This book examines mass marketing techniques in a political rather than economic context. The authors' thesis remains persuasive: democratic politics, precisely because it requires mass support for its legitimation, increases the need for public opinion to be channelized and focused. This is precisely the task of marketing in the political process. Increasingly, advanced societies are involved in symbolic rather than direct forms of struggle. As a result, management of ideas becomes crucial to both political survival and economic expansion. Romain Laufer and Catherine Paradeise argue that public opinion and media formation is built into the fabric of Western political culture, dating from the Sophists in ancient Greece through Machiavelli in the aristocratic baronies of pre-capitalist Europe. With the rise of the bureaucratic-administrative state in the West, the need for persuasive public opinion analysis became part of the fabric of the advanced Western democratic and capitalist nations. The volume benefits from authors trained and familiar with the traditions of both the United States and Europe. They are able to consider contrasts in marketing styles as well as continuities of contents among advanced nation-states. No simple "how-to" manual, this bracingly different volume discusses its subject with an easy command of the philosophical and cultural literatures, as well as the major classics of economics, sociology, and political science.

Universities are under pressure. All over the world, their resource environment is evolving, demands for accountability have increased, and competition has become more intense. At the same time, emerging countries have become more important in the global system, demographic shifts are changing educational needs, and new technologies threaten, or promise, to disrupt higher education. This volume includes cutting-edge research on the causes and consequences of such pressures on universities as organizations, particularly in the U.S. and Europe. It provides an empirical overview of pressures on universities in the Western world, and insight into what globalization means for universities and also looks at specific changes in the university environment and how organizations have responded. The volume examines changes internal to the university that have followed these pressures, from the evolving role of unions to new pathways followed by students and finally, asks about the future of the university as a public good in light of a transformation of student roles and university identities.

Global Science and National Sovereignty: Studies in Historical Sociology of Science provides detailed case studies on how sovereignty has been constructed, reaffirmed, and transformed in the twentieth century by the construction of scientific disciplines, knowledge practices, and research objects. Interrogating the relationship of the sovereign power of the nation state to the scientist's expert knowledge as a legitimating - and sometimes challenging - force in contemporary society, this book provides a staggering range of case studies in its exploration of how different types of science have transformed our understanding of national sovereignty in the last century. From biochemical sciences in Russia, to nuclear science in the US and Europe, from economics in South Asia, to climatology in South America, each chapter demonstrates the role that scientists play in the creation of nation-states and international organizations. With an array of experts and scholars, the essays in Global Science and National Sovereignty: Studies in Historical Sociology of Science offer a complete redefinition of the modern concept of sovereignty and an illuminating reassessment of the role of science in political life.

Global Science and National Sovereignty: Studies in Historical Sociology of Science provides detailed case studies on how sovereignty has been constructed, reaffirmed, and transformed in the twentieth century by the construction of scientific disciplines, knowledge practices, and research objects. Interrogating the relationship of the sovereign power of the nation state to the scientist's expert knowledge as a legitimating - and sometimes challenging - force in contemporary society, this book provides a staggering range of case studies in its exploration of how different types of science have transformed our understanding of national sovereignty in the last century. From biochemical sciences in Russia, to nuclear science in the US and Europe, from economics in South Asia, to climatology in South America, each chapter demonstrates the role that scientists play in the creation of nation-states and international organizations. With an array of experts and scholars, the essays in Global Science and National Sovereignty: Studies in Historical Sociology of Science offer a complete redefinition of the modern concept of sovereignty and an illuminating reassessment of the role of science in political life.

Marxism: The Inner Dialogues covers a wide range of basic issues and problems arising from what has been said for, against, and about Marxism. This is a rich and systematic collection of writings by the foremost authorities on the subject in the world. The book provides the most inclusive and lasting analysis of Marxist thought available. Curtis has confronted current problems in Marxist studies in the context of the classic concerns of Western thought.

This book explores how universities as organizations influence and construct the production of academic elites and elitist institutions. It analyzes the role played by the reorganization of higher education (HE) institutions, stimulated by new performance-based narratives aimed at building attractiveness towards stakeholders such as governments, prospective employers, academics, and students. Based on American, European, and Asian case studies of HE systems and institutions considered at various scales, the volume analyzes the consequences of increasing competition between HE institutions which are facing challenges such as the internationalization of higher education supply, the shortage of public resources and the structural changes of labor market demands. It argues that policy discourses and tools, as well as assessment devices such as rankings and accreditation, incentivize HE institutions to develop positioning strategies that contribute to stratification and the production of elites. It will be of great interest to students and researchers in the fields of higher education, sociology, and education policy.

This book is based on an international comparison observing a series of universities, where diversity remains huge when considering how single institutions position themselves in terms of quality standards and combine resources, as well as the alternatives they have access to given their organizational and cultural governance path dependence.

Higher education reforms have been on the agenda of Western European countries for 25 years, trying to deal with self governed professional bureaucracies politically weakened by massification when an emerging common understanding enhanced their role as major actors in knowledge based economies. While university systems are deeply embedded in national settings, the ex post rationale of still on-going reforms is surprisingly uniform and "de-nationalized". They promote (1) the "organizational turn" of universities, to varying extent substituting collegial loosely coupled entities by "integrated, goal-oriented entities deliberately choosing their own actions (and therefore open to differentiation), that can thus be held responsible for what they do" (2) the diversification of stakeholders, supposedly offering solutions to problems as various as the democratisation of universities, the shrinking of State budget resources and the diversification of university missions offering answers to changes in the making and in the use of science. When it comes to accounting for these reforms, two grand narratives of public management share the floor. NPM implies a strengthening of the capacity of the core State to direct public services organizations through management by objectives and results or contractualization, assessment, evaluation and. "Governance" focuses on "network-based" governance systems, where coordinating power and control are collectively shared between the major 'social actors or partners' at all levels of the decision-making system. Our results suggest that all higher education systems under study were more or less transformed according to both these narratives. It is therefore needed to understand how they combine or create contradictions. This leads us to test a third neo-weberian model. This model reaffirms the role of the State, of representative democracy, (central, regional and local), of public law (suitably modernized), preserves the idea of a public service with a distinctive status, culture and terms and conditions. It shifts from an internal orientation to bureaucratic rules towards an external orientation in meeting citizens' needs and wishes by means of standardization of work processes and their products, based on a distinctive public service and a particular legal order survived as the foundations beneath the various packages of modernizing reforms. This book traces the national dynamics of public policies, organizational design and steering tools in seven European higher education and research systems, using these narratives to interpret and test the actual changes and the degree of national specificities and European convergence. This book is not a sum of national chapters like other presumably comparative. It does not intend to tell once again the story of the transformation of the relationships between the state and universities. It tries to use Higher education system to discuss issues on state intervention and steering and more generally the NPM, governance and neo-weberian models in a specific field. Furthermore, this book intends breaking the walls between specialists in higher education and specialist in public management and research policy. This well rooted division of labour is less that ever justified as the university mission in research (fundamental, applied, strategic) is underscored by commentors and reformers themselves. For that reason, we have chosen to observe the consequences of the dynamics of public policies, organizational design and steering tools on two specific issues related to the development of research training and organizing within universities: the transformation of research funding on the one hand and the expansion of graduate studies and doctoral schools on the other.

Higher education reforms have been on the agenda of Western European countries for 25 years, trying to deal with self governed professional bureaucracies politically weakened by massification when an emerging common understanding enhanced their role as major actors in knowledge based economies. While university systems are deeply embedded in national settings, the ex post rationale of still on-going reforms is surprisingly uniform and de-nationalized . They promote (1) the organizational turn of universities, to varying extent substituting collegial loosely coupled entities by integrated, goal-oriented entities deliberately choosing their own actions (and therefore open to differentiation), that can thus be held responsible for what they do (2) the diversification of stakeholders, supposedly offering solutions to problems as various as the democratisation of universities, the shrinking of State budget resources and the diversification of university missions offering answers to changes in the making and in the use of science.

When it comes to accounting for these reforms, two grand narratives of public management share the floor. NPM implies a strengthening of the capacity of the core State to direct public services organizations through management by objectives and results or contractualization, assessment, evaluation and. Governance focuses on network-based governance systems, where coordinating power and control are collectively shared between the major social actors or partners at all levels of the decision-making system. Our results suggest that all higher education systems under study were more or less transformed according to both these narratives. It is therefore needed to understand how they combine or create contradictions. This leads us to test a third neo-weberian model. This model reaffirms the role of the State, of representative democracy, (central, regional and local), of public law (suitably modernized), preserves the idea of a public service with a distinctive status, culture and terms and conditions. It shifts from an internal orientation to bureaucratic rules towards an external orientation in meeting citizens needs and wishes by means of standardization of work processes and their products, based on a distinctive public service and a particular legal order survived as the foundations beneath the various packages of modernizing reforms.

This book traces the national dynamics of public policies, organizational design and steering tools in seven European higher education and research systems, using these narratives to interpret and test the actual changes and the degree of national specificities and European convergence.

This book is not a sum of national chapters like other presumably comparative. It does not intend to tell once again the story of the transformation of the relationships between the state and universities. It tries to use Higher education system to discuss issues on state intervention and steering and more generally the NPM, governance and neo-weberian models in a specific field.

Furthermore, this book intends breaking the walls between specialists in higher education and specialist in public management and research policy. This well rooted division of labour is less that ever justified as the university mission in research (fundamental, applied, strategic) is underscored by commentors and reformers themselves. For that reason, we have chosen to observe the consequences of the dynamics of public policies, organizational design and steering tools on two specific issues related to the development of research training and organizing within universities: the transformation of research funding on the one hand and the expansion of graduate studies and doctoral schools on the other."