Analysis (KIPPRA) manages tacit knowledge as an intangible asset and also to recommend a framework or model for the management of tacit knowledge for a competitive advantage and development at the KIPPRA. The study adopted a qualitative research approach, with interviews and observation methods constituting the primary data collection methods. The study targeted 60 employees of KIPPRA consisting of researchers, young professionals, heads of divisions, a knowledge manager and administrative staff. The qualitative data collected were organised, categorised and reported verbatim. Among the key findings were that KIPPRA has the capacity for tacit knowledge sharing, capture, transfer and storage that have not been capitalised on. Further, employees experience challenges such as the identification and understanding of tacit knowledge, access to tacit knowledge sharing platforms, access to expertise with specific tacit knowledge, tacit knowledge hoarding, individualism, and ICT-related challenges in accessing tacit knowledge. Finally, the study recommends the adoption of a proposed framework for managing tacit knowledge at the KIPPRA.

The potential and pitfalls of learning analytics as a tool for supporting student wellbeing

Learning Analytics is a growing field in UK Higher Education Institutes (HEIs) with many implementations focusing on Early Alert and Student Success, but is this putting the cart before the horse? In the 2017 #StepChange report Universities UK suggested that learning analytics should be aligned to student wellbeing. With reported increases in incidents of student mental ill-health and extra demands being placed on student support services as a consequence this seems an appropriate application of this technology. However, there are a number of concerns related to student privacy and the interpretation and presentation of the analytics. Also, who will be designing and performing interventions? At a time when there is growing concerns around the wellbeing of staff, should we be adding a further burden? Do we risk being eaten by the analytics crocodile? It is clear that to utilise learning analytics in this way poses a number of challenges, but in the information age, when this data is available to us is it moral or legal to remain the caterpillar, knowing nothing of who our students are? With Institute for Public Policy Research stating that “…a majority of HEIs should take measures to ensure that the nature of course content and delivery does not result in academic rigour being sought at the expense of students’ mental health and wellbeing.” we should be doing all we can to adequately and pro-actively support our students.

Higher education, unbundling, and the end of the university as we know it

Abstract Unbundling is the process through which products previously sold together are separated into their constituent parts. In higher education, this dynamic has been driven primarily by financial motivations, and spearheaded by the for-profit sector, but also has pedagogical motivations through its emphasis on personalization and employability. This article presents a theoretical analysis of the trend, proposing new conceptual tools with which to map the normative implications. While appearing to offer the prospect of financial viability and increased relevance, unbundling presents some worrying signs for universities: frst, the removal of possible synergies between teaching and research, and between different modes of learning; second, the undermining of the ability of institutions to promote the public good and ensure equality of opportunity; and third, the threat of hyperporosity to the conducting of basic research with long-term benefits. Keywords : Commodifcation, For-profit higher education, Future of the university, MOOcs. Resumo A desagregacao e o processo pelo qual os produtos anteriormente vendidos em conjunto sao separados em suas partes constituintes. No ensino superior, esta dinâmica tem sido impulsionada principalmente por motivacoes financeiras e liderada pelo setor com fins lucrativos, mas tambem tem motivacoes pedagogicas atraves da enfase na personalizacao e na empregabilidade. Este artigo apresenta uma analise teorica da tendencia, propondo novas ferramentas conceituais para mapear as implicacoes normativas. Embora pareca oferecer perspectivas de viabilidade financeira e maior relevância, a desagregacao apresenta alguns sinais preocupantes para as universidades: primeiro, a remocao de possiveis sinergias entre ensino e pesquisa, e entre diferentes modos de aprendizagem; em segundo lugar, o enfraquecimento da capacidade das instituicoes de promover o bem publico e garantir a igualdade de oportunidades; e, em terceiro lugar, a ameaca de hiperporosidade na realizacao de pesquisas basicas com beneficios no longo prazo. Palavras-chave : Comoditizacao, Ensino Superior com fins lucrativos, Futuro da universidade, MOOCs. References AGARWAL, A. Unbundled: Reimagining Higher Education. The Huffington Post , 9 December, 2013. Disponivel em: http://www.huffingtonpost.com/anant-agarwal/unbundled-reimagining-higher-education_b_4414048.html, acesso em 9/2/17. ANDERSON, R. British Universities Past and Present . London: Continuum, 2006. BARBER, M.; DONNELLY, K.; RIZVI, S. An avalanche is coming . 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Recuperado de: http://www.americanprogress.org/issues/2011/02/disrupting_college.html, 9/2/17 COLEMAN, J. S. The idea of the developmental university, Minerva: A review of Science, Learning and Policy , 24(4), 476–494, 1986. COLLINI, S. What are universities for? London: Penguin, 2012. COWEN, R. Robustly Researching the Relevant: A Note on Creation Myths in Comparative Education. In: WIKANDER, L.; GUSTAFFSON, C.; RIIS, U. (eds.) Enlightenment, Creativity and Education : Polities, Politics, Performances, pp. 3–26. Rotterdam: Sense Publishers & CESE, 2012. CRAIG, R. College disrupted : The great unbundling of higher education. New York, NY: Palgrave Macmillan, 2015. de JONGHE, A. Reorganising the teaching-research tension. Higher Education Management and Policy , 17(2), 61–76, 2005. de RIDDER-SYMOENS, H. (ed.) A History of the University in Europe (Volume 2). Universities in Early Modern Europe (1500-1800). Cambridge: Cambridge University Press, 1996. DIANATI, S. What do Massive Open Online Courses (MOOCs) Have To Do With ‘Good’ Education? : An Ideology Critique of MOOCs. Unpublished PhD thesis. Flinders University, 2016. GEHRKE, S.; KEZAR, A. Unbundling the faculty role in higher education: Utilizing  historical, theoretical, and empirical frameworks to inform future research. In: Higher Education : Handbook of Theory and Research (pp. 93-150). Springer International Publishing, 2015. GIBBONS, M.; LIMOGES, C.; NOWOTNY, H.; SCHWARTZMAN, S.; SCOTT, P.; TROW, M. The new production of knowledge : The dynamics of science and research in contemporary societies. London: SAGE Publications Ltd., 1994. GROVE, J. Troubling FX as Falmouth forces staff to go private. Times Higher Education , 3 rd January, 2013. HATTIE, J.; MARSH, H.W. The relationship between research and teaching—a meta-analysis. Review of Educational Research 66: 507–542, 1996. HERK, M. Fixing Our Broken Colleges : Competency-Based Education and Reauthorizing the Higher Education Act. Committee for Economic Development. 2015. Disponivel em: https://www.ced.org/blog/entry/fixing-our-broken-colleges-competency-based-education-and-reauthorizing-the , acesso em 9/2/17. HORN, M. Unbundling and Re-bundling In Higher Education. Forbes , 10 July, 2014. Disponivel em: http://www.forbes.com/sites/michaelhorn/2014/07/10/unbundling-and-re-bundling-in-higher-education/#7ebaea2e79c2 , acesso em 7/9/17. ILLICH, I. Tools for conviviality . New York: Harper & Row, 1973. INEP. Censo da Educacao Superior 2016 . Notas estatisticas. Brasilia: INEP, 2017. KEPLER. Kepler : Higher education for all. 2016. http://www.kepler.org/. Acesso em 7/6/2016. KERR, C. The Uses of the University . New York: Harper Torchbooks, 1963. KINSER, K. Working at for-profit universities: The University of Phoenix as a new model. International Higher Education , (28), 13-14, 2002. LITAN, R. E. The case for ‘unbundling’ higher education . Brookings Institute, 2015. Disponivel em: https://www.brookings.edu/articles/the-case-for-unbundling-higher-education/, acesso em 9/2/17 MACFARLANE, B. The Academic Citizen : the Virtue of Service in University Life . London: Routledge, 2007. MACFARLANE, B. The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly , 65(1), 59–73, 2011. MARGINSON, S. Higher education and public good. Higher Education Quarterly , 65(4), 411–433, 2011. MARGINSON, S. What holds the conglomerate university together ? Paper presented at the Education, Practice and Society seminar, UCL Institute of Education, London, 16 November, 2016a. MARGINSON, S. The dream is over : The Crisis of Clark Kerr’s Californian Idea of Higher Education. Berkeley: University of California Press, 2016b. McCOWAN, T. The growth of private higher education in Brazil: Implications for equity and quality. Journal of Education Policy , 19, 453–472, 2004. McCOWAN, T. Should universities promote employability? 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College unbound : The future of higher education and what it means for students. Boston: New Harvest, 2013. TOMLINSON, M. Graduate employability: A review of conceptual and empirical themes. Higher Education Policy 25: 407–431, 2012. TROUTT, W. E. Unbundling instruction: Opportunity for community colleges. Peabody Journal of Education , 56(4), 253-259, 1979. UIS (UNESCO Institute for Statistics) Statistical Tables. Education: Gross Enrolment Ratio by Level of Education. 2017.  http://data.uis.unesco.org/?queryid=142 Acesso em 15/12/2016. UNIVERSITYNOW. Why we’re different . Making higher education affordable. 2017. Disponivel em: http://unow.com/making-education-affordable/ , acesso em 9/2/17. VASAGAR, J. No frills university college offers half price degrees. The Guardian , 11 October, 2011. Disponivel em: https://www.theguardian.com/education/2011/oct/17/coventry-university-college-half-price-degree , acesso em 9/2/17. WANG, W. K. S. 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Chapter 8 – Media reporting of migrants and migration

World Migration ReportVolume 2018, Issue 1 e00008 Part II: Complex and emerging migration issuesFree Access Chapter 8 – Media reporting of migrants and migration William Allen, William Allen Research Officer, Centre on Migration, Policy, and Society (COMPAS) and The Migration Observatory, University of OxfordSearch for more papers by this authorScott Blinder, Scott Blinder Assistant Professor of Political Science, University of Massachusetts, AmherstSearch for more papers by this authorRobert McNeil, Robert McNeil Centre on Migration, Policy, and Society (COMPAS) and Head of Media and Communications, Migration ObservatorySearch for more papers by this author William Allen, William Allen Research Officer, Centre on Migration, Policy, and Society (COMPAS) and The Migration Observatory, University of OxfordSearch for more papers by this authorScott Blinder, Scott Blinder Assistant Professor of Political Science, University of Massachusetts, AmherstSearch for more papers by this authorRobert McNeil, Robert McNeil Centre on Migration, Policy, and Society (COMPAS) and Head of Media and Communications, Migration ObservatorySearch for more papers by this author First published: 24 February 2020 https://doi.org/10.1002/wom3.8Citations: 7AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Abid, R.Z., S.A. Manan and Z.A. Rahman 2017 ‘A flood of Syrians has slowed to a trickle’: The use of metaphors in the representation of Syrian refugees in the online media news reports of host and non-host countries. Discourse & Communication, 11(2): 121– 140. Abrajano, M. and S. Singh 2009 Examining the link between issue attitudes and news source: The case of Latinos and immigration reform. Political Behavior, 31(1): 1– 30. Akl, E.A., N. Maroun, S. Major, C. Afif, B. Chahoud, J. Choucair, M. Sakr and H.J. Schünemann 2007 Why are you draining your brain? Factors underlying decisions of graduating Lebanese medical students to migrate. Social Science & Medicine, 64(6): 1278– 1284. Alba, R., R. Rumbaut and K. Marotz 2005 A distorted nation: Perceptions of racial/ethnic group sizes and attitudes toward immigrants and other minorities. SOCIAL FORCES, 84(2): 901– 919. Albertson, B. and S.K. Gadarian 2015 Anxious Politics: Democratic Citizenship in a Threatening World. Cambridge University Press, New York. Allen, W and S. Blinder 2012 Jessica Ennis, Mo Farah and Identity Language in the British Press: A Case Study in Monitoring and Analysing Print Media. Migration Observatory Report. COMPAS, University of Oxford, Oxford. Available from www.migrationobservatory.ox.ac.uk/wp-content/uploads/2016/04/Report-Identity_Language_British_Press.pdf. Anderson, B. 2013 Us and Them? The Dangerous Politics of Immigration Control. Oxford University Press, Oxford. Banda, F. and A. Mawadza 2015 ‘Foreigners are stealing our birth right’: Moral panics and the discursive construction of Zimbabwean immigrants in South African media. Discourse & Communication, 9(1): 47– 64. Baumgartner, F. and B. Jones 1993 Agendas and Instability in American Politics. University of Chicago Press, Chicago. Beckett, C. 2010 The Value of Networked Journalism. 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Developing reconfiguration plans for integrated urgent and emergency care systems [EUCSs] – An examination of stakeholder perspectives of change

Introduction: While proponents of integrated EUCSs claim that such models deliver higher quality, safety and efficiency standards without introducing spatial inequalities [1], a conflicting view is that reconfiguration is usually performed for political reasons and represents a conflict of values between different stakeholder groups [2]. A series of EUCS reconfiguration programmes have recently been implemented, albeit to varying degrees, in the Republic of Ireland. This study investigated stakeholder perspectives on the rationale of this initiative. It considered the hypothesis that individuals from different stakeholder groups will endorse different positions in relation to reconfiguration. Methods: Documentary analysis was used to identify the official justifications for change in region-specific reconfiguration planning documents. Semi-structured interviews with 175 purposively sampled stakeholders explored their perspectives on the rationale for this remodelling of care across the country. They comprised ‘internal’ (hospital staff) and ‘external’ stakeholders (general practitioners, ambulance personnel and members of the public including local politicians and hospital campaign groups). Framework analysis was used. Results: While a majority of stakeholders agreed with the need for an accessible and well-functioning health system, their understanding of what it meant and how it should be achieved in the delivery of urgent and emergency care varied considerably between the two stakeholder groups. There was some cynicism predominantly among external stakeholders as to the true motivations behind reconfiguration. They broadly perceived decision-making around service change to be influenced by political and cost-saving concerns.  Discussions: Findings mirror experiences in other countries [2]. Considerable public angst has been documented over the safety issue of centralising services and associated risks potentially involved in having to travel longer distances for emergency care [3]. People have perceived service change as cuts to services [4]. Proponents of change have tended to emphasise the perceived quality and safety benefits of reconfiguration rather than focusing on cost-savings [5]. Conclusions: When it comes to reconfiguration, there are clear differences depending on stakeholder position on what a health service should look like in the delivery of EUCS care. A ‘win for all’ scenario is perceived as unattainable for there is always a trade-off of interest. Understanding what concerns the public and the trade-offs that patients and their families are prepared to make when deliberating over major service change would help those tasked with planning EUCS provision to make decisions that address the range of issues at hand.  Lessons learned: Where regions have not been fully reconfigured, findings will inform those in the driving seat of change of the diversity of viewpoints on EUCSs. It will enable them to understand the concerns, misconceptions and conflicting perspectives that hinder a united effort to improving care. Limitations: This was a retrospective study. There was also discrepancy in the sum of stakeholders interviewed in each region, particularly in one region, although extensive and well documented reconfiguration had taken place there which provided a larger sample frame to recruit from. Suggestions for future research: The extent to which lessons learned from this study inform EUCS policy implementation in regions not fully reconfigured is a possible avenue for research.

Supporting men's health

Journal of Health VisitingVol. 4, No. 9 EditorialSupporting men's healthPolly MoffatPolly MoffatSearch for more papers by this authorPolly MoffatPublished Online:22 Sep 2016https://doi.org/10.12968/johv.2016.4.9.437AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleReferencesCory G, Stirling A (2015) Who's breadwinning in Europe? A Comparative Analysis of Maternal Breadwinning in Great Britain And Germany. Institute for Public Policy Research, London Google ScholarEgger HL, Angold A (2006) Common emotional and behavioral disorders inpreschool children: presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry 47(3/4): 313–37 Crossref, Google ScholarHamblin E (2016) Gender and children and young people's emotional and mental health: manifestations and responses. NCB, London Google ScholarKnapton S (2016) Being sole breadwinner is bad for men's health but good for women. www.telegraph.co.uk/science/2016/08/19/being-sole-breadwinner-is-bad-for-mens-health-but-good-for-women (accessed 12 September 2016) Google Scholar FiguresReferencesRelatedDetails 2 September 2016Volume 4Issue 9ISSN (print): 2050-8719ISSN (online): 2052-2908 Metrics History Published online 22 September 2016 Published in print 2 September 2016 Information© MA Healthcare LimitedPDF download

NHS ‘transformation fund’ should be set up, urge think-tanks

British Journal of Healthcare AssistantsVol. 9, No. 8 Health MattersNHS ‘transformation fund’ should be set up, urge think-tanksPeter BradleyPeter BradleySearch for more papers by this authorPeter BradleyPublished Online:12 Aug 2015https://doi.org/10.12968/bjha.2015.9.8.418AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Health Foundation, King's Fund (2015) Making Change Possible: a Transformation Fund for the NHS. http://tinyurl.com/oa667sg (accessed 23 July 2015) Google ScholarMuir R, Quilter-Pinner H, Institute for Public Policy Research (IPPR) (2015) Powerful People: Reinforcing The Power Of Citizens And Communities In Health And Care. http://tinyurl.com/pbwu8tq (accessed 23 July 2015) Google ScholarPym H (2015) The health budget – under strain again. www.bbc.co.uk/news/33612868 (accessed 23 July 2015) Google Scholar FiguresReferencesRelatedDetails 2 August 2015Volume 9Issue 8ISSN (print): 1753-1586ISSN (online): 2052-4420 Metrics History Published online 12 August 2015 Published in print 2 August 2015 Information© MA Healthcare LimitedPDF download

‘Crony Capitalism’ And The ACA

Book Review Health AffairsVol. 34, No. 8: Variety Issue ‘Crony Capitalism’ And The ACAJohn C. Goodman Affiliations John C. Goodman ( [email protected] ) is president of the Goodman Institute for Public Policy Research, in Dallas, Texas. PUBLISHED:August 2015Free Accesshttps://doi.org/10.1377/hlthaff.2015.0705AboutSectionsView PDFPermissions ShareShare onFacebookTwitterLinked InReddit ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsDownload Exhibits TOPICSPharmaceuticalsAffordable Care ActHealth reformMedicareTaxesPrivate health insuranceDrug pricingHealth insurance exchanges Secret meetings. Cynical e-mails. Hidden contributions to political action funds. “It was not the new way of doing business that Barack Obama had promised,” writes Steven Brill in America’s Bitter Pill . On the campaign trail, the president had pledged: “We’ll have the negotiations televised on C-SPAN, so people can see who is making arguments on behalf of their constituents, and who [is] making arguments on behalf of the drug companies or the insurance companies.”It was not to be, says Brill. Instead, key players in health care reform met behind closed doors in what years ago would have been smoke-filled rooms. Everyone knew that if you weren’t at the table you were going to be on the menu, reminding the unwary of the saying that “laws are like sausages. It’s better not to see them being made.”Brill describes Sen. Max Baucus (D-MT), the powerful head of the Senate Finance Committee at the time, as someone prepared to deal. His staff carefully estimated how much health reform would be worth to each major constituency, and from each of them he asked for significant concessions in return.The pharmaceutical industry, for example, would reap a $200 billion windfall during the first ten years after passage of what would eventually become the Affordable Care Act. In return, Baucus wanted $130 billion back in the form of lower drug prices under Medicare and Medicaid and a tax on drug company revenues. If not, there were threats on the table: Medicare could start negotiating drug prices, the government could make it easier for Americans to buy drugs from pharmacies in Canada, and comparative effectiveness research might discover that a lot of drugs simply aren’t worth what they cost.Billy Tauzin, then head of the pharmaceutical trade group Pharmaceutical Research and Manufacturers of America (PhRMA), also came ready to deal: $80 billion in concessions was his bottom line, and he wasn’t going to budge. Ultimately, Tauzin prevailed, and Brill explains why: To have any chance of legislative success, the Democrats needed sixty Senate votes. Without PhRMA, Tauzin knew they would never get there.What was true of Big Pharma was true of other industry groups that had the political power to derail the entire health reform effort. Health care special interests as a whole spend four times as much as the military-industrial complex on lobbying and campaign contributions, writes Brill.The health insurance industry bargain was a bit more complicated, Brill explains. During negotiations the bar kept rising, and in the end the mandate to obtain coverage was not nearly as strong and the subsidies not as generous as the insurance companies had hoped.Officially, America’s Health Insurance Plans (the trade group of the insurers) supported the Affordable Care Act. But Brill reveals that the “big five” carriers—Aetna, Cigna, Humana, UnitedHealthcare, and WellPoint—secretly contributed $86 million to a US Chamber of Commerce effort to derail the act.My biggest disappointment in Brill’s narrative concerns the role of big business and big labor. He notes that there was a special tax on self-insured plans, in which employers act as their own insurers, but he fails to say what these interests got in return. What they got was enormous discretion over the content of their own plans. He also neglects the deals done to get the support of the American Medical Association, to quell the opposition of small business and the insurance brokers, and to get AARP to agree to huge cuts in Medicare.Another disappointment in the book is Brill’s inadequate treatment of the health reform plan proposed by Sen. John McCain (R-AZ)—even though White House health policy adviser Zeke Emanuel favored the McCain approach and White House economic adviser Jason Furman had written a paper endorsing that approach when he was at the Brookings Institution.Under Obamacare right now there are only about 8–10 million Americans who have good economic incentives on the buyer side. In the health insurance exchanges, or Marketplaces, people get a fixed-sum subsidy that does not increase if they buy more-expensive insurance. By contrast, almost everyone else in the country faces incentives that are just as perverse as they were before reform, if not worse. The 149 million Americans who get health insurance through employers, for example, can all lower their taxes by buying more expensive insurance. And with more coverage comes more health care utilization.Brill notes that Sen. Ron Wyden (D-OR) at one point threatened to introduce a variation of the McCain approach right in the middle of the Obamacare negotiations. But Brill completely misses why that would have been so disruptive. Republicans would have had a hard time voting against the McCain approach. And with Wyden’s sponsorship, it might have attracted Democratic votes as well.Think about that. Instead of a partisan, special interest–driven health reform law, we might have had a bipartisan bill that really reformed the health care system. Loading Comments... Please enable JavaScript to view the comments powered by Disqus. DetailsExhibitsReferencesRelated Article Metrics History Published online 1 August 2015 Information Project HOPE—The People-to-People Health Foundation, Inc. PDF download

Digest & Documentation Author

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsABOUT THE AUTHORAlexander Ramsbotham has been working with peacebuilding NGO Conciliation Resources since August 2009 as Head of Accord and Series Editor. Before this he was a research fellow in the international programme at the Institute for Public Policy Research. Alexander worked as specialist adviser to the House of Lords European Union (EU) Select Committee in its inquiry into the EU Strategy for Africa, prior to which he was head of the Peace and Security Programme at the United Nations Association-UK. He has also been an associate fellow of the International Security Programme at Chatham House. Alexander completed a PhD in Peace Studies at the University of Bradford in July 2011 and edits the Digest and Documentation sections of the Taylor and Francis Journal, International Peacekeeping.

DIGEST & DOCUMENTATION

Click to increase image sizeClick to decrease image size ABOUT THE AUTHORAlexander Ramsbotham has been working with Conciliation Resources as Head of Accord and Series Editor since August 2009. Previously he was a Research Fellow in the International Programme at the Institute for Public Policy Research; Specialist Adviser to the House of Lords' European Union Select Committee in its inquiry into the EU Strategy for Africa; Associate Fellow in the International Security Programme at Chatham House; and Head of the Peace and Security Programme at the United Nations Association-UK. Alexander completed a Ph.D. in July 2011.

Delivering Social Sustainability Outcomes in New Communities: The Role of the Elected Councillor

A 2011 Institute for Public Policy Research (IPPR) report calculated that an additional 750,000 homes would be needed by 2025 to meet projected demand in the UK. If this is to be achieved, a significant number of new communities will be developed over the next decade. Local councillors have considerable potential in influencing the social sustainability of such new developments, particularly in the context of the current “Localism” agenda in the UK. However, this role of the local councilor is not well understood. The aim of this project was to explore the role of the local councillor in improving such outcomes. We selected two rural greenfield and two urban regeneration sites as case studies. Planning officers and local councillors were interviewed across the sites in order to identify factors that can lead to improved social sustainability. Emerging themes indicate the importance of the councillor’s role in community engagement and consultation, the changing nature of relationships, the importance of appropriate and timely infrastructure, and models of governance and accountability. These findings are discussed in terms of their implications for policy.

Institutions and the Performance of Services Funded by the Constituencies Development Fund (CDF) in Kenya

Abstract We investigate the effect of institutions on the delivery of services funded by the Constituencies Development Fund (CDF) in meeting constituents' needs in Kenya. Using household survey data collected by the Kenya Institute for Public Policy Research and Analysis (KIPPRA) in 2006 from a sample of constituencies, we construct indices of voice and client power using principal component analysis. We then estimate ordered probit models regarding the rating of the performance of CDF funded projects in meeting the constituents’ needs. The estimation strategy we adopt controls for potential endogeneity of the institutional measures, potential sample selection-bias and potential unobserved heterogeneity. The results indicate that higher quality institutions are associated with better service delivery outcomes.

House Majority Leader Questions Federal Funding of Social Science Research

Speaking before an audience at the American Enterprise Institute for Public Policy Research, House Majority Leader Eric Cantor (R-VA) declared: “Funds currently spent by the government on social science–including on politics of all things–would be better spent helping find cures to diseases.”

Pacific Cosmopolitans: A Cultural History of U.S.-Japan Relations

Seventy years have passed since the United States and Japan fought a bitter war. Since then the two nations have established an important bilateral relationship, and they are two of the closest allies in the world. How did this volte-face take place? Michael R. Auslin, the director of Japan studies at the American Enterprise Institute for Public Policy Research, provides answers to this question in Pacific Cosmopolitans. Exploring the history of U.S.-Japan cultural exchanges from the eighteenth century to the present, Pacific Cosmopolitans uncovers “the deep fascination in both countries with an exotic Other, a fascination that soon became a rigorous attempt to maintain permanent contact as well as to study and analyze the fundamental features of each country” (p. 2). A casual cultural exchange in the early 1800s evolved to a more formal exchange in the late nineteenth century. The exchange evolution did not occur linearly, however, because of rising nationalism in Japan and racist anti-Japanese sentiment in the United States during the early twentieth century.

Comment: If you ask me

A new approach to apprenticeships is required in a world where almost half of places go to over-25s, says Tess Lanning.