Maurice Kogan – författare

First published in 1986, Education Accountability is a critique of writing on accountability and evaluation with respect to education and its various stakeholders. The author applies frameworks drawn from the theory of knowledge, social psychology and social policy, demonstrating how different assumptions about the nature of schooling, curriculum control and development can give rise to various forms of political control, of which education accountability is a special and important case. This sharp book will be valuable reading for all advanced students of education, whether interested in curriculum or educational administration, as well as to students of political science, social policy and evaluation studies, teacher trainers, administrators and educational researchers.

First published in 1986, Education Accountability is a critique of writing on accountability and evaluation with respect to education and its various stakeholders. The author applies frameworks drawn from the theory of knowledge, social psychology and social policy, demonstrating how different assumptions about the nature of schooling, curriculum control and development can give rise to various forms of political control, of which education accountability is a special and important case. This sharp book will be valuable reading for all advanced students of education, whether interested in curriculum or educational administration, as well as to students of political science, social policy and evaluation studies, teacher trainers, administrators and educational researchers.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies. The book reviews systematically the content of twenty-eight reports starting with the Hadow Report of 1926, in terms of developments in educational philosophy, government and administration, social policy and the economics of education. It also analyses the membership and working of the committees. The study is based on historical and organizational analysis. It is concerned not only with what the councils did but takes up the wider questions of the place of such councils and committees in educational government and their relevance for changing assumptions about other ways in which government is advised. This book will be of interest to students of education, pedagogy and public policy.

During the 1980s, the whole higher education scene in Britain shifted dramatically. Originally published in 1980 and here reissuing the second edition of 1992, Process and Structure in Higher Education presents a synoptic model of how the system as a whole now functions, and how its various components are interconnected.

Drawing on detailed interview data from leading figures in British higher education, on their own inside knowledge and research, and on an extensive review of the relevant research literature, the authors explore the characteristic values and practices of the four main levels in the system—the central authorities, the institution, the basic unit and individual—and analyse the pattern of relationships between them. They note the changes that have taken place in the last decade, and look ahead to how the system seems likely to develop in the future. Although the analysis is based on the UK, much of it is relevant to higher education in other countries.

In its unravelling of complex issues such as academic freedom, the tensions between research and teaching, the influence of market forces on institutions of higher education, and the apparent resistance of leading universities to change, Process and Structure in Higher Education does much to demystify the nature of higher education. It will be of lively interest both to those engaged in academic activity and those concerned in its management.

During the 1980s, the whole higher education scene in Britain shifted dramatically. Originally published in 1980 and here reissuing the second edition of 1992, Process and Structure in Higher Education presents a synoptic model of how the system as a whole now functions, and how its various components are interconnected.

Drawing on detailed interview data from leading figures in British higher education, on their own inside knowledge and research, and on an extensive review of the relevant research literature, the authors explore the characteristic values and practices of the four main levels in the system—the central authorities, the institution, the basic unit and individual—and analyse the pattern of relationships between them. They note the changes that have taken place in the last decade, and look ahead to how the system seems likely to develop in the future. Although the analysis is based on the UK, much of it is relevant to higher education in other countries.

In its unravelling of complex issues such as academic freedom, the tensions between research and teaching, the influence of market forces on institutions of higher education, and the apparent resistance of leading universities to change, Process and Structure in Higher Education does much to demystify the nature of higher education. It will be of lively interest both to those engaged in academic activity and those concerned in its management.

Originally published in 1975. This masterly study of policies and policy-makers in education opens up a major, and fascinating, area of public policy to analysis. In this book Professor Kogan draws together many of his previous findings to provide a searching examination and overview of education and its relationship both to government and to individuals and groups within the system. The result is not only a definitive statement on the making of educational policy, but a study of pressure groups; and in broader terms it is a commentary on the democratic efficiency of the British policymaking process both inside and outside Parliament.

The core of the book is an analysis of the main policies which were the major concerns of educational government between 1960 and 1974. This shows how the various interest groups in education differ in their attitudes and their ways of working; and provides both an intriguing insight into the historical development of education over this key period and a variety of personal views from the individuals who helped to shape this development.

Originally published in 1975. This masterly study of policies and policy-makers in education opens up a major, and fascinating, area of public policy to analysis. In this book Professor Kogan draws together many of his previous findings to provide a searching examination and overview of education and its relationship both to government and to individuals and groups within the system. The result is not only a definitive statement on the making of educational policy, but a study of pressure groups; and in broader terms it is a commentary on the democratic efficiency of the British policymaking process both inside and outside Parliament.

The core of the book is an analysis of the main policies which were the major concerns of educational government between 1960 and 1974. This shows how the various interest groups in education differ in their attitudes and their ways of working; and provides both an intriguing insight into the historical development of education over this key period and a variety of personal views from the individuals who helped to shape this development.

Starting from the now classical book by Ladislav Cerych and Paul Sabatier (1986), the editors present a critical appreciation of that initial work and a review and critical appraisal of current empirical policy research in higher education.

In the second part, a set of chapters analyses the effective and specific complexities of the implementation of higher education policies in several countries, offering a wide variety of situations both in terms of duration of implementation, legal objectives, adequacy of causal theories underlying the reforms, adequacy of financial resources and degree of commitment of the main actors of the process. Some of these chapters use alternative theoretical frameworks developed since the 1986 Cerych and Sabatier theorization to interpret the empirical results, and some national cases do not fall within the scope of Cerych and Sabatier’s analysis. The national case studies are: Australia (2), Austria, Finland, Italy, Mexico, The Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the UK and the USA.

There has been a flare-up in interest in science policy and a key factor in this is the increased interest in analysing the role that research can play in informing policy making.

A pioneering venture in this field was Government and Research: The Rothschild Experiment in a Government Department (1983) Heinemann. No other work had penetrated the deepest recesses of government to observe at first hand the attempts of a major department to determine its research agenda through collaboration with leading scientists in a wide range of fields, to observe how research was commissioned, and then evaluated by scientific teams, and how it began to enter the policy blood streams of the departments.

This revised and augmented version updates the original text for current policy concerns and takes account of changes in science policy studies, whilst preserving its essential themes. It contains a succinct account of where matters now stand as well as an extended analysis of the themes that continue to dominate research and science policy.