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Provides an overview on the development of information production in construction. It is suggested that there is a need for the professional organisations to re‐think the way they produce project information so that the opacity in current project information is replaced by transparency so that all the stakeholders in the procurement process can move from their adversarial/bargaining positions to one that encourages a team problem‐solving approach.

The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity.

The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored.

The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses.

In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students.

This paper poses the question of whether the mainstream feminist movement in the United States, in concentrating its efforts on achieving gender parity in the existing workplace, is selling women short. In it, I argue that contemporary U.S. feminism has not adequately theorized the problems with the relatively unregulated market system in the United States. That failure has contributed to a situation in which women’s participation in the labor market is mistakenly equated with liberation, and in which other far-ranging effects of the market system on women’s lives inside and outside of work – many of them negative – are overlooked. To theorize the effects of the market system on women’s lives in a more nuanced manner, I borrow from the insights of earlier Marxist and socialist feminists. I then use this more nuanced perspective to outline an agenda for feminism, which I call “market-cautious feminism,” that seeks to regulate the market to serve women’s interests.

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.

This paper seeks to discuss the impact of UK government austerity policies on learning in public service work, specifically youth support work. It also aims to argue that austerity policies intensify “ethics work”, create emotional suffering, and obstruct workplace learning in a variety of ways.

The research adopts narrative methods and a critical interpretive paradigm to investigate practitioner perceptions within a broader analysis of neo‐liberal change. It draws on Bourdieu's sociology as an interpretive framework.

Austerity is shifting the “stakes” of the youth support field from a client‐centred ethos to the meeting of economically driven targets. This shatters the illusio of practitioners committed to client‐centred ethics, resulting in emotional suffering, difficulty in learning to cope with new demands, and an erosion of professional capacity.

A particular limitation is the lack of longitudinal data. There is a pressing need for more research on ethics work, emotional suffering and (not) learning in public service workplaces facing austerity, and to continue theorising this nexus more thoroughly.

There is a need to promote a feminist ethics of care in such workplaces. There is also a need to stimulate public debate about the ethical impact of austerity on public service work as a whole. These might allow workplaces to encourage learning more effectively.

This paper departs from traditional discussions of workplace learning to consider instances of “not learning”. It introduces the innovative concept of “ethics work”, discusses ethics as a form of work, through a sociological rather than philosophical lens, and utilises Bourdieu's key concept of illusio, not previously addressed in workplace learning research.

As triumphantly announced in journals and magazines, a la Fukuyama, late capitalism and its contingent logic of neoliberalism (ostensibly) reigns supreme, exploiting each site it encounters with precision. According to this fantasy of capitalism's seamless and ultimate triumph, domination is produced as inevitable, social struggle and revolution, a utopian dream. Yet, what many have seen since the 1990s is that this narrative requires military mobilizations of different kinds (i.e., “the war on terror” has become of late the reason thousands are being killed daily in Afghanistan and Iraq).

As online education offerings are extended to more students, organizations are increasingly interested in the effectiveness of online learning compared to a traditional classroom. The need for research on the learning outcomes of students is imperative. The purpose of this study is to compare student learning in a traditional classroom with the equivalent online course. This research explores the research question: What is the difference between student learning in a leadership studies course through online versus traditional delivery methods? This study utilizes a directed content analysis to investigate student assignments using Kolb’s Experiential Learning Model as a foundational theory. Previous research reveals a contradiction on student outlook on the instructor and format of the class, as well as understanding the effectiveness of each method of delivery. Findings in this study indicate that online students may engage more often in deeper learning on assignments than those in the traditional classroom environment.

The purpose of this paper is to identify how much particular variables influence the cost differences between order values and final accounts for certain trade subcontractors.

The methodology consists of a literature survey and a case study. A sample of 33 projects, undertaken by a contracting organisation, are analysed as a basis for testing their significance.

For highly asset specific transactions the research suggests that the level of variables which can affect their performance is greatest, suggesting integration within the contracting firm to mitigate the threat of opportunistic behaviour. Procurement route utilised on a project was strongly linked to outturn cost performance, as is inclusion in the tender bid, suggesting earlier subcontractor involvement through design and build and partnering arrangements is significantly better at managing subcontractor cost performance than traditional routes.

The market volatility of the construction industry has meant the procurement of subcontractors has long been established as an important part of the project coalition. Transaction cost economic theory has recently become popular within the construction research industry. Much of this research has examined the vertical boundaries to which a construction firm is subjected when considering integration of trades or continued use of subcontractors. Empirical data on the cost performance of subcontractors within a project environment are not widely available. For this reason, this research aids practitioners and researchers by identifying why particular variables influence the cost differences between order values and final accounts for certain trade subcontractors.

Explores the prospects for constructing a feminist contractarian moral theory. Argues that the social contractarianism championed by John Rawls and feminized by Susan Okin is unlikely to succeed in offering feminists an alternative theory of justice which can compete with utilitarianism. However, an appropriately modified economic contractarianism, such as that championed by David Gauthier, offers more promise for producing a successful liberal feminist theory of justice. Holds that a feminist ethic of care based on an economic contractarian model must move from an exclusive concern with game‐theoretic bargaining to solve prisoners’ dilemma problems to a bargaining game which also deals with the assurance problem. Offers speculation of how such a theory could be rigorously developed.

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.