Studentification and 'apprentice' gentrifiers within Britain's provincial towns and cities: extending the meaning of gentrification

This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers across time and space. With this in mind, it is argued that there is a need to rethink the role of students within the constraints of third-wave gentrification, and to consider how 'student experiences' may influence the current and future residential geographies of young gentrifiers within provincial urban locations. Drawing upon recent studies of studentification, it is asserted that this profound expression of urban change is indicative of gentrification. Second, the paper advances Clark's recent call to extend the term gentrification to embrace the wider dominant hallmarks and tendencies of urban transformations. Controversially, in light of a deepening institutionalisation of gentrification, we contend that gentrification can be most effectively employed at a revised conceptual level to act as a referent of the common outcomes of a breadth of processes of change.

Competitiveness in construction: a critical review of research

Since its popularization in the 1980s, competitiveness has received close attention from practitioners and researchers across a wide range of industries. In the construction sector, many works on competitiveness have also been published. So far, however, there seems to be no comprehensive review to summarize and critique existing research on competitiveness in construction. This research, therefore, reviews the extant literature from four aspects: concept of competitiveness, competitiveness research at the construction industry level, competitiveness research at the firm level, and competitiveness research at the project level. The review presents the state-of-the-art development of competitiveness research in construction, identifies the research gaps, and proposes new directions for further studies. Further research is recommended to validate previous studies in construction practices, identify the mechanisms that encourage mutual enhancement of competitiveness at different levels, and how to achieve its sustainability by embracing new management and/or economics techniques.

Making sense of research quality assessment

Purpose – For many academics in UK universities the nature and orientation of their research is overwhelmingly determined by considerations of how that work will be graded in research assessment exercises (RAEs). The grades awarded to work in a particular subject area can have a considerable impact on the individual and their university. There is a need to better understand those factors which may influence these grades. The paper seeks to address this issue. Design/methodology/approach – The paper considers relationships between the grades awarded and the quantitative information provided to the assessment panels for the 1996 and 2001 RAEs for two subject areas, built environment and town and country planning, and for three other subject areas, civil engineering, geography and archaeology, in the 2001 RAE. Findings – A simple model demonstrating strong and consistent relationships is established. RAE performance relates to numbers of research active staff, the production of books and journal papers, numbers of research studentships and graduations, and research income. Important differences between subject areas are identified. Research limitations/implications – Important issues are raised about the extent to which the new assessment methodology to be adopted for the 2008 RAE will capture the essence of good quality research in architecture and built environment. Originality/value – The findings provide a developmental perspective of RAEs and show how, despite a changed methodology, various research activities might be valued in the 2008 RAE. The basis for a methodology for reviewing the credibility of the judgements of panels is proposed.

Evolution or extinction? Reflections on the future of research in educational leadership and management

Consideration of the quality, relevance and utility of research in educational leadership and management has been a growing concern of researchers, policy-makers and practitioners, but there is little agreement about its current state or priorities for development. The article reflects on the key criticisms that have been made of research in educational leadership and management in this issue, and elsewhere. It considers how we might begin to devise better ways of understanding its audiences, judging its quality and identifying priorities for the future. It argues that the research reflects its capture by those with particular interests or values, and impacts in ways which are complex and indirect. If educational leadership and management research is to be secure in its perceived value and contribution in the future, several developments are needed, including a greater emphasis on interdisciplinarity, an expansion of the range of methodologies, particularly qualtitative studies; and these shifts must be evident in training researchers as well as in the conduct of research.

The "freedom to frame questions... worth asking" or three stories and three (other) fragments of research

In our state of centralised control of the curriculum and high-stakes testing an examination subject's assessment objectives have become high profile. Some of the anomalous effects of this profile are shown in the teaching, question-setting, and marking of English literature. Glimpses of earlier times are revealed, all three secondary school key stages are considered, examination performances are discussed, and the views of beginning teachers about teaching to the test are sought.

A decade of research and development in disability, virtual reality and associated technologies: review of ICDVRAT 1996−2006

The International Conference (series) on Disability, Virtual Reality and Associated Technologies (ICDVRAT) this year held its sixth biennial conference, celebrating ten years of research and development in this field. A total of 220 papers have been presented at the first six conferences, addressing potential, development, exploration and examination of how these technologies can be applied in disabilities research and practice. The research community is broad and multi-disciplined, comprising a variety of scientific and medical researchers, rehabilitation therapists, educators and practitioners. Likewise, technologies, their applications and target user populations are also broad, ranging from sensors positioned on real world objects to fully immersive interactive simulated environments. A common factor is the desire to identify what the technologies have to offer and how they can provide added value to existing methods of assessment, rehabilitation and support for individuals with disabilities. This paper presents a brief review of the first decade of research and development in the ICDVRAT community, defining technologies, applications and target user populations served.

The representation of fathers by children of depressed mothers: refining the meaning of parentification in high-risk samples

Background: Children’s representations of mothers in doll-play are associated with child adjustment. Despite the importance of fathers for children’s adjustment, especially in the context of maternal psychopathology, few studies have considered children’s representations of their fathers. Method: We examined the portrayal of fathers by 5-year-old children of depressed (N = 55) and non-depressed (N = 39) mothers in a doll-play procedure concerning family experience. Results: Children gave equal prominence in their play to mothers and fathers. Representations of fathers were unrelated to maternal mood, but were associated with parental conflict. Representations of child care for the father that was unreciprocated predicted poor child adjustment in school, but only in children exposed to maternal postnatal depression. Conclusions: It may be clinically useful to consider children’s distinctive representations of their mother and father; but the concept of parentification in relation to risk and resilience effects requires refinement.