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dc.contributor.advisorFord, Neville J.
dc.contributor.authorHulme, Robert I.*
dc.date.accessioned2013-03-26T14:39:27Z
dc.date.available2013-03-26T14:39:27Z
dc.date.issued2011-08
dc.identifieruk.bl.ethos.569106en
dc.identifier.citationDolowitz, D. P., Hulme, R., Nellis, M., & O'Neill, F. (2000). Policy transfer and British social policy: Learning from the USA? Maidenhead, United Kingdom: Open University Pressen
dc.identifier.citationHulme, R. (2005). Policy transfer and the internationalisation of social policy. Social Policy and Society 4(4). pp. 417-425en
dc.identifier.citationHulme, R., & Hulme, M. (2005). New Labour's education policy: Innovation or re-invention? In M. Powell, & L. Bauld (Eds.), Social policy review 2005 (pp. 33-50). Bristol, United Kingdom, Polityen
dc.identifier.citationHulme, R., (2006). The role of policy transfer is assessing impact of American ideas on British education policy. Global Social Policy, 6(2), pp. 173-195en
dc.identifier.citationHulme, R., & Luchinskaya, E. (2007). Supporting the development of social policy in a Russian university through international online dialogue. In Transactions in Russian and European higher education (pp. 1-11). Frankfurt, Germany: Peter Langen
dc.identifier.citationHulme, R., & Hulme, M. (2008). The global transfer of policy. In N. Yeates (Ed.), Understanding global social policy (pp. 49-71). Bristol, United Kingdom: Policyen
dc.identifier.citationHulme, R., & Cracknell, D. (2009). Learning across boundaries: Developing trans-professional understanding through practitioner enquity. In A. Campbell, & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learnign in education: International perspectives and practical solutions (pp. 150-164). Abingdon, United Kingdon: Routledgeen
dc.identifier.citationHulme, R., & Hulme, M. (2009). The 're-imagining' of evidence under New Labour: Policy and practice in education in uncertain times. Effective Education 1(2), pp. 151-168en
dc.identifier.urihttp://hdl.handle.net/10034/276045
dc.description.abstractThis thesis comprises eight publications produced between 2000 and 2009 in addition to a critical review of that work. The review considers the contribution made by the author to the perspectives on policy making offered by the framework of policy transfer and its subsequent applications within global social policy and related sub disciplines. It develops to explore the author's use of critical policy sociology and methodological work in social policy, education and political science in order to enhance existing perspectives on policy transfer. In contrast to rational linear models of decision making, alternative recursive deliberate approaches are suggested throughout this work. The review also considers aspects of the author's work on integrated working or trans-professionalism in the public services. Those aspects of his work on policy theory which illuminate professional learning are critically assessed.
dc.language.isoenen
dc.publisherUniversity of Chester
dc.subjectpolicy making
dc.subjecteducation
dc.titleThe international movement of ideas and practices in education and social policy
dc.typeThesis or dissertation
dc.publisher.departmentUniversity of Chesteren_GB
dc.type.qualificationnamePhD
dc.type.qualificationlevelDoctoralen
atmire.accessrights
html.description.abstractThis thesis comprises eight publications produced between 2000 and 2009 in addition to a critical review of that work. The review considers the contribution made by the author to the perspectives on policy making offered by the framework of policy transfer and its subsequent applications within global social policy and related sub disciplines. It develops to explore the author's use of critical policy sociology and methodological work in social policy, education and political science in order to enhance existing perspectives on policy transfer. In contrast to rational linear models of decision making, alternative recursive deliberate approaches are suggested throughout this work. The review also considers aspects of the author's work on integrated working or trans-professionalism in the public services. Those aspects of his work on policy theory which illuminate professional learning are critically assessed.
dc.rights.usageThe full-text may be used and/or reproduced in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-profit purposes provided that: - A full bibliographic reference is made to the original source - A link is made to the metadata record in ChesterRep - The full-text is not changed in any way - The full-text must not be sold in any format or medium without the formal permission of the copyright holders. - For more information please email researchsupport.lis@chester.ac.uk


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