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There is an urgent need to improve understanding of education's role in contributing to conflict. The Birmingham International Education Security Index is an attempt to generate qualitative and quantitative indicators to assess the contribution of education to human security/insecurity. Adapted from the source document.

"This is a book that draws together the main influences that have resulted in the impressive emergence of business schools in the UK is badly needed. The American influence on the development of UK business schools is acknowledged, but the emphasis in the book is on UK contributions. Part 1 is an historic overview identifying the milestones in the last two centuries, with particular attention being paid to the twentieth century. The impressive growth of management education in the last fifty years would not have taken place without the creation of supportive institutions. Through their regulatory and informative roles these institutions ensured that growth was accompanied by high standards in teaching and research, thus enabling business schools to make effective contributions to the social and economic needs of society. These supportive institutions for example the Association of Business Schools and the Association of MBAs are discussed in Part 2, as are the professional institutions associated with business and management education for example the Chartered Management Institute and the Chartered Institute of Personnel & Development). Part 3 focuses on the growth of knowledge-based management education, and illustrates how systematic research has contributed to the content and methods of management education. The historical roles of academic and applied bodies such as the Tavistock Institute of Human Relations, the Association of Teachers of Management and the British Academy of Management are discussed. Part 4 focuses on the national and international standing of UK business schools. Trends in the quality ratings of business schools, as revealed by various public assessments and media rankings are explored. A selection of business school histories are examined in an effort to identify factors that have influenced their chosen strategies and subsequent development."--Publisher

The marriage in 1882 of Mary Frances Stuart and Colonel Francis w. Parker symbolized the union of the feminist movement with that of educational reform. History has somehow overlooked the impact of the woman's movement on the progressive transformation of the schools during the late 19th and early 20th centuries, but the liberation of women and children from the bondage of tradition was a common struggle. Sorne of the educational and social theories of Colonel Parker, acknowledged father of the movement which would be called Progressive Education, were inspired by his New Woman. Moreover, the refinement of his ideas rested largely on Mrs. Parker's artistic genius, and the political support so necessary for their implementation depended to a considerable degree on her connections with women's organizations. As queen of such clubs, Mrs. Parker was the trump in the power play for the Colonel's educational aims. She represents the forgotten half, and perhaps the better half, of the conception and birth of Progressive Education.

Introduction: Reconsidering ethnicity and multicultural development in the Peruvian Andes -- In the shadow of terror : indigenous peoples and the state, 1980-2002 -- Race, education, and citizenship : from indigenismo to interculturalidad, 1920s-1990s -- Community politics and resistance : challenging representation -- Conflicted multiculturalism : NGOs, the state, and the contradictions of rights activism -- Developing indigenous spaces : intellectuals and transnational networks -- Articulating indigenous citizenship : intercultural identities and politics

INTERNATIONAL NEGOTIATIONS ON AVIATION HAVE BEEN MUCH IN THE NEWS RECENTLY, PARTICULARLY IN CONNECTION WITH THE PROPOSED ALLIANCE BETWEEN BRITISH AIRWAYS AND AMERICAN AIRLINES. SOME OBSERVERS MAY HAVE NOTED THE ABSENCE OF THE EC COMMISSION FROM SUCH NEGOTIATIONS, AND THAT THE CONTRAST WITH THE POSITION IN MOST OTHER SECTORS, WHERE THE COMMISSION PLAYS A PROMINENT ROLE. THIS ARTICLE AIMS TO EXPLAIN WHY THAT IS AND WHAT ARE THE LIKELY PROSPECTS FOR THE FUTURE.

Abstract
Inna Semetsky has written extensively on the philosophy of education, semiotics, and the art of Tarot, often in the same breath, drawing upon the thought of Charles Peirce, John Dewey, Carl Jung, and Gilles Deleuze, among others. Over the last decade she has launched a new interdisciplinary field of inquiry called edusemiotics (or educational semiotics) that uses semiotics to conceptualize the foundations of learning and education. In this interview Cary Campbell discusses with Semetsky: some of the details of the edusemiotic program (what it is, and purports to do); her work and collaboration with the late philosopher John Deely; her involvement in Tarot (as an active reader and a scholar of the subject); and her career of writing and research at large.

When speaking about innovation in education and teaching, people usually refer to changes fostered by innovation in technology for the purpose of learning, teaching, and curriculum development. The reason why this happens is obvious: technical / technological changes do happen fast and their effects are more spectacular than the effects induced by the slower, but longer lasting institutional innovation. One of the most important such innovation that occurred in Europe, in the last decades, is the Bologna Process. Its relevance is given, beneath encouraging mobility, mainly by opening the possibility of standardization and commensurability for the European national Higher Education systems. European nation-states do consider education one of the main territories of national sovereignty, sometimes even by raising artificial barriers in the way of rapprochement. In my paper, I intend to present the main advantages of the Bologna Process, the art it gained ground in Europe and the main dangers lurking on it, especially nationalist populism. As an illustration, I will use the case of Hungary, one of the member-states with the most ambiguous attitudes towards the EU and its integration process.

In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.

AbstractSince the New Public Management movement began, public and nonprofit organizations have been adopting and adapting businesslike practices, including branding and marketing. There remains a knowledge gap in understanding why organizational actors choose to allocate resources to adopt branding and marketing policies. This article explores organizational branding initiatives within the context of research extensive (N = 109) higher education institutions in the United States from 2006 to 2013. Seventy‐two universities (66 percent) have introduced branding initiatives since 2006. Findings suggest that the publicness of organizations influences branding and marketing isomorphism in nuanced ways and that organizations are more likely to adopt new branding initiatives to promote higher general performance. Organizations adopt branding strategies in response to national trends and efforts to capitalize on their own strong performance rather than mimicking stronger‐performing peers.