We propose a new theoretical framework for understanding simultaneous trust and distrust within relationships, grounded in assumptions of multidimensionality and the inherent tensions of relationships, and we separate this research from prior work grounded in assumptions of unidimensionality and balance. Drawing foundational support for this new framework from recent research on simultaneous positive and negative sentiments and ambivalence, we explore the theoretical and practical significance of the framework for future work on trust and distrust relationships within organizations.

https://www.jstor.org/stable/pdfplus/259288.pdf

Trust And Distrust: New Relationships and Realities

A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

/pdf/education-at-a-glance-m5vl7o68j5.pdf

Education at a Glance

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

The importance of formative assessment in student learning is generally acknowl- edged, but it is not well understood across higher education. The identification of some key features of formative assessment opens the way for a discussion of theory. It is argued that there is a need for further theoretical development in respect of formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral develop- ment, students' stages of intellectual development, and the psychology of giving and receiving feedback. A sketch is offered of the direction that this development might take. It is noted that formative assessment may be either constructive or inhibitory towards learning. Suggestions are made regarding research into formative assessment, and how research might contribute to the development of pedagogic practice. Knowledge of results Learning depends on knowledge of results, at a time when, and at a place where, the knowledge can be used for correction. (Bruner 1970, p. 120) Bruner's dictum contains an important truth, but it is not the whole story. 'Correction' implies the existence of a right answer, and suggests a homeo- static or single loop (Argyris and Schon 1974) view of education that contrasts with the title of a collection of his writings: Beyond the informa- tion given (Bruner 1974). The quotation is from a chapter whose emphasis is on school education (although there are allusions to a broader range of educational contexts), in which considerable weight is placed on getting things right. Whilst 'getting things right' is of obvious importance in higher education as well (examples from medicine, science and engineering come quickly to mind where 'not getting it right' had direct and seriously damaging consequences), there is a significant dimension to higher education that can, following Barnett (1997), be labelled as 'emancipatory' and which implies

/pdf/formative-assessment-in-higher-education-moves-towards-4vq6sflozh.pdf

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

This paper examines some of the issues surrounding student retention in higher education. It is based on the case study of a modern university in England that has good performance indicators of both widening participation (i.e. increasing the diversity of the student intake) and student retention. The two-fold nature of this success is significant, as it has been asserted that greater diversity will necessarily lead to an increase in student withdrawal. Furthermore, changes to student funding in the UK put greater financial pressures and stress on students, especially those from low-income groups. Nevertheless, many students cope with poverty, high levels of debt and significant burdens of paid work to successfully complete their courses of study. Drawing on the work of Reay et al. (2001), this paper adopts and explores the term ‘institutional habitus’, and attempts to provide a conceptual and empirical understanding of the ways in which the values and practices of a higher education institution impact on...

Student retention in higher education: the role of institutional habitus

/pdf/review-of-vocational-education-the-wolf-report-243bxjtu13.pdf

Review of Vocational Education - The Wolf Report

"Education, education, education" has become an obsession for politicians and the public alike. It is seen as an economic panacea: an engine for growth and prosperity. But is there a link between increased spending on higher education and economic growth? Professor Alison Wolf takes a critical look at successive governments' education policy and challenges many of the tenets of received wisdom: there are no economic reasons for spending more on higher education in order to stimulate growth. The conclusion of this devastating book is that a large proportion of the billions poured into vocational training and university provision might be better spent on teaching the basics at primary school.

/pdf/does-education-matter-myths-about-education-and-economic-2i9seyb4z3.pdf

Does Education Matter?: Myths About Education and Economic Growth

The emergence of competence-based assessment the case for competence-based assessment theoretical issues in a criterion-based system from theory to implementation - evidence from education and the workplace conclusion - a look to the future.

/pdf/competence-based-assessment-t92s652xb2.pdf

Competence-Based Assessment

1. THE UNDERSTANDING OF SOCIETY. 2. FUNCTIONALISM. Part One: Talcott Parsons: Grand Theory. Part Two: Robert K. Merton: Middle-Range Theory. Part Three: Neofunctionalism. 3. CONFLICT THEORY. Part One: Conflict Theory and the Critique of Society. Part Two: Conflict Theory and Analytic Sociology: The Legacy of Max Weber. 4. EVOLUTION AND MODERNITY: MACROSOCIOLOGICAL PERSPECTIVES. Part One: Karl Marx and the Classless Society. Part Two: Talcott Parsons's Evolutionary Model. Part Three: Jurgen Habermas: Rationalization and Communicative Action. Part Four: Anthony Giddens: Structuration Theory and High Modernity. 5. SYMBOLIC INTERACTIONISM. Part One: George Herbert Mead: The Self. Part Two: Herbert Blumer: Interpretation and Methodology. Part Three: Erving Goffman: Dramaturgy and the Interaction Order. Part Four: Arlie Russell Hochschild and Patricia Hill Collins: Expanding the Horizons of Symbolic Interactionism. 6. PHENOMENOLOGY. Part One: Harold Garfinkel: The Founder of Ethnomethodology. Part Two: Peter Berger: The Social Construction of Reality. Part Three: Dorothy E. Smith: Feminist Standpoint Theory. 7. THEORIES OF RATIONAL CHOICE. Part One: Rational Choice, Social Exchange, and Individual Behavior. Part Two: Rational Choice and the Analysis of Social Structure. Part Three: James Coleman and the Foundations of Social Theory. 8. REDISCOVERING THE BODY: THE SOCIOLOGY OF THE BODY AND SOCIOBIOLOGY. Part One: The Sociology of the Body. Part Two: Sociobiology. 9. CONCLUSION: EVALUATING SOCIOLOGICAL THEORY. Part One: The Future of Sociological Theory: Modernism and Postmodernism. Part Two: Social Theory and Understanding: The Value of Multiple Perspectives. Selected Bibliography. Index.

Contemporary Sociological Theory: Expanding the Classical Tradition

Despite the policy importance of lifelong learning, there is very little hard evidence from the UK on (a) who undertakes lifelong learning and why, and (b) the economic benefits of lifelong learning. This paper uses a rich longitudinal panel data set to look at key factors that determine whether someone undertakes lifelong learning and then models the effect of the different qualifications acquired via lifelong learning on individuals’ economic outcomes, namely wages and the likelihood of being employed. Those who left school with O-level qualifications or above were much more likely to undertake lifelong learning. Undertaking one episode of lifelong learning also increased the probability of undertaking more lifelong learning. We found little evidence of positive wage effects from lifelong learning. However, males who left school with only low-level qualifications do earn substantially more if they undertake a degree via lifelong learning. We also found important positive employment effects from lifelong...

The determinants and labour market effects of lifelong learning

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