Publications by category
Books
Gunter HM, Hall D, Apple MW (2017).
Corporate elites and the reform of public education.Abstract:
Corporate elites and the reform of public education
Abstract.
Gunter HM, Grimaldi E, Hall D, Serpieri R (2016).
New Public Management and the Reform of Education European lessons for policy and practice., Routledge.
Abstract:
New Public Management and the Reform of Education European lessons for policy and practice
Abstract.
Gunter HM, Hall D, Mills C (2014).
Education Policy Research Design and Practice at a Time of Rapid Reform., Bloomsbury Publishing.
Abstract:
Education Policy Research Design and Practice at a Time of Rapid Reform
Abstract.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (eds)(2010). Education and Poverty in Affluent Countries., Routledge.
Journal articles
Bowskill N, Hall D, Harrogate M, Hutchinson L (2022). Nostalgia, belonging and mattering: an institutional framework for digital collegiality drawn from teachers’ experience of online delivery during the 2020 pandemic.
Journal of University Teaching and Learning Practice,
19(4).
Abstract:
Nostalgia, belonging and mattering: an institutional framework for digital collegiality drawn from teachers’ experience of online delivery during the 2020 pandemic
This article explores the experiences of two teachers in different institutions (UK and China) specifically selected for this study because of their largely positive institutional experiences of using technology during the first wave of the pandemic in early 2020. Our aim is to understand the emotional outcomes relative to their uses of technology, whilst working from home. In this study, we asked, “what is the role of technology in the affective outcomes of teaching during the pandemic when everyone was at home?” and “Why might teachers feel a sense of nostalgia for a moment of educational crisis?” a proposal was submitted and gained ethical approval from the University of Derby. A qualitative methodology was adopted using semi-structured online interviews and inductive analysis. We address concerns that ‘sense of belonging’ may be an incomplete account of the emotional landscape arising from the use of technology during this educational emergency. We identify three ways in which technology was used and which made experience (1) flexible (2) communal, and (3) visible. We map these uses onto corresponding emotional outcomes which are (1) mattering (2) belonging (3) nostalgia. As a result, we provide a model of ‘E-Motional Good Practice’ in support of institutional, and digital collegiality. Finally, we consider implications for university education departments.
Abstract.
Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (2021). Agonism in education: a systematic scoping review and discussion of its educational potential. Educational Review
Jones S, Hall D, Bragg J (2019). “If they’ve had a middle class upbringing that’s not their fault”: the professional practices and personal identities of admissions staff at selective universities in England.
Higher Education,
77(5), 931-947.
Abstract:
“If they’ve had a middle class upbringing that’s not their fault”: the professional practices and personal identities of admissions staff at selective universities in England
The role of staff involved with undergraduate admissions and recruitment has changed since the turn towards marketisation in higher education. This article focuses on the system in England following both a sharp rise in student fees and an associated tendency for the public university agenda and related social priorities, such as widening participation, to come up against more private and commercial priorities, such as business engagement, league table performance and internationalisation. Drawing on evidence from detailed interviews with admissions personnel, both academic and non-academic, across three disciplines within one higher prestige university, we revisit the notion of selectivity and the practice of selection. Tensions are revealed between two opposing approaches: a more traditional model of university admissions, as based on local knowledge and sensitivity towards underrepresented groups, and a purportedly merit-driven model, as driven by perceived market position. We explore the intricate and often unexpected ways in which staff reconcile their professed beliefs with their professional practices, and the complex identity work needed to renegotiate personal values in light of shifting institutional needs. Findings are offered as a microcosm for broader trends in the higher education sector.
Abstract.
Hall DJ (2017). From New Public Management to Privatisation: Leadership and the reform of education in England. Leadership in Education, 1, 9-23.
Hall D (2016). Flip the system: changing education from the ground up.
JOURNAL OF EDUCATION FOR TEACHING,
42(1), 115-117.
Author URL.
Hall D, McGinity R (2015). Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform.
Education Policy Analysis Archives,
23Abstract:
Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform
This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers’ professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced.
Abstract.
Hall D, Grimaldi E, Gunter HM, Møller J, Serpieri R, Skedsmo G (2015). Educational reform and modernisation in Europe: the role of national contexts in mediating the new public management.
European Educational Research Journal,
14(6), 487-507.
Abstract:
Educational reform and modernisation in Europe: the role of national contexts in mediating the new public management
This article examines the spread of new public management (NPM) across European education systems as it has traversed national boundaries. While recognising the transnational dimensions of the spread of NPM, the authors offer new insights into the importance of national contexts in mediating this development in educational settings by focusing upon NPM within three European countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local conditions in these contexts. The article concludes by focusing upon the complexities and specificities of NPM recontextualisation in the three countries as a basis for a reflection upon possible future policy trajectories.
Abstract.
Gaus N, Hall D (2015). Neoliberal governance in Indonesian universities: the impact upon academic identity.
International Journal of Sociology and Social Policy,
35(9-10), 666-682.
Abstract:
Neoliberal governance in Indonesian universities: the impact upon academic identity
Purpose – the purpose of this paper is to understand the under life of Indonesian academics during ongoing implementation of government-driven policy enacted in higher education instititutions in Indonesia. The attention was specifically focused on the new programme of accountability and quality assurance moderated by the implementation of online assessment system to monitor and evaluate the perfromance of lecturers directly and how this system impacted upon the meaning of academic identity perceived by them. Design/methodology/approach – This study was drawn from a qualitative research of case study approach. Semi-structured interviews were utilised to collect data and conducted with 30 academics from three state universities. Findings – This study revealed that academics were grappling to balance their schism between keeping their existing identity tenable and excercising new prescribed roles from external environment. However, academics were still able to practice their preceived identity through their principled personal project that legitimate them to become academics and pursue their success rather than use instrumental means. Practical implications – the results of this study will be expected to contribute to a better understanding on the dynamics of academics’ world as it is encountered against government-driven policy, and provide indications for policy makers to take into account this issue in the formulation and enactment of their policy. Originality/value – a new aspect of identity in academic profession was found, that is to say religion.
Abstract.
Hall D, Gunter HM (2015). New public management in england: the permanent instability of neo-liberal reform.
Educacao e Sociedade,
36(132), 743-758.
Abstract:
New public management in england: the permanent instability of neo-liberal reform
The reform of education in England has been closely associated with a wider programme of new public management focused upon the reform of public services. This article analyses the characteristics of this NPM inspired reform programme as the English education system has moved from a civic-welfarist mode to one in which neo-liberalism has emerged in the ascendancy. Particular attention is paid both to the centralising aspects of reform where there has been a marked increase in central government intervention in education and the decentralising aspects of reform including the creation of schools as business units and the marketization of education more generally. The origins of the reforms are located within a New Right inspired discursive construction of an educational crisis that found later expression in a series of legislative changes that arose from and cemented a cross-politi, nocal party educational consensus that has now endured for over thirty years in this context. The article examines the effects of these NPM reforms on education in England and the continuities and discontinuities between different political administrations as it has moved through successive waves of reform to a new post-NPM period. It concludes that the permanent instability of the English education system can be located within tensions that go to the very heart of the NPM process itself in ways, it is anticipated, that will continue to bedevil a rapidly privatising sector.
Abstract.
Gaus N, Hall D (2015). Weapon of the weak: the hidden transcripts of academics’ resistance to policy imperatives in Indonesian universities.
International Journal of Sociology and Social Policy,
35(9-10), 683-698.
Abstract:
Weapon of the weak: the hidden transcripts of academics’ resistance to policy imperatives in Indonesian universities
Purpose – the purpose of this paper is to examine how academics resisted and accommodated changes towards the reform process in higher education institutions in Indonesia which has introduced market-driven principle of new public management and the principle of Neo-Weberian model. Using the theory developed by Scott concerning the resistance patterns by powerless or subordinated groups through “weapon of the weak”, this study aimed at mapping the resistance exhibited by Indonesian academics. Design/methodology/approach – This study was a case study using semi-structured interviews conducted with 30 academics in three state universities in Indonesia. Findings – the results of this study demonstrated that academics in Indonesian universities resisted and accommodated the policy reform using their discursive, unobtrusive tactics of resisting. Research limitations/implications – the method of data collection used in this research was based on the interview alone. It would be useful to consider to deploy other forms of data collection such as, observation to allow the building up of strong trusthworthiness of the findings of this research. Practical implications – the authors believed that this study may be useful to give better understandings for policy makers on implementing policies by considering aspects of behaviours of academics as street level bureaucrats in accepting, interpreting, and implementing policy imperatives. These results might also be beneficial for policy makers from other sectors outside higher education in effectuating policy imperatives. Originality/value – the authors argued that, academics actively responded to external pressures which contradicted their own values and beliefs with their unique intellectual strategies by which have been overlooked in the formulation of policy.
Abstract.
Gunter HM, Hall D, Mills C (2014). Consultants, consultancy and consultocracy in education policymaking in England.
Journal of Education Policy,
30(4), 518-539.
Abstract:
Consultants, consultancy and consultocracy in education policymaking in England
The role and contribution of consultants and consultancy in public services has grown rapidly and the power of consultants suggests the emergence of a ‘consultocracy’. We draw on research evidence from the social sciences and critical education policy (CEP) studies to present an examination of the state of the field. We deploy a framework that examines functional, critical and socially critical research and theorising, and we identify the emerging interest in CEP studies. In particular, we identify the potential for consultocracy but acknowledge that there is a need for more detailed research where we argue for more attention to be given to the political sciences in theorising knowledge exchange processes.
Abstract.
Gunter H, Hall D, Bragg J (2013). Distributed Leadership: a Study in Knowledge Production.
EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP,
41(5), 555-580.
Author URL.
Hall D (2013). Drawing a veil over managerialism: Leadership and the discursive disguise of the New Public Management.
Journal of Educational Administration and History,
45(3), 267-282.
Abstract:
Drawing a veil over managerialism: Leadership and the discursive disguise of the New Public Management
Through a focus upon the simultaneous rise of leadership and the New Public Management (NPM) within the context of education in England this article offers an analytical account of these developments and their entry into the field of education. This analysis is located within contradictions and tensions arising out of the agential promises inherent in the construction of leadership and the simultaneous managerialist and directive intent of the NPM. The way in which discourses of leadership and, more latterly, distributed leadership act to draw a veil over these tensions and contradictions is demonstrated within the context of research in two schools. The article concludes by examining how discourses of leadership have enabled schools and teachers to adapt to educational modernisation in ways that have undermined teacher professionalism. © 2013 Copyright Taylor and Francis Group, LLC.
Abstract.
Hall D, Gunter H, Bragg J (2013). Leadership, New Public Management and the re-modelling and regulation of teacher identities.
International Journal of Leadership in Education,
16(2), 173-190.
Abstract:
Leadership, New Public Management and the re-modelling and regulation of teacher identities
This article examines the rapidly shifting relationship between teachers and the state and efforts to re-model teacher identities within the wider context of public sector modernization and the New Public Management. The construction and development of officially authorized and normative discursive practices relating to leadership and the accompanying potential for the socio-ideological control of teachers are examined within a shifting social, cultural and political environments. Our interruption as critical leadership researchers is through a focus upon identity theory and how it reveals the ways in which normative discursive leadership practices operate and act as a form of identity work inscribing upon and working their way into the professional lives of teachers. © 2013 Taylor & Francis Group, LLC.
Abstract.
Hall D, Jones L (2013). Social class (in)visibility and the professional experiences of middle-class novice teachers.
JOURNAL OF EDUCATION FOR TEACHING,
39(4), 416-428.
Author URL.
Hall DJ, Gunter H, Bragg J (2013). The strange case of the emergence of distributed leadership in schools in England.
EDUCATIONAL REVIEW,
65(4), 467-487.
Author URL.
Hall D, Gunter HM, Bragg J (2011). The discursive performance of leadership in schools.
Management in Education,
25(1), 32-36.
Abstract:
The discursive performance of leadership in schools
The Department for Children, Schools and Families (now the Department for Education) and the National College for School Leadership (now the National College for Leadership of Schools and Children's Services) have been active participants in framing and shaping discourse in relation to leadership in schools in England. This paper is based upon findings from research funded by the UK Economic and Social Research Council (RES-000-22-3610) as part of the Distributed Leadership and the Social Practices of School Organisation in England (SPSO) project. It examines how educational practitioners have engaged with these discursive framing and shaping activities. This is conducted through a particular focus upon how distributed leadership has been talked into being as part of a wider regime which seeks to manage the performance of educational practitioners and designated educational leaders. © 2011 British Educational Leadership, Management & Administration Society (BELMAS).
Abstract.
Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (2009). Education and poverty: mapping the terrain and making the links to educational policy.
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION,
13(4), 341-358.
Author URL.
Hall D, Gunter HM (2009). Tony Blair's big prize? a reply to Furlong.
OXFORD REVIEW OF EDUCATION,
35(6), 765-770.
Author URL.
Raffo C, Hall D (2006). Transitions to becoming a teacher on an initial teacher education and training programme.
BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION,
27(1), 53-66.
Author URL.
Hall D, Thomas H (2005). Collaborative activity between school and college sixth forms and higher education institutions.
Research in Post-Compulsory Education,
10(2), 183-198.
Abstract:
Collaborative activity between school and college sixth forms and higher education institutions
This article examines one aspect of the growing complexity of relationships between post-compulsory educational institutions in the United Kingdom: a growth in collaborative arrangements between higher education institutions and providers of sixth-form education. The research presented focuses on the characteristics of those schemes either in operation or being proposed at the time of the research, involving sixth forms in schools and colleges and higher education institutions. The article also considers how such schemes might be further developed if such collaborative activity is to become an established feature of the education system in England and Wales. Significant variations in the types of programme, reflecting the diversity of the higher education and sixth-form institutions involved, are reported, and a range of as yet unresolved issues relating to trans-sector collaboration are discussed. The article concludes with a consideration of the future prospects of such schemes. © 2005 Taylor and Francis Group, LLC.
Abstract.
Hall D, Thomas H (2005). Links between higher education and employers in Malawi: the need for a dialogue?.
Journal of Higher Education Policy and Management,
27(1), 67-79.
Abstract:
Links between higher education and employers in Malawi: the need for a dialogue?
The development of skills for employment is an important international policy area, but one that has been relatively ignored in sub-Saharan Africa. This paper reports on findings from a research project in Malawi, supported by the Department for International Development (DFID), that explored the links that exist between employers and the higher education and vocational education and training sectors. These findings are placed within the context of international trends in higher education/employer links and the need in sub-Saharan Africa to relate policy implications to the imperative of contributing to the elimination of poverty and achieving international development targets. The paper discusses implications of the findings, particularly for the Malawi government, leading higher education institutions and non-governmental organisations (NGOs), and examines the implications for higher education in creating a dialogue and strengthening links between stakeholders. © 2005 Association for Tertiary Education Management.
Abstract.
Hall DJ, Notman H, Raffo C, Thomas H (2005). The provision of university modules in sixth forms: case study evidence and emerging issues. Journal of Access Policy and Practice, 2(2), 161-175.
Hall D, Thomas H (2004). Diversifying higher education into sixth forms: Another divide to be breached?. Perspectives: Policy and Practice in Higher Education, 8(3), 81-85.
Hall D, Raffo C (2004). Re-engaging 14-16-year-olds with their schooling through work-related learning.
Journal of Vocational Education and Training,
56(1), 69-80.
Abstract:
Re-engaging 14-16-year-olds with their schooling through work-related learning
This article presents the findings from research conducted on a work-related learning programme for disengaged and disaffected 14-16-yearolds. The article begins by examining work-related learning within the context of national policy developments in England. The findings from the research are analysed in relation to the capacity of workplace learning to impact upon the schooling of the participating young people. The analysis focuses upon a range of issues including the problems of securing transfer between workplace- and school-based settings, and the importance of social and cultural capital in shaping the nature of the participants' workplace-based experiences. © 2004 Taylor & Francis Group, LLC.
Abstract.
Hall D, Thomas H (2004). Teaching university modules in sixth forms: the shifting boundaries of post-compulsory education?.
JOURNAL OF EDUCATION POLICY,
19(2), 179-193.
Author URL.
Hall D, Thomas H (2003). Higher education policy change and institutional development in Mongolia.
Higher Education Policy,
16(4), 389-402.
Abstract:
Higher education policy change and institutional development in Mongolia
Changes in higher education policy in Mongolia involved an abruptness that both facilitated reform and challenged institutional managers. This article reports on the nature of these changes and their impact on the School of Economic Studies (SES) at the National University. It focuses on the negotiation between the SES, the National University and government, necessary to ensure that policy change was reflected at an operational level. The influence of policy on the content and process of reform at the SES is considered together with consequential institutional and individual behaviour patterns. Curriculum reform at an academic level could proceed within the SES unconstrained by detailed government influence, while managerial reform, essential to support the academic process, was dependent upon, and influenced by, governmental action. © 2003 International Association of Universities.
Abstract.
Hall DJ, Lizunov N, Thomas H (2002). Approaches to Reform at the School of Economic Studies in Mongolia: a Synopsis. Journal of Institutional Research, 11, 38-46.
Hall D, Thomas H (1999). Higher education reform in a transitional economy: a case study from the School of Economic Studies in Mongolia.
HIGHER EDUCATION,
38(4), 441-460.
Author URL.
Walters B, Hall D, Nixson F, Stubbs P (1999). Institutional change in a transitional economy: the reform of economics higher education in Mongolia.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT,
19(6), 423-439.
Author URL.
Hall DJ, Raffo C (1999). Mentoring urban youth in the post-industrial city: Some guiding principles based on developed notions of situated learning and a cognitive mentoring model. Mentoring and Tutoring, 6(3), 61-75.
Chapters
Hall D (2023). England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory. In (Ed)
Educational Governance Research, 47-69.
Abstract:
England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory
Abstract.
Hall D (2023). Exclusion and neoliberal public sector management. In (Ed)
International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion, 65-83.
Abstract:
Exclusion and neoliberal public sector management
Abstract.
Gaus N, Hall D (2017). Corporate elites and higher education reform: the corporatisation of academic life in Indonesia. In (Ed) Corporate Elites and the Reform of Public Education, 75-87.
Hall DJ, Moller J, Scratz M, Serpieri R (2017). From welfarism to neo-liberalism: Conceptualising the diversity of leadership models in Europe. In Waite D, Bogotch I (Eds.) The International Handbook of Educational Leadership, Wiley-Blackwell.
Gunter HM, Apple MW, Hall D (2017). Introduction: Scoping corporate elites and public education. In (Ed) , 1-16.
Hall DJ, Gunter HM, Courtney SJ, McGinity R (2017). School principals in neoliberal times: a case of luxury leadership?. In Means AJ, Saltman KJ (Eds.) Handbook of Global Education Reform, New York: Wiley-Blackwell.
Gunter HM, Apple MW, Hall D (2017). The challenge of corporate elites and public education. In (Ed) Corporate Elites and the Reform of Public Education, 233-247.
Gunter HM, Grimaldi E, Hall D, Serpieri R (2016). Conclusion: NPM and the dynamics of education policy and practice in Europe. In (Ed)
New Public Management and the Reform of Education: European lessons for policy and practice, 171-185.
Abstract:
Conclusion: NPM and the dynamics of education policy and practice in Europe
Abstract.
Hall DJ, Gunter H (2016). England: Permanent instability in the European educational NPM 'laboratory'. In Gunter H, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 21-35.
Hall DJ, Gunter HM, Grimaldi E, Serpieri R (2016). NPM and educational reform in Europe. In Gunter HM, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 3-17.
Hall DJ, Gunter HM, Grimaldi E, Serpieri R (2016). NPM and the dynamics of education policy and practice in Europe. In Gunter HM, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 173-185.
Hall DJ, Gunter HM, Mills C (2014). Conclusion: Critical research as 'Pearl Diving'. In Gunter HM, Hall D, Mills C (Eds.) Education policy research: design and practice at a time of rapid reform, London: Bloomsbury, 155-168.
Hall DJ, Gunter HM, Mills C (2014). Introduction: Working towards critical research. In Gunter HM, Hall D, Mills C (Eds.) Education policy research: design and practice at a time of rapid reform, London: Bloomsbury, 1-13.
Hall DJ, Gunter H, Mills C (2014). Thinking and Theorizing at a Time of Rapid Reform. In Gunter H, Hall D, Mills C (Eds.) Education Policy Research: design and practice at a time of rapid reform, London: Bloomsbury.
Hall DJ, Gunter H, Mills C (2014). Working Towards Critical Research. In Gunter H, Hall D, Mills C (Eds.) Education Policy Research: design and practice at a time of rapid reform, London: Bloomsbury.
Greasley S (2013). Trust in Local Government, performance information and democracy. In Brookes S, Mahon A, Llwellyn S (Eds.) Trust and Confidence in Government and Public Services, London: Routledge.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). Education and Poverty in Affuent Countries in Affluent Countries: an Introduction to the Book and the Mapping Framework. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 3-17.
Gunter H, Raffo C, Hall D, Dyson A, Jones L, Kalambouka A (2010). Policy and the Policy Process. In Raffo C, Dyson A, Gunter H, Hall D, Jones L (Eds.) Education and Poverty in Affluent Countries, Routledge, 163-176.
Gunter H, Raffo C, Hall D, Dyson A, Jones L, Kalambouka A (2010). Policy and the Policy Process. In Raffo C, Dyson A, Gunter H, Hall D, Jones L (Eds.) Education and Poverty in Affluent Countries, Routledge, 163-176.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). Poverty and Educational Policy Initiatives: a Review. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 177-194.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). The Mapping Framework, Research Literature, and Policy Implications Within a Functionalist Perspective. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Mills C (Eds.) Education and Poverty in Affluent Countries, Routledge, 18-40.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). The Mapping Framework, Research Literature, and Policy Implications Within a Socially Critical Perspective. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 41-58.
Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (2009). Poverty and educational policy initiatives: a review. In (Ed) Education and Poverty in Affluent Countries, 177-194.
Dyson A, Gunter H, Hall D, Raffo C, Jones L, Kalambouka A (2009). What is to be Done? Implications for Policy Makers. In (Ed)
Education and Poverty in Affluent Countries, 195-215.
Abstract:
What is to be Done? Implications for Policy Makers
Abstract.
Hall D, Raffo C (2008). New Labour and breaking the education and poverty link: a conceptual account of its educational policies. In (Ed) Radical Reforms: Perspectives on an era of Educational Change, 155-168.
Publications by year
2023
Hall D (2023). England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory. In (Ed)
Educational Governance Research, 47-69.
Abstract:
England: Neo-Liberalism, Regulation and Populism in the Educational Reform Laboratory
Abstract.
Hall D (2023). Exclusion and neoliberal public sector management. In (Ed)
International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion, 65-83.
Abstract:
Exclusion and neoliberal public sector management
Abstract.
2022
Bowskill N, Hall D, Harrogate M, Hutchinson L (2022). Nostalgia, belonging and mattering: an institutional framework for digital collegiality drawn from teachers’ experience of online delivery during the 2020 pandemic.
Journal of University Teaching and Learning Practice,
19(4).
Abstract:
Nostalgia, belonging and mattering: an institutional framework for digital collegiality drawn from teachers’ experience of online delivery during the 2020 pandemic
This article explores the experiences of two teachers in different institutions (UK and China) specifically selected for this study because of their largely positive institutional experiences of using technology during the first wave of the pandemic in early 2020. Our aim is to understand the emotional outcomes relative to their uses of technology, whilst working from home. In this study, we asked, “what is the role of technology in the affective outcomes of teaching during the pandemic when everyone was at home?” and “Why might teachers feel a sense of nostalgia for a moment of educational crisis?” a proposal was submitted and gained ethical approval from the University of Derby. A qualitative methodology was adopted using semi-structured online interviews and inductive analysis. We address concerns that ‘sense of belonging’ may be an incomplete account of the emotional landscape arising from the use of technology during this educational emergency. We identify three ways in which technology was used and which made experience (1) flexible (2) communal, and (3) visible. We map these uses onto corresponding emotional outcomes which are (1) mattering (2) belonging (3) nostalgia. As a result, we provide a model of ‘E-Motional Good Practice’ in support of institutional, and digital collegiality. Finally, we consider implications for university education departments.
Abstract.
2021
Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (2021). Agonism in education: a systematic scoping review and discussion of its educational potential. Educational Review
2019
Jones S, Hall D, Bragg J (2019). “If they’ve had a middle class upbringing that’s not their fault”: the professional practices and personal identities of admissions staff at selective universities in England.
Higher Education,
77(5), 931-947.
Abstract:
“If they’ve had a middle class upbringing that’s not their fault”: the professional practices and personal identities of admissions staff at selective universities in England
The role of staff involved with undergraduate admissions and recruitment has changed since the turn towards marketisation in higher education. This article focuses on the system in England following both a sharp rise in student fees and an associated tendency for the public university agenda and related social priorities, such as widening participation, to come up against more private and commercial priorities, such as business engagement, league table performance and internationalisation. Drawing on evidence from detailed interviews with admissions personnel, both academic and non-academic, across three disciplines within one higher prestige university, we revisit the notion of selectivity and the practice of selection. Tensions are revealed between two opposing approaches: a more traditional model of university admissions, as based on local knowledge and sensitivity towards underrepresented groups, and a purportedly merit-driven model, as driven by perceived market position. We explore the intricate and often unexpected ways in which staff reconcile their professed beliefs with their professional practices, and the complex identity work needed to renegotiate personal values in light of shifting institutional needs. Findings are offered as a microcosm for broader trends in the higher education sector.
Abstract.
2017
Gaus N, Hall D (2017). Corporate elites and higher education reform: the corporatisation of academic life in Indonesia. In (Ed) Corporate Elites and the Reform of Public Education, 75-87.
Gunter HM, Hall D, Apple MW (2017).
Corporate elites and the reform of public education.Abstract:
Corporate elites and the reform of public education
Abstract.
Hall DJ (2017). From New Public Management to Privatisation: Leadership and the reform of education in England. Leadership in Education, 1, 9-23.
Hall DJ, Moller J, Scratz M, Serpieri R (2017). From welfarism to neo-liberalism: Conceptualising the diversity of leadership models in Europe. In Waite D, Bogotch I (Eds.) The International Handbook of Educational Leadership, Wiley-Blackwell.
Gunter HM, Apple MW, Hall D (2017). Introduction: Scoping corporate elites and public education. In (Ed) , 1-16.
Hall DJ, Gunter HM, Courtney SJ, McGinity R (2017). School principals in neoliberal times: a case of luxury leadership?. In Means AJ, Saltman KJ (Eds.) Handbook of Global Education Reform, New York: Wiley-Blackwell.
Gunter HM, Apple MW, Hall D (2017). The challenge of corporate elites and public education. In (Ed) Corporate Elites and the Reform of Public Education, 233-247.
2016
Gunter HM, Grimaldi E, Hall D, Serpieri R (2016). Conclusion: NPM and the dynamics of education policy and practice in Europe. In (Ed)
New Public Management and the Reform of Education: European lessons for policy and practice, 171-185.
Abstract:
Conclusion: NPM and the dynamics of education policy and practice in Europe
Abstract.
Hall DJ, Gunter H (2016). England: Permanent instability in the European educational NPM 'laboratory'. In Gunter H, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 21-35.
Hall D (2016). Flip the system: changing education from the ground up.
JOURNAL OF EDUCATION FOR TEACHING,
42(1), 115-117.
Author URL.
Hall DJ, Gunter HM, Grimaldi E, Serpieri R (2016). NPM and educational reform in Europe. In Gunter HM, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 3-17.
Hall DJ, Gunter HM, Grimaldi E, Serpieri R (2016). NPM and the dynamics of education policy and practice in Europe. In Gunter HM, Grimaldi E, Hall D, Serpieri R (Eds.) New Public Management and the Reform of Education: European Lessons for Policy and Practice, London: Routledge, 173-185.
Gunter HM, Grimaldi E, Hall D, Serpieri R (2016).
New Public Management and the Reform of Education European lessons for policy and practice., Routledge.
Abstract:
New Public Management and the Reform of Education European lessons for policy and practice
Abstract.
2015
Hall D, McGinity R (2015). Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform.
Education Policy Analysis Archives,
23Abstract:
Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform
This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers’ professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced.
Abstract.
Hall D, Grimaldi E, Gunter HM, Møller J, Serpieri R, Skedsmo G (2015). Educational reform and modernisation in Europe: the role of national contexts in mediating the new public management.
European Educational Research Journal,
14(6), 487-507.
Abstract:
Educational reform and modernisation in Europe: the role of national contexts in mediating the new public management
This article examines the spread of new public management (NPM) across European education systems as it has traversed national boundaries. While recognising the transnational dimensions of the spread of NPM, the authors offer new insights into the importance of national contexts in mediating this development in educational settings by focusing upon NPM within three European countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local conditions in these contexts. The article concludes by focusing upon the complexities and specificities of NPM recontextualisation in the three countries as a basis for a reflection upon possible future policy trajectories.
Abstract.
Gaus N, Hall D (2015). Neoliberal governance in Indonesian universities: the impact upon academic identity.
International Journal of Sociology and Social Policy,
35(9-10), 666-682.
Abstract:
Neoliberal governance in Indonesian universities: the impact upon academic identity
Purpose – the purpose of this paper is to understand the under life of Indonesian academics during ongoing implementation of government-driven policy enacted in higher education instititutions in Indonesia. The attention was specifically focused on the new programme of accountability and quality assurance moderated by the implementation of online assessment system to monitor and evaluate the perfromance of lecturers directly and how this system impacted upon the meaning of academic identity perceived by them. Design/methodology/approach – This study was drawn from a qualitative research of case study approach. Semi-structured interviews were utilised to collect data and conducted with 30 academics from three state universities. Findings – This study revealed that academics were grappling to balance their schism between keeping their existing identity tenable and excercising new prescribed roles from external environment. However, academics were still able to practice their preceived identity through their principled personal project that legitimate them to become academics and pursue their success rather than use instrumental means. Practical implications – the results of this study will be expected to contribute to a better understanding on the dynamics of academics’ world as it is encountered against government-driven policy, and provide indications for policy makers to take into account this issue in the formulation and enactment of their policy. Originality/value – a new aspect of identity in academic profession was found, that is to say religion.
Abstract.
Hall D, Gunter HM (2015). New public management in england: the permanent instability of neo-liberal reform.
Educacao e Sociedade,
36(132), 743-758.
Abstract:
New public management in england: the permanent instability of neo-liberal reform
The reform of education in England has been closely associated with a wider programme of new public management focused upon the reform of public services. This article analyses the characteristics of this NPM inspired reform programme as the English education system has moved from a civic-welfarist mode to one in which neo-liberalism has emerged in the ascendancy. Particular attention is paid both to the centralising aspects of reform where there has been a marked increase in central government intervention in education and the decentralising aspects of reform including the creation of schools as business units and the marketization of education more generally. The origins of the reforms are located within a New Right inspired discursive construction of an educational crisis that found later expression in a series of legislative changes that arose from and cemented a cross-politi, nocal party educational consensus that has now endured for over thirty years in this context. The article examines the effects of these NPM reforms on education in England and the continuities and discontinuities between different political administrations as it has moved through successive waves of reform to a new post-NPM period. It concludes that the permanent instability of the English education system can be located within tensions that go to the very heart of the NPM process itself in ways, it is anticipated, that will continue to bedevil a rapidly privatising sector.
Abstract.
Gaus N, Hall D (2015). Weapon of the weak: the hidden transcripts of academics’ resistance to policy imperatives in Indonesian universities.
International Journal of Sociology and Social Policy,
35(9-10), 683-698.
Abstract:
Weapon of the weak: the hidden transcripts of academics’ resistance to policy imperatives in Indonesian universities
Purpose – the purpose of this paper is to examine how academics resisted and accommodated changes towards the reform process in higher education institutions in Indonesia which has introduced market-driven principle of new public management and the principle of Neo-Weberian model. Using the theory developed by Scott concerning the resistance patterns by powerless or subordinated groups through “weapon of the weak”, this study aimed at mapping the resistance exhibited by Indonesian academics. Design/methodology/approach – This study was a case study using semi-structured interviews conducted with 30 academics in three state universities in Indonesia. Findings – the results of this study demonstrated that academics in Indonesian universities resisted and accommodated the policy reform using their discursive, unobtrusive tactics of resisting. Research limitations/implications – the method of data collection used in this research was based on the interview alone. It would be useful to consider to deploy other forms of data collection such as, observation to allow the building up of strong trusthworthiness of the findings of this research. Practical implications – the authors believed that this study may be useful to give better understandings for policy makers on implementing policies by considering aspects of behaviours of academics as street level bureaucrats in accepting, interpreting, and implementing policy imperatives. These results might also be beneficial for policy makers from other sectors outside higher education in effectuating policy imperatives. Originality/value – the authors argued that, academics actively responded to external pressures which contradicted their own values and beliefs with their unique intellectual strategies by which have been overlooked in the formulation of policy.
Abstract.
2014
Hall DJ, Gunter HM, Mills C (2014). Conclusion: Critical research as 'Pearl Diving'. In Gunter HM, Hall D, Mills C (Eds.) Education policy research: design and practice at a time of rapid reform, London: Bloomsbury, 155-168.
Gunter HM, Hall D, Mills C (2014). Consultants, consultancy and consultocracy in education policymaking in England.
Journal of Education Policy,
30(4), 518-539.
Abstract:
Consultants, consultancy and consultocracy in education policymaking in England
The role and contribution of consultants and consultancy in public services has grown rapidly and the power of consultants suggests the emergence of a ‘consultocracy’. We draw on research evidence from the social sciences and critical education policy (CEP) studies to present an examination of the state of the field. We deploy a framework that examines functional, critical and socially critical research and theorising, and we identify the emerging interest in CEP studies. In particular, we identify the potential for consultocracy but acknowledge that there is a need for more detailed research where we argue for more attention to be given to the political sciences in theorising knowledge exchange processes.
Abstract.
Gunter HM, Hall D, Mills C (2014).
Education Policy Research Design and Practice at a Time of Rapid Reform., Bloomsbury Publishing.
Abstract:
Education Policy Research Design and Practice at a Time of Rapid Reform
Abstract.
Hall DJ, Gunter HM, Mills C (2014). Introduction: Working towards critical research. In Gunter HM, Hall D, Mills C (Eds.) Education policy research: design and practice at a time of rapid reform, London: Bloomsbury, 1-13.
Hall DJ, Gunter H, Mills C (2014). Thinking and Theorizing at a Time of Rapid Reform. In Gunter H, Hall D, Mills C (Eds.) Education Policy Research: design and practice at a time of rapid reform, London: Bloomsbury.
Hall DJ, Gunter H, Mills C (2014). Working Towards Critical Research. In Gunter H, Hall D, Mills C (Eds.) Education Policy Research: design and practice at a time of rapid reform, London: Bloomsbury.
2013
Gunter H, Hall D, Bragg J (2013). Distributed Leadership: a Study in Knowledge Production.
EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP,
41(5), 555-580.
Author URL.
Hall D (2013). Drawing a veil over managerialism: Leadership and the discursive disguise of the New Public Management.
Journal of Educational Administration and History,
45(3), 267-282.
Abstract:
Drawing a veil over managerialism: Leadership and the discursive disguise of the New Public Management
Through a focus upon the simultaneous rise of leadership and the New Public Management (NPM) within the context of education in England this article offers an analytical account of these developments and their entry into the field of education. This analysis is located within contradictions and tensions arising out of the agential promises inherent in the construction of leadership and the simultaneous managerialist and directive intent of the NPM. The way in which discourses of leadership and, more latterly, distributed leadership act to draw a veil over these tensions and contradictions is demonstrated within the context of research in two schools. The article concludes by examining how discourses of leadership have enabled schools and teachers to adapt to educational modernisation in ways that have undermined teacher professionalism. © 2013 Copyright Taylor and Francis Group, LLC.
Abstract.
Hall D, Gunter H, Bragg J (2013). Leadership, New Public Management and the re-modelling and regulation of teacher identities.
International Journal of Leadership in Education,
16(2), 173-190.
Abstract:
Leadership, New Public Management and the re-modelling and regulation of teacher identities
This article examines the rapidly shifting relationship between teachers and the state and efforts to re-model teacher identities within the wider context of public sector modernization and the New Public Management. The construction and development of officially authorized and normative discursive practices relating to leadership and the accompanying potential for the socio-ideological control of teachers are examined within a shifting social, cultural and political environments. Our interruption as critical leadership researchers is through a focus upon identity theory and how it reveals the ways in which normative discursive leadership practices operate and act as a form of identity work inscribing upon and working their way into the professional lives of teachers. © 2013 Taylor & Francis Group, LLC.
Abstract.
Hall D, Jones L (2013). Social class (in)visibility and the professional experiences of middle-class novice teachers.
JOURNAL OF EDUCATION FOR TEACHING,
39(4), 416-428.
Author URL.
Hall DJ, Gunter H, Bragg J (2013). The strange case of the emergence of distributed leadership in schools in England.
EDUCATIONAL REVIEW,
65(4), 467-487.
Author URL.
Greasley S (2013). Trust in Local Government, performance information and democracy. In Brookes S, Mahon A, Llwellyn S (Eds.) Trust and Confidence in Government and Public Services, London: Routledge.
2011
Hall D, Gunter HM, Bragg J (2011). The discursive performance of leadership in schools.
Management in Education,
25(1), 32-36.
Abstract:
The discursive performance of leadership in schools
The Department for Children, Schools and Families (now the Department for Education) and the National College for School Leadership (now the National College for Leadership of Schools and Children's Services) have been active participants in framing and shaping discourse in relation to leadership in schools in England. This paper is based upon findings from research funded by the UK Economic and Social Research Council (RES-000-22-3610) as part of the Distributed Leadership and the Social Practices of School Organisation in England (SPSO) project. It examines how educational practitioners have engaged with these discursive framing and shaping activities. This is conducted through a particular focus upon how distributed leadership has been talked into being as part of a wider regime which seeks to manage the performance of educational practitioners and designated educational leaders. © 2011 British Educational Leadership, Management & Administration Society (BELMAS).
Abstract.
2010
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (eds)(2010). Education and Poverty in Affluent Countries., Routledge.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). Education and Poverty in Affuent Countries in Affluent Countries: an Introduction to the Book and the Mapping Framework. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 3-17.
Gunter H, Raffo C, Hall D, Dyson A, Jones L, Kalambouka A (2010). Policy and the Policy Process. In Raffo C, Dyson A, Gunter H, Hall D, Jones L (Eds.) Education and Poverty in Affluent Countries, Routledge, 163-176.
Gunter H, Raffo C, Hall D, Dyson A, Jones L, Kalambouka A (2010). Policy and the Policy Process. In Raffo C, Dyson A, Gunter H, Hall D, Jones L (Eds.) Education and Poverty in Affluent Countries, Routledge, 163-176.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). Poverty and Educational Policy Initiatives: a Review. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 177-194.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). The Mapping Framework, Research Literature, and Policy Implications Within a Functionalist Perspective. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Mills C (Eds.) Education and Poverty in Affluent Countries, Routledge, 18-40.
Hall DJ, Raffo C, Dyson A, Gunter H, Jones L, Kalambouka A (2010). The Mapping Framework, Research Literature, and Policy Implications Within a Socially Critical Perspective. In Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (Eds.) Education and Poverty in Affluent Countries, Routledge, 41-58.
2009
Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (2009). Education and poverty: mapping the terrain and making the links to educational policy.
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION,
13(4), 341-358.
Author URL.
Raffo C, Dyson A, Gunter H, Hall D, Jones L, Kalambouka A (2009). Poverty and educational policy initiatives: a review. In (Ed) Education and Poverty in Affluent Countries, 177-194.
Hall D, Gunter HM (2009). Tony Blair's big prize? a reply to Furlong.
OXFORD REVIEW OF EDUCATION,
35(6), 765-770.
Author URL.
Dyson A, Gunter H, Hall D, Raffo C, Jones L, Kalambouka A (2009). What is to be Done? Implications for Policy Makers. In (Ed)
Education and Poverty in Affluent Countries, 195-215.
Abstract:
What is to be Done? Implications for Policy Makers
Abstract.
2008
Hall D, Raffo C (2008). New Labour and breaking the education and poverty link: a conceptual account of its educational policies. In (Ed) Radical Reforms: Perspectives on an era of Educational Change, 155-168.
2006
Raffo C, Hall D (2006). Transitions to becoming a teacher on an initial teacher education and training programme.
BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION,
27(1), 53-66.
Author URL.
2005
Hall D, Thomas H (2005). Collaborative activity between school and college sixth forms and higher education institutions.
Research in Post-Compulsory Education,
10(2), 183-198.
Abstract:
Collaborative activity between school and college sixth forms and higher education institutions
This article examines one aspect of the growing complexity of relationships between post-compulsory educational institutions in the United Kingdom: a growth in collaborative arrangements between higher education institutions and providers of sixth-form education. The research presented focuses on the characteristics of those schemes either in operation or being proposed at the time of the research, involving sixth forms in schools and colleges and higher education institutions. The article also considers how such schemes might be further developed if such collaborative activity is to become an established feature of the education system in England and Wales. Significant variations in the types of programme, reflecting the diversity of the higher education and sixth-form institutions involved, are reported, and a range of as yet unresolved issues relating to trans-sector collaboration are discussed. The article concludes with a consideration of the future prospects of such schemes. © 2005 Taylor and Francis Group, LLC.
Abstract.
Hall D, Thomas H (2005). Links between higher education and employers in Malawi: the need for a dialogue?.
Journal of Higher Education Policy and Management,
27(1), 67-79.
Abstract:
Links between higher education and employers in Malawi: the need for a dialogue?
The development of skills for employment is an important international policy area, but one that has been relatively ignored in sub-Saharan Africa. This paper reports on findings from a research project in Malawi, supported by the Department for International Development (DFID), that explored the links that exist between employers and the higher education and vocational education and training sectors. These findings are placed within the context of international trends in higher education/employer links and the need in sub-Saharan Africa to relate policy implications to the imperative of contributing to the elimination of poverty and achieving international development targets. The paper discusses implications of the findings, particularly for the Malawi government, leading higher education institutions and non-governmental organisations (NGOs), and examines the implications for higher education in creating a dialogue and strengthening links between stakeholders. © 2005 Association for Tertiary Education Management.
Abstract.
Hall DJ, Notman H, Raffo C, Thomas H (2005). The provision of university modules in sixth forms: case study evidence and emerging issues. Journal of Access Policy and Practice, 2(2), 161-175.
2004
Hall D, Thomas H (2004). Diversifying higher education into sixth forms: Another divide to be breached?. Perspectives: Policy and Practice in Higher Education, 8(3), 81-85.
Hall D, Raffo C (2004). Re-engaging 14-16-year-olds with their schooling through work-related learning.
Journal of Vocational Education and Training,
56(1), 69-80.
Abstract:
Re-engaging 14-16-year-olds with their schooling through work-related learning
This article presents the findings from research conducted on a work-related learning programme for disengaged and disaffected 14-16-yearolds. The article begins by examining work-related learning within the context of national policy developments in England. The findings from the research are analysed in relation to the capacity of workplace learning to impact upon the schooling of the participating young people. The analysis focuses upon a range of issues including the problems of securing transfer between workplace- and school-based settings, and the importance of social and cultural capital in shaping the nature of the participants' workplace-based experiences. © 2004 Taylor & Francis Group, LLC.
Abstract.
Hall D, Thomas H (2004). Teaching university modules in sixth forms: the shifting boundaries of post-compulsory education?.
JOURNAL OF EDUCATION POLICY,
19(2), 179-193.
Author URL.
2003
Hall D, Thomas H (2003). Higher education policy change and institutional development in Mongolia.
Higher Education Policy,
16(4), 389-402.
Abstract:
Higher education policy change and institutional development in Mongolia
Changes in higher education policy in Mongolia involved an abruptness that both facilitated reform and challenged institutional managers. This article reports on the nature of these changes and their impact on the School of Economic Studies (SES) at the National University. It focuses on the negotiation between the SES, the National University and government, necessary to ensure that policy change was reflected at an operational level. The influence of policy on the content and process of reform at the SES is considered together with consequential institutional and individual behaviour patterns. Curriculum reform at an academic level could proceed within the SES unconstrained by detailed government influence, while managerial reform, essential to support the academic process, was dependent upon, and influenced by, governmental action. © 2003 International Association of Universities.
Abstract.
2002
Hall DJ, Lizunov N, Thomas H (2002). Approaches to Reform at the School of Economic Studies in Mongolia: a Synopsis. Journal of Institutional Research, 11, 38-46.
1999
Hall D, Thomas H (1999). Higher education reform in a transitional economy: a case study from the School of Economic Studies in Mongolia.
HIGHER EDUCATION,
38(4), 441-460.
Author URL.
Walters B, Hall D, Nixson F, Stubbs P (1999). Institutional change in a transitional economy: the reform of economics higher education in Mongolia.
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT,
19(6), 423-439.
Author URL.
Hall DJ, Raffo C (1999). Mentoring urban youth in the post-industrial city: Some guiding principles based on developed notions of situated learning and a cognitive mentoring model. Mentoring and Tutoring, 6(3), 61-75.
