• Learning across boundaries: Developing trans-professional understanding through practitioner enquiry

      Hulme, Robert I.; Cracknell, David; University of Chester (Routledge, 2013-04-02)
      This book chapter examines the value of practitioner inquiry in the development of common language and shared understanding for a group of mid-career professionals from a variety of public service backgrounds brought together in order to formulate and disseminate responses to the Every Child Matters (2003) agenda for integrating services for children.
    • Supporting the development of social policy in a Russian university through international online dialogue

      Hulme, Robert I.; Luchinskaya, Elena; University of Chester ; Manchester Metropolitan University (Peter Lang, 2007)
      This book chapter explores the use of computer-mediated communication and the use of reflective writing as part of an international professional learning project to establish a "Centre for Social Policy" at Udmurt State University in Russia between 2002 and 2005.
    • The global transfer of policy

      Hulme, Robert I.; Hulme, Moira; Univesity of Chester ; University of Glasgow (2008-06-20)
      This book chapter contrasts 'policy transfer' and 'travelling and embedded policy'. Policy transfer helps to explain the use of knowledge from elsewhere in decision-making processes. Travelling and embedded policy sheds light on the complex relationships between supranational, cross-national, regional and sectoral influences on policy making. Examples of education policy are used to illustrate the processes of global social policy making. In doing so, the chapter offers a particular focus on how global social policy agendas are mediated or negotiated by policy communities and networks in producing 'local' policy settlements.
    • The international movement of ideas and practices in education and social policy

      Ford, Neville J.; Hulme, Robert I. (University of ChesterUniversity of Chester, 2011-08)
      This 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.
    • The role of policy transfer in assessing the impact of American ideas on British social policy

      Hulme, Robert I.; University of Chester (SAGE, 2006-08-01)
      This journal article assesses the contribution of existing work on policy transfer to the understanding of policy change on the international stage.
    • The ‘re‐imagining’ of evidence under New Labour: Policy and practice in education in uncertain times

      Hulme, Robert I.; Hulme, Moira; University of Chester ; University of Glasgow (Taylor & Francis, 2009-12-29)
      This article considers the relationship between evidence, policy and practice in education in England during the period of New Labour's governance.