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

The European commission

All these premises having, as I think, been clearly made out, it is impossible that the rulers now on earth should make any benefit, or derive any the least shadow of authority from that, which is held to be the fountain of all power, Adam's private dominion and paternal jurisdiction; so that he that will not give just occasion to think that all government in the world is the product only of force and violence, and that men live together by no other rules but that of beasts, where the strongest carries it, and so lay a foundation for perpetual disorder and mischief, tumult, sedition and rebellion, (things that the followers of that hypothesis so loudly cry out against) must of necessity find out another rise of government, another original of political power, and another way of designing and knowing the persons that have it, than what Sir Robert Filmer hath taught us.

Two Treatises of Government.

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

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)

Symposium Review: 25th Anniversary of Moral Boundaries by Joan Tronto

This article examines the rise in precarious academic employment in Ireland as an outcome of the higher education restructuring following OECD (Organisation for Economic Co-operation and Development), government initiatives and post-crisis austerity. Presenting the narratives of academic women at different career stages, we claim that a focus on care sheds new light on the debate on precarity. A more complete understanding of precarity should take account not only of the contractual security but also affective relational security in the lives of employees. The intersectionality of paid work and care work lives was a dominant theme in our interviews among academic women. In a globalized academic market, premised on the care-free masculinized ideals of competitive performance, 24/7 work and geographical mobility, women who opt out of these norms, suffer labour-led contractual precarity and are over-represented in part-time and fixed-term positions. Women who comply with these organizational commands need to peripheralize their relational lives and experience care-led affective precarity.

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Precarity, gender and care in the neoliberal academy

This paper explores the cultural and organisational dimensions of academic life that lay the foundations for academic freedom. We briefly review the relationship between university autonomy and academic freedom, the relationship between ethics and freedom and the impact of increased commercialisation on scholarly independence, particularly how the increasing casual- ization of employment limits the freedom of academics to teach critically and publish freely. We examine the geopolitics of knowledge and how the hegemony of Western thinking frames domi- nant epistemologies and imposes constraints on academic freedom. We also explore the ways in which Cartesian rationalism underpins contemporary understanding of what constitutes valid knowledge, and how this can and does act as a constraint in what we come to know and study, not least in terms of values but also in terms of how caring (affective) relations impact research and teaching. Our paper highlights the silenced doxa in the organisation of the academy, including the impact of care-lessness on women and primary care givers in particular. We examine the social class biases in how higher education is organised, and how class exclusions are themselves con- straints on being an academic or a student in a university. Finally, the paper illustrates the impor- tance of distinguishing between the institutional autonomy of the university, the personal and pro- fessional freedoms of individual academics, and each of these from subject autonomy, namely the freedom of scholars to create and maintain new disciplinary fields, especially fields of scholarship that are critical and challenging of prevailing academic orthodoxies.

/pdf/academic-freedom-and-the-commercialisation-of-universities-a-351obad2rp.pdf

Academic freedom and the commercialisation of universities: a critical ethical analysis

Neoliberalism has had destructive effects on the academic profession. While fulltime academic employment has always been a privilege for a few, the academic precariat has risen as a reserve army of workers with ever shorter, lower paid, hyper-flexible contracts and ever more temporally fragmented and geographically displaced hyper-mobile lives. Under the pressure to ‘publish or perish’ a growing stratification between research and teaching has emerged. It has made academic work more susceptible to market pressures, and less – to public accountability. Focusing on a recent call for ‘casual researchers’ issued by Oxford University the paper indicates how the growing competition for scarcer resources has made academics finally aware of the inequalities engendered by neoliberal capitalism, but still incapable to mobilize.

/pdf/the-age-of-precarity-and-the-new-challenges-to-the-academic-42818vmyst.pdf

The age of precarity and the new challenges to the academic profession

This paper examines the idea of ‘core business’ in contemporary South African public universities. South Africa’s public higher education system has global ambitions, but is also highly internally stratified. Drawing on new data from interviews with higher education leaders and government policymakers across a number of South African institutions, we show that while the rhetoric of ‘core business’ of the university has been adopted by higher education leaders, the question of what constitutes the purpose of the university, in South Africa and arguably beyond, is subject to ongoing debate and negotiation. The multiplicity of conflicting but coexisting narratives about what universities should do in South African society—producing excellent research, preparing a labour force, or addressing societal inequalities—exposes a persisting tension surrounding the purpose of a public university. And while this tension has historical origins, we show that responses to addressing these various roles of the institution are not developed organically and in a neutral context. They emerge under conflicts over limited state funding and attendant and opportune market pressure put on public universities in times of crisis, that shape profoundly their framing and outcomes, and the future of the universities.

/pdf/between-a-rock-and-a-hard-place-dilemmas-regarding-the-37vtom5gc1.pdf

Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa

As Higher Education undergoes a massive expansion in demand globally, and experiences financial pressures exacerbated by the global financial crisis of 2008, the sector is evolving rapidly. Market pressures on the sector encourage the search for additional income and new forms of provision, and private providers are increasingly entering the sector. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications, delivered by new configurations of providers and partnerships, including by parties new to the sector, through a process of disaggregating educational provision into its component parts, or ‘unbundling’. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of this unbundling and rebundling of educational provision, as it is playing out in this rapidly reconfiguring space. This paper reports data on South African Higher Education from the research project ‘The Unbundled University: Researching emerging models in an unequal landscape’, a project which explores the terrain in both South Africa and the UK. South Africa is deemed the most unequal country in the world and its HE system is under pressure, demonstrated in part by rising fees, student protests and calls for decolonised education, whilst online education is viewed by some, including the South African Government, as a way to increase access. Using a new dataset systematically collected from the public domain, data visualisation is employed to bring a novel perspective to the educational provision being offered using digital technology (and the private companies partnering with universities in South Africa to provide it), to uncover patterns of activity and their relationship to existing patterns of inequality in the HE sector. Using mapping, or social cartography, this paper reveals patterns and relationships which are otherwise not so obvious. Significantly, the maps reveal relationships between universities and private companies which appear to reflect existing inequalities, insofar as private companies partner almost exclusively with historically advantaged, research intensive universities, with high international ranking and reputation. This paper argues that such partnerships do not disrupt an unequal terrain, but rather reflect and possibly reinforce the power asymmetries already at play.

Mariya Ivancheva

Papers

Precarity, gender and care in the neoliberal academy

Academic freedom and the commercialisation of universities: a critical ethical analysis

The age of precarity and the new challenges to the academic profession

Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa

The Unbundled University: Researching emerging models in an unequal landscape. Preliminary findings from fieldwork in South Africa