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This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

This paper has two purposes. One is to examine the ways mentally disabled children were disciplined and cared for in Berlin, Germany/Prussia, at the end of the 19th century, by considering the way the architecture of the asylum affected the practices within it. The second purpose is to examine the manner in which the practices at the Dalldorf Asylum, especially the administrative paperwork, fabricated and stabilized the medico-pedagogical category of “feeble-mindedness”.

This paper engages with reflections on asylum architecture and its connection to disciplining bodies as shown in Disability History and linking these insights to recent scholarship from the field of Science and Technology Studies on the fabrication of knowledge through observation. Drawing on microhistory as methodology it examines the fabrication of “feeble-mindedness” with and within the Dalldorf Asylum, focusing on architecture and design as well as administrative practices.

The analysis of the asylum's architecture reveals how certain ideas of hygiene and control derived from 19th century psychiatry, along with personal attentiveness and individualized learning were incorporated into the building, creating the notion of a “feeble-minded child” as being simultaneously dangerous and in danger. The paper further shows how the professionals involved were struggling with diagnosing these children, further showcasing that the space as well as the categorization of children, oscillating between psychiatry and pedagogy, has to be understood as contested.

This paper engages findings on the disciplining structures organizing everyday life within the asylum with concepts of fabricating knowledge as central to science studies. The Dalldorf Asylum, the earliest state-funded asylum for mentally disabled children in Germany and largely understudied, is used as the main research object. A microhistorical approach allows to make visible the intricate yet mundane practices involved in stabilizing the category of “feeble-mindedness”.

One of the most successful labour market programmes in Sweden is a start‐up subsidy programme for job seekers registered at the public employment service. The purpose of this paper is to examine if there are gender differences in outcomes of this programme.

The analysis compares the outcome for female participants of the start‐up programme with that of four other matched groups: male and female non‐participants, male non‐participants, female non‐participants, and male participants.

The authors' results indicate that females entering the programme have a higher success rate than both female and male non‐participants; however, the impact is less in comparison with male than with female non‐participants. Compared to a matched sample of males in the start‐up scheme, female participants are less successful.

The paper concludes is that it is essential to find evidence regarding which programmes work for which target groups and to find out why effects differ by categories. Such knowledge could be used for fine‐tuning labour market policy programmes.

Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement.

Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors.

One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes.

Research participants all came from one course, at one university.

There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies.

Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

The paper provides a speculative reflection on the power of modern science, technology and innovation systems (STI) for revealing some distinctive style of modernity in Africa. The modernization of these systems, as the backbones of any mode of modernity, also requires the modernization of our mental or intellectual costumes. This process is essentially the passage from closed, selfconfirming, faith‐based, customary, totalizing or terrorizing knowledge systems to essentially falsifiable, evidence‐based, scientifically‐established and technicallyproven innovative knowledge systems. In these systems scientific knowledge can be construed as a theory of the real and as a technology of truth and understood as the epistemological foundation of any form of Afro‐modernity. It is also the passage from the ‘Book of Scripture’ to the ‘Book of Nature’ or from the submission to the white man’s colonizing gods to the more authentic and genuine African identities, beliefs and values, such as those embodied in the concept of ubuntu. The paper discusses a possible way forward in terms of capacity development in STI in Africa with an emphasis on some observed weaknesses regarding fundamental long term neglected issues. It provides some ideas for filling gaps in the context of the call by a number of African thinkers, including the Executive Secretary of UNECA, for initiating a ‘scientific revolution’ on the African continent.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.