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Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

Studies have suggested that entrepreneurship is a key mechanism for rejuvenating and facilitating economic growth in deprived areas. To provide further understanding of the persistently low entrepreneurial intentions found in deprived areas this chapter identifies key mechanisms and theoretical frameworks that link the formation of appropriate human capital to the prevailing environment, and that influences may flow in both directions. This contributes to the existing literature to provide a fuller understanding of interest to policy-makers of why past interventions have struggled to boost entrepreneurial intentions and where new interventions may be most effective in generating more positive entrepreneurial intentions in deprived areas.

We compare the deinstitutionalization of psychiatric patients and the developmentally disabled in the United States and demonstrate that there were two path-dependent processes with significant qualitative and quantitative differences, ultimately leading to better outcomes for developmentally disabled individuals.

Using secondary literature, we construct a sustained comparison of the two processes in terms of outcomes, timing, tempo, extent, funding, demographic composition, and investment in community services. We then reconstruct the strategies of de-stigmatization and framings of moral worth deployed in the two cases, analyzing their effects on deinstitutionalization in terms of conceptions of risk, rights, and care.

Deinstitutionalization began later for developmentally disabled individuals than for psychiatric patients, and was a more gradual, protracted process. It was not driven by fiscal conservatism, discharges, and the trans-institutionalization of the senile aged, as was deinstitutionalization for psychiatric patients, but primarily by the prevention of institutionalization of young children, and increased investment in infrastructure. Consequently, the deinstitutionalization of the developmentally disabled was far more thorough and successful. The process was shaped by the framing of the developmentally disabled as “forever children” by parents’ organizations that demanded a balance between autonomy, protection, and the provision of care. In contrast, the deinstitutionalization of psychiatric patients was shaped by their framing as autonomous citizens temporarily suffering from “mental health problems” that could be prevented, treated, and cured. This frame foregrounded the right to choose (and also refuse) treatment, while undervaluing the provision of care.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

This chapter explores the inter-urban dimensions of contemporary inequality in the United Kingdom. It does so by drawing on quantitative measures of inequality from the British Broadcasting Corporation’s ‘Great British Class Survey’ experiment of 2011–2013 and representative economic indicators of productivity. It takes its starting point as an acknowledgement of the deepening inequalities in western, developed economies, a reality reflecting in the burgeoning of literature on macro-economic disparities at the start of the twenty-first century. Whilst invaluable, this literature has tended to focus solely on economic definitions of inequality between countries or regions. The purpose of this chapter is to continue the expansion of our understanding of the manifold dimensions of inequality into the social and cultural domains. The data from the Great British Class Survey are uniquely positioned to do this: approximately 325,000 people participated in the online questionnaire, providing information not just on their stocks of economic capital but also on the size and scope of their social networks and the nature and extent of their cultural activities. The size of the sample thus provides an unparalleled tool for analysing the complex nuances of contemporary inequality in the United Kingdom using a framework informed by the theoretical approach to cultural class analysis pioneered by Pierre Bourdieu. The analysis here focuses solely on inter-urban disparities in the United Kingdom and demonstrates the ways in which economic inequalities are reflected and reinforced in the social and cultural domains.

No person in the United States shall, on the grounds or race, color, or national origin, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal assistance. No otherwise qualified individual with disabilities in the United States shall, solely by reason of his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (U.S. Department of Education, 2001).