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Beyond pedagogy: Community feeling, educational development and power in a U.S. liberal arts college

Gudrun Willett

In a three-year ethnographic study of a selective U.S. liberal arts college, it was found that educational development efforts contributed not only to changes in teaching but also to cross-college collaboration and the development of a sense of community. In the 1990s and early 2000s, the college created a learning centre and new educational development activities that spoke to faculty members' needs and college interests. Following these changes, increased collegiality could be seen in collaborations among college employees, and in the educational development activities themselves, resulting in increased interest in educational development. These institutional changes were only made possible because of the college's relatively democratic governance structure, relatively high levels of faculty members' power on campus, and an environment in which ideas and practices could be challenged and re-conceptualised (at least by some employees). Ultimately, this paper argues for more attention to the interrelationships between campus collegiality, teaching and learning, and power in institutions of higher education.

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'A place where open minds meet': The constraints of alignment and the effects of compulsory teacher training on teaching and learning in higher education

Paulina Mihailova

The article investigates how university lecturers taking part in the compulsory teacher training at Stockholm University (SU) conceive of the effects of standardised and formalised training on their teaching. The study explores the emotions and responses evoked among academics when everyone is required to embrace the same pedagogic philosophy of constructive alignment (Biggs 2003), adopt the language of learning outcomes and assign the same standards to diverse academic practices. The article attempts to shed light on different conceptions of the quality of teaching and learning in higher education and the interplay between the lecturers' values of academic freedom, collegiality and disciplinary expertise and the university leadership's values of efficiency, accountability and measurability of performance. The article considers how these conceptions coexist and are negotiated within the university as an organisation.

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The Uses of Professional Networking in the Emerging Methodology for an Anthropology of Public Policy

Michael G. Powell

By considering multiple perspectives on the problem of networking and networks in public policy circles, as well as the wider professional world, this article aims to both draw out and blur boundaries and definitions among multiple levels of networking as an analytic concept, a fieldwork method and a practice observed among policymakers. In making this distinction and explaining it in relation to theorisations of fieldwork rapport and 'complicity,' the article attempts to show that the distance and collegiality that defines professional networking is a viable and potentially quite insightful mode, means and method for conducting fieldwork, particularly for multisited anthropology of public policy projects. To that end, this article offers both conceptual ideas, as well as practical advice for conceiving and conducting fieldwork for an anthropology of public policy project.

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Anthropology in and of the academy

Globalization, assessment and our field's future

Don Brenneis

In considering the challenges and opportunities likely to be faced by social anthropologists over the coming 20 years, this paper begins with a recognition of the critical role of institutional structures and processes, especially practices of evaluation and assessment, in the future trajectory of our discipline. The core of the article critically explores two general modalities of assessment and evaluation: deliberative processes, of which peer review is a classic example, and more formal techniques focused on particular quantitative indicators such as citation factors and impact analysis. The discussion draws upon ethnographic work on and from the midst of such bureaucratic sites, on tracking in some detail the conflation of descriptive and evaluative practice embedded in the forms of quantitative metrics, and on current critical examinations of both deliberative and analytical strategies. The article argues that deliberative, consultative peer review can lead to much more acute, textured and realistic outcomes for such reviews, whether of programmes or individuals, than can a reliance solely on bibliometrics. I also suggest that scholarly associations such as EASA have a particular role to play both in arguing for the value of serious collegial engagement in such work and in modelling, in ways with which social anthropologists are deeply familiar, how such qualitative reviewing might be responsibly and proactively pursued.

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Neoliberal individualism in Dutch universities: Teaching and learning anthropology in an insecure environment

Ellen Bal, Erella Grassiani, and Kate Kirk

This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum and/or is part of the core curriculum. The data collected from our own critical reflections developed during informal discussion and from formal interviews with colleagues, together with literature on recent changes in academia, leads us to argue that neoliberal individualism, shaped by management tactics that constantly measure individual performance and output, is making academia an increasingly insecure place in which to work and study. The consequences of this insecurity include increasing mental health problems among both students and staff, intensifying competition at the expense of collegiality and collaboration and an overall decrease in the quality of academic jobs and teaching. Although the discipline of anthropology can help us better understand our own conditions, the personalisation of problems and the focus on success obscure the anthropological lens, which looks at social and cultural structures of power and depends on critical reflexivity.

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In Memoriam

Gad Barzilai (1958–2023)

Oded Haklai and Adia Mendelson-Maoz

actions and words. That was evident in his academic writings, his activism, and his collegiality. He was my first professor at university; later, he became my PhD advisor and a close friend. I am grateful that I have had a person of such gentleness and

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Raili Marling

of our authors and colleagues who have helped us by providing blind peer reviews. Without this collegial support we would not be able to produce high-quality scholarship. Our thanks also go to the members of our Editorial Board. All of the editorial

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From the Editor

Ted Nannicelli

relatively small society and journal likes ours. I am deeply grateful for the collegiality and commitment to SCSMI and Projections that these individuals have offered by serving as referees. Richard Allen, City University of Hong Kong Martina Ardizzi

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Edited by Raili Marling

. Without this collegial support, we would not be able to produce high-quality scholarship. Our thanks also go to the members of our editorial board. Many thanks to all of our editors who make up our international team that keeps Aspasia going. Our final

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Part 5: Higher Education Futures

David Mills, Davydd J. Greenwood, Jill Blackmore, Laura Louise Sarauw, and Søren S.E. Bengtsen

‘disciplinary-specific’ educational development and a political reflexivity about these new discourses. She encountered pedagogic enthusiasm, disciplinary conservatism and collegial suspicion in equal measure. Sue envisioned the network as a place to promote