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JournalISSN: 1749-6896

Education, Knowledge and Economy 

Taylor & Francis
About: Education, Knowledge and Economy is an academic journal. The journal publishes majorly in the area(s): Higher education & Private sector. Over the lifetime, 80 publications have been published receiving 801 citations.

Papers published on a yearly basis

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Journal ArticleDOI
TL;DR: In this article, the authors consider the methodological challenge of quantifying the social value generated through social enterprise activity and propose a methodology of social return on investment (SROI) to assess the potential creation of social value from different investments.
Abstract: This article considers the methodological challenge of quantifying the social value generated through social enterprise activity. It argues that in the context of increasing enthusiasm for social enterprise as a mechanism for delivering social services and for tackling social exclusion, it is increasingly necessary to be able to value social impacts. Further it will be necessary to be able to assess the potential creation of social value from different investments in social enterprise. Specifically, this article considers methodology of social return on investment (SROI). SROI has become increasingly promoted in both policy and practice in the United States and the United Kingdom. This article considers the development of this methodology and draws on lessons from international development to highlight the limitations of the current use of SROI.

93 citations

Journal ArticleDOI
TL;DR: The authors argue that employability must be seen as an active social process, and that this process is mediated significantly by the way graduates position themselves, and are positioned, within a social context.
Abstract: This article presents an alternative approach to the dominant analysis of graduate employability, through a consideration of the dynamic and socially mediated interaction that graduates have with labour market. This interaction is largely constitutive of their dispositions and identities as graduates, and entails a dynamic interplay between graduates' agency and the wider structural context of the labour market. Informed by structuration theory, this perspective offers a richer, more socially nuanced account into employability than that presented by dominant policy-based approaches, namely the human capital and ‘skills’ agenda. Such approaches present a largely de-contextualised account of employability and a somewhat simplistic notion of the link between education and the labour market more generally. In this article, we argue that employability must be seen as an active social process, and that this process is mediated significantly by the way graduates position themselves, and are positioned, within a ...

91 citations

Journal ArticleDOI
TL;DR: A discussion of the uses that have been made of the concept "social capital" in educational policy and research can be found in this article, where the implications of these interpretations are explored with respect to policy aimed at enhancing social capital in educational contexts.
Abstract: This article offers a discussion of the uses that have been made of the concept ‘social capital’ in educational policy and research. It does so from a perspective derived from the French social philosopher, Pierre Bourdieu. It draws attention to the language of Bourdieu's terminology, and both the empirical derivation and the epistemological implications of his ‘thinking tools’. ‘Social capital’ is examined in terms of leading theorists of the concept and contrasted with Bourdieu's version. The implications of these interpretations are explored with respect to policy aimed at enhancing ‘social capital’ in educational contexts. Finally, further issues for policy makers and researchers are addressed in assessing the use that may be made of this concept and the wider field of theory of which it forms a part.

67 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that the Singapore government uses the tactic of performativity as a means of state control even as it implements an education policy of decentralisation, and the strategies to deregulate the education system are processes of reregulation introduced by the government to monitor and influence the thinking and behaviour of key educational stakeholders.
Abstract: In response to the challenges of globalisation, the Singapore government has introduced an array of neo-liberal educational strategies to promote two goals: (a) greater diversity and choice in the educational landscape; and (b) greater autonomy and innovation at the school level. This article argues that the Singapore government uses the tactic of performativity as a means of state control even as it implements an education policy of decentralisation. Accompanying the strategies to deregulate the education system are processes of reregulation introduced by the government to monitor and influence the thinking and behaviour of key educational stakeholders. What makes the case of Singapore interesting in the international literature is that it illustrates the tactical changes made by a small and ‘vulnerable’ state in Asia in an era of globalisation and convergence of educational reforms.

62 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore the practical tensions associated with higher education internationalization through the introduction of an institutional case study and highlight the interplay between policy-makers and academics around the emergence of an internationalization agenda in a British university.
Abstract: This paper explores some of the practical tensions associated with higher education internationalization through the introduction of an institutional case study. The case highlights the interplay between policy-makers and academics around the emergence of an ‘internationalization’ agenda in a British university. It aims to illustrate aspects of the debate within the literature which discuss the gap between competitive and cooperative international motivations and to explore the impact of commercial internationalization upon the academic community. The key conclusions are that: cooperative and competitive impulses to internationalization respond to different ideological positions; linking a commercial revenue-generating approach with internationalist rhetoric may frustrate the development of an international orientation in an institution; and increasing academic disengagement with the commercial agenda possesses the potential to obstruct management intention.

52 citations

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Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
201118
20108
200915
200819
200720