Tony Becher – författare

Curriculum development occupied an increasingly important place on the educational scene in the mid 1960s, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus.

A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the ‘public curriculum’ is a central strand in the authors’ argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society.

All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum.

Curriculum development occupied an increasingly important place on the educational scene in the mid 1960s, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus.

A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the ‘public curriculum’ is a central strand in the authors’ argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society.

All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum.

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.

There is recurrent public concern with enhancing the quality of professional performance. What is the con-temporary understanding of professionalism? Are the needs of professionals in various fields being met in today''s world, as what is commonly called "continuing professional development" has become of a sizable industry? Many books treat the professions as a homo-geneous group and view them from an external stand-point. In Professional Practices Tony Becher investigates the differences as well as the similarities between and within professional groupings, and presents the perspec-tives of insiders. One particular theme concerns the main patterns of change in professional careers and the spe-cific problems faced by women professionals in a largely male-dominated environment.

Brilliantly written, the book focuses on six professions-medicine, pharmacy, law, accountancy, architecture, and

slructural engineering. The material is based on 190 interviews with a variety of members of the six professions. Becher''s book offers original and sensitive insight into the working Ives of practitioners and an understanding of the ideas and values they embrace. He a''gjes that their high sense of commitment stems from a concern to enhance their individual reputations and to maintain their collective professional status. Becher highlights re variety of activities in which these professionals are engaged and the reasons for their reponses to social and political pressures from outside their fields. Above all, he seeks to demystify professionalism and to show that professional people share with others a wide range of universal human feelings and concerns. A postscript raises the issue of why -Diversities are little involved with continuing education in the professions.

Practicing professionals will benefit from this insight into how people in their own and other professions cope with similar problems. Becher''s volume will be particularly ap-pealing to educationists, policymakers, and social scientists interested in the subject of professionalism, those involved in the provision of initial and mid-career change for the orofessions, and those with a lay interest in the topic.

There is recurrent public concern with enhancing the quality of professional performance. What is the con-temporary understanding of professionalism? Are the needs of professionals in various fields being met in today''s world, as what is commonly called "continuing professional development" has become of a sizable industry? Many books treat the professions as a homo-geneous group and view them from an external stand-point. In Professional Practices Tony Becher investigates the differences as well as the similarities between and within professional groupings, and presents the perspec-tives of insiders. One particular theme concerns the main patterns of change in professional careers and the spe-cific problems faced by women professionals in a largely male-dominated environment.

Brilliantly written, the book focuses on six professions-medicine, pharmacy, law, accountancy, architecture, and

slructural engineering. The material is based on 190 interviews with a variety of members of the six professions. Becher''s book offers original and sensitive insight into the working Ives of practitioners and an understanding of the ideas and values they embrace. He a''gjes that their high sense of commitment stems from a concern to enhance their individual reputations and to maintain their collective professional status. Becher highlights re variety of activities in which these professionals are engaged and the reasons for their reponses to social and political pressures from outside their fields. Above all, he seeks to demystify professionalism and to show that professional people share with others a wide range of universal human feelings and concerns. A postscript raises the issue of why -Diversities are little involved with continuing education in the professions.

Practicing professionals will benefit from this insight into how people in their own and other professions cope with similar problems. Becher''s volume will be particularly ap-pealing to educationists, policymakers, and social scientists interested in the subject of professionalism, those involved in the provision of initial and mid-career change for the orofessions, and those with a lay interest in the topic.