Kathleen Lynch

Bio: Kathleen Lynch is an academic researcher from University College Dublin. The author has contributed to research in topics: Higher education & Managerialism. The author has an hindex of 30, co-authored 103 publications receiving 4092 citations. Previous affiliations of Kathleen Lynch include University of the West of England.

Neo-liberalism and marketisation : the implications for higher education

Abstract: This article is based on a keynote paper presented to the European Conference on Educational Research (ECER), University College Dublin, 5-9 September 2005. The massification of education in European countries over the last 100 years has produced cultures and societies that have benefited greatly from state investment in education. To maintain this level of social and economic development that derives from high quality education requires continual state investment. With the rise of the New Right, neo-liberal agenda, there is an attempt to offload the cost of education, and indeed other public services such as housing, transport, care services etc., on to the individual. There is an increasing attempt to privatise public services, including education, so that citizens will have to buy them at market value rather than have them provided by the state. Europe is no exception to this trend of neo-liberalisation. Recent Organisation for Economic Cooperation and Development (OECD) reports, including one on higher education in Ireland, (2004), concentrate strongly on the role of education in servicing the economy to the neglect of its social and developmental responsibilities. The view that education is simply another market commodity has become normalised in policy and public discourses. Schools run purely as businesses are a growing phenomenon within and without Europe, and there is an increasing expectation in several countries that schools will supplement their income from private sources, even though they are within the state sector. In this article, the writer presents both a critique of the neo-liberal model of marketised education and a challenge to academics to work as public intellectuals both individually and with civil society organisations to develop a counter- hegemonic discourse to neo-liberalism for higher education.

Equality: From Theory to Action

Abstract: Preface to Second Edition PART I: THE NEW EQUALITY AGENDA New Challenges to an Unequal World Dimensions of Equality: A Framework for Theory and Action The Centrality of Equality: Equality and Other Values Contexts of Egalitarian Change: Social Systems and Social Groups PART II: PUTTING EQUALITY INTO PRACTICE Towards Economic Equality The Challenge of Participatory Democracy Equality, the Legal System and Employment Law Equality and Education Emancipatory Research as a Tool of Change PART III: STRATEGIES FOR CHANGE Class, Gender and the Equality Movement Ideology and Resistance Strategic Issues for the Equality Movement Notes Bibliography

Carelessness: A hidden doxa of higher education:

Abstract: This article explores the implications of new public sector ‘reforms’ for the culture of higher education. It argues that a culture of carelessness, grounded in Cartesian rationalism, has been exac...

Equality and Power in Schools: Redistribution, Recognition and Representation

Abstract: Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

Control by numbers: new managerialism and ranking in higher education

Abstract: This paper analyses the role of rankings as an instrument of new managerialism. It shows how rankings are reconstituting the purpose of universities, the role of academics and the definition of what it is to be a student. The paper opens by examining the forces that have facilitated the emergence of the ranking industry and the ideologies underpinning the so-called ‘global’ university rankings. It demonstrates how rankings are a part of politically inspired, performativity-led mode of governance, designed to ensure that universities are aligned with market values through systems of intensive auditing. It interrogates how the seemingly objective character of rankings, in particular the use of numbers, creates a facade of certainty that make them relatively unassailable: numerical ordering gives the impression that what is of value in education can be measured numerically, hierarchically ordered and incontrovertibly judged. The simplicity and accessibility of numerical rankings deflects attention from their...

Using Multivariate Statistics

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In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

The European commission

Abstract: 2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52