This book presents an academically rigorous yet practical guide to efforts to understand how knowledge, policy and power interact to promote or prevent change.It offers a power analysis perspective on the knowledge-policy process, illustrated with rich empirical examples from the field of international development, combined with practical guidance on the implications of such an approach. It provides ways to identify and address problems that have hampered previous attempts to improve the space between knowledge and policy; such as difficulties in analysing political context, persistent asymmetric relationships between actors, ignorance of the contributions of different types of knowledge, and misconceptions of the roles played by intermediary organisations. Most importantly, the book gives readers the ability to develop strategies for negotiating the complexity of the knowledge-policy interface more effectively, so as to contribute to policy dialogues, influence policy change, and implement policies and programmes more effectively.The authors focus on the dynamics of the knowledge-policy interface in international development; offering novel theoretical insights and methodological approaches that are applicable to a broader array of policy arenas and their audiences, including academics, practitioners and students.

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored. Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.

This book presents a fascinating analysis of expertise and policy formation, based on an in-depth study of the UK Royal Commission on Environmental Pollution. The Commission provided expert advice to governments from 1970 to 2011. Often portrayed as a 'scientific body', it was in fact an interesting hybrid, which embodied wide-ranging expertise. It delivered thirty-three reports, leaving a significant mark on British environmental policy, and having influence within Europe and beyond. Drawing upon an extensive literature and a wide range of sources, Knowledge, Policy, and Expertise provides the only full account of this important advisory body, covering a period in which the policy landscape was profoundly transformed. It offers a rich and detailed analysis of authority, autonomy, and trust; of the diverse roles that advisors can play and the networks within which they operate; and of the 'circumstances of influence' in which expert advice comes to be accepted gratefully, used strategically, absorbed in diffuse ways, or ignored. Above all, this book demonstrates the complexity and contingency of knowledge-policy relations, contributing substantially to a theory of expertise, and drawing out important implications for the future of 'good advice'.

This important collection presents a radical reconception of the place of knowledge in contemporary policymaking in Europe, based not on assumptions about evidence, expertise or experience but on the different forms that knowledge takes. Knowledge is embodied in people, inscribed in documents and instruments, and enacted in specific circumstances. Empirical case studies of health and education policy in different national and international contexts demonstrate the essential interdependence of different forms and phases of knowledge. They illustrate the ways in which knowledge is mobilised and resisted, and draw attention to key problems in the processing and transformation of knowledge in policy work. This novel theoretical framework offers real benefits for policymakers, academics in public policy, public administration, management studies, sociology, education, public health and social work, and those with a practical interest in education and health and related fields of public policy.

Through knowledge societies, people have capabilities to acquire information and to transform that information into knowledge and information, which empowers them to enhance their lives and to contribute to the social-economic development. The practical application of knowledge into innovation and how this process from research to development to application can be achieved is a domain that is not yet very well understood. Developing Knowledge Societies for Distinct Country Contexts is an essential reference source that documents methods, best practices, and case studies for the development of global knowledge societies at the national, regional, and local levels. Featuring empirical analysis on topics such as smart governance, financial literacy, and globalization, this book is ideally designed for business strategists, economists, international researchers, anthropologists, politicians, policymakers, governmental sectors, academics, and students seeking coverage on the development of knowledge society policies and strategies in various areas of the world.

Understanding policy analysis in France requires first a thorough exploration of the distinction usually made in French academic and practitioner debates between policy studies and policy analysis--essentially the difference between studies of policy and studies designed for the use of policy. This book begins there, then delves into questions of how and by whom knowledge of policies is produced within and outside the French state, showing that while the tension between the two types of study is real, the continued exchange of ideas between them has led to an enrichment of both spheres. The book thus lays the foundation for a more systematic understanding of policy analysis in France.

Designed for professionals, students, and enthusiasts alike, our comprehensive books empower you to stay ahead in a rapidly evolving digital world. * Expert Insights: Our books provide deep, actionable insights that bridge the gap between theory and practical application. * Up-to-Date Content: Stay current with the latest advancements, trends, and best practices in IT, Al, Cybersecurity, Business, Economics and Science. Each guide is regularly updated to reflect the newest developments and challenges. * Comprehensive Coverage: Whether you're a beginner or an advanced learner, Cybellium books cover a wide range of topics, from foundational principles to specialized knowledge, tailored to your level of expertise. Become part of a global network of learners and professionals who trust Cybellium to guide their educational journey. www.cybellium.com

'The second volume of the Handbook on the Knowledge Economy is a worthy companion to the highly successful original volume published in 2005, extending its theoretical depth and developing its coverage. Together the two volumes provide the single best work and reference point for knowledge economy studies. The second volume with fifteen original essays by renowned scholars in the field, provides insightful and robust analyses of the development potential of the knowledge economy in all its aspects, forms and manifestations.' Michael A. Peters, University of Illinois, USThis thoroughly revised second edition of the Handbook on the Knowledge Economy expands the range of issues presented in the first edition and reflects important new progress in research about knowledge economies.Readers with interests in managing knowledge- and innovation-intensive businesses and those who are seeking new insights about how knowledge economies work will find this book an invaluable reference tool. Chapters deal with issues such as open innovation, wellbeing, and digital work that managers and policymakers are increasingly asked to respond to. Contributors to the Handbook are globally recognised experts in their fields providing valuable guidance. This comprehensive and stimulating Handbook will prove an important resource for practitioners and academics in diverse areas of interest, including: knowledge management, innovation management, knowledge policy, social epistemology, and development studies.

This book offers novel insights into how students can develop a personal growth mindset during their degree programs that allows them to view new challenges as opportunity to grow personally, reflect on the new knowledge and experience, and subsequently improve their skills to critically examine and evaluate information in a journey of personal growth. Based on learning theories drawn from cognitive and social psychology and over 12 years of integrating the ‘personal growth mindset’ into course design, it offers a novel framework that allows higher education teachers to constructively align learning objectives and assessments with crucial transferable skill development, and fostering a mindset for personal growth among students that focuses on continuously improving and reflecting on feedback. The objective is to empower academics to build courses and degree programs that are ‘fit for purpose’ by equipping social science students with the skills and mindsets that will benefit them throughout their careers in ever changing and newly emerging jobs. The book will appeal to those who are interested in how individuals learn in educational settings and in the wider workplace.