bluuebunny/crossref_metadata_2025_split huggingface dataset:
Sociology of Attention
Authors: Schroer Markus 
Published: July 2019

Abstract
The aim of this chapter is to demonstrate the theoretical relevance of the concept of “attention” for understanding the social. Against the backdrop of neurological, psychological, and philosophical insights into this subject matter, and drawing on both classical as well as current theories on this phenomenon, the chapter examine the term’s respective meanings and develops genuinely sociological questions in order to underline the heuristic value of research on this topic. Furthermore, it argues that the (post)modern subject oscillates between being at liberty to bestow his attention at will and being forced to do so, and the social processes accounting for attention gradually becoming an ever more scarce resource are identified. The fields of politics, economy, science, and art are examples to illustrate the fight for attention, followed by a plea for the comprehensive treatment of attention as a key sociological issue.
Risk, Culture, and Cognition
Authors: Harvey Daina Cheyenne 
Published: July 2019

Abstract
For many researchers, risk is objective, fixed, and measurable. Social scientists, however, have long worked under the belief that risk is a social construction and is culturally determined. This chapter follows Wilkinson’s use of the term “risk” and the goal of the chapter is to review and map out the ways social actors perceive and make sense of hazards and conditions of threatening uncertainty. Such a contribution is generally seen to lie in the area of risk perception, risk communication, and risk responsibility. This chapter explores key contributions in the study of risk in these three areas through the lens of a sociology of culture and cognition. The chapter ends with some observations on risk and cognition from ethnographic research on the long-term aftermath of Hurricane Katrina.
Scientific Analogies and Hierarchical Thinking
Authors: Rodgers Diane M. 
Published: July 2019

Abstract
What do insects have to do with human cognition? A look at how we think about societies of insects can serve to place analogies and human cognition within a social, cultural, and political context. Scientific analogies and their popularization in the nineteenth and early twentieth centuries contributed support for ideas of hierarchical social organization in Western culture. As ideas of human social organization changed, so did the analogies of insect societies change to reflect self-organizing rather than hierarchal structure. These scientific analogies from the West are not shared by all other cultures. Instead, social insects may feature in nonhierarchical analogies or may not be viewed as significant to use in analogies at all. The case of social insect analogies provides unique evidence on the cultural and political shaping of cognitive patterns. Examining this case through cognitive sociology explains the dynamic and contextual qualities of analogical reasoning.
Critical Theory and Cognitive Sociology
Authors: Strydom Piet 
Published: July 2019

Abstract
This chapter proposes an integral cognitive sociology capable of mediating between the sociocultural and naturalistic approaches that had all along been latent in critical theory but in the wake of the cognitive revolution can now be made explicit. The conviction driving the argument is that critical theory requires this complementary kind of cognitive sociology in order to secure its penetrating multilevel type of analysis and defining action- and praxis-oriented critical capacity. Framed by an autobiographical perspective, the first part traces the emergence of this cognitive sociology by identifying some starting points and prompts, both positive and negative, in the extant writings of relevant critical theorists. The second part is then devoted to an outline of the proposed cognitive sociology in terms of two key concepts: “the cognitive order” of the human sociocultural form of life and “weak naturalism.” The former allows a presentation of what the analysis of the sociocultural form of life according to the flow, structuring effects and dynamics of cognitive properties would entail. The latter allows the identification of the constraints impinging on the sociocultural world that derive from its ontological rootedness in nature. In contrast to strong naturalism, however, the sociocultural dimension is acknowledged as having epistemological priority for social science rather than being demoted to an epiphenomenon. While the thrust of the chapter is that critical theory urgently requires an integral cognitive sociology, it is apparent that contemporary cognitive sociology is as much in need of being complemented by a critical theoretical approach.
Pierre Bourdieu as Cognitive Sociologist
Authors: Lizardo Omar 
Published: July 2019

Abstract
It is now well established that Pierre Bourdieu’s work can be interpreted as a form of cognitive sociology. Yet, given that the term “cognitive” has a variety of meanings, the question of where Bourdieu’s project of cognitive sociology fits into other cognitively grounded approaches in the social sciences remains open. This chapter argues that if Bourdieu is to be considered a cognitive theorist, then there is only one way in which his conception of cognition can be interpreted, and that is as a form of embodied cognition. It distinguishes different senses of the term “embodiment” and specifies how they show up in Bourdieu’s work. It discusses two broad sets of empirical phenomena—the “hard” and “soft” embodiment of culture—that have recently been identified and argues that their discovery represents a vindication of the prescience and untapped promise of Bourdieu’s version of cognitive sociology. It closes by providing indications how an empirically grounded version of Bourdieu’s cognitive sociology can be furthered today.
Can Carnal Sociology Bring Together Body and Soul?
Authors: Martin John Levi 
Published: July 2019

Abstract
There are two ways of thinking in philosophical psychology, dualist and nondualist. Nondualists have been encouraged to treat the idea of habitus as the philosophers’ stone that will bring the mind and body together. But participant observation suggests that in focusing attention on the development of habitus—a capacity to respond to the imperatives of the social environment without the need for mediation by concepts—a distinction will probably need to be made between those aspects of habitus inaccessible to consciousness and those aspects accessible. Fortunately, the latter category is likely to include those aspects least amenable to laboratory study and most of interest to social scientists. Finally, this latter category also provides the crucial data for a rigorous approach to field theory.
Overreaction and Bubbles in Politics and Policy
Authors: Maor Moshe 
Published: July 2019

Abstract
Although research examining overreaction in politics and policy remains at an early stage, it is clear that it largely develops along three paths: 1) psychological explanations which put all overreactions down to errors derived from cognitive biases and constraints on information processing, as well as sociopsychological dynamics in small decision-making groups; 2) emerging institutional explanations which put all overreaction down to errors derived from institutional values, procedures, myths, and routines; 3) emerging strategic explanations centering on the idea that overreactions in politics and policy at times reflect intentional choices which may derive from the desire of political executives to pander to voters’ policy positions, to appear more competent than challengers, or to signal extremity to voters. This chapter outlines the conceptual foundations of these explanations, their analytical anatomy, and their conceptual reach. It starts by defining overreaction in politics and policy and then elaborates on the analytical foundations of these explanations and the ways they integrate theories and findings from cognitive sciences. It then highlights the disproportionate policy perspective and the derived repertoire of deliberate policy overreactions. Next, it elaborates on the way strategic explanations reconcile intentionality with behavioral micro-foundation. It then looks at policy and political overreaction which are sustained by positive feedback processes over a relatively long period of time—termed “policy bubbles” and “political bubbles,” respectively. It concludes by describing a number of directions in which the overreaction agenda could be experimentally broadened to better encompass scope conditions of its cognitive causes and the dynamics of policy bubbles.
The Description and Comparison of Societal Systems of Higher Education and University Management
Authors: Redding Gordon , Drew Antony , Crump Stephen 
Published: July 2019

Abstract
Higher education (HE) is caught up in a fourth industrial revolution driven by globalization and new forms of information technology. As with each of the earlier deep shifts, powerful influences come together in new patterns. Effects include more international influences, expansion in demand, new ways of teaching, more stressful cost pressures, and surrounding industries reliant increasingly on knowledge. Challenges are two: to meet the needs of these new industrial systems; and to contribute to the continued stability of their societies. Theorizing on how to manage in such a fast-changing scene is under-developed. A review of the core purposes of HE in society suggests a central role of fostering societal capacities for both innovativeness and cooperativeness. This contribution is argued to be better served when the principle of academic freedom is protected and enhanced, so that universities can avoid being hollowed out and left to do market-driven training. HE can then act as a catalyst for stable and progressive change.
A New World of Communications in Higher Education and Its Implications
Authors: Phelan Liam , Drew Antony , Yardy Andrew 
Published: July 2019

AbstractThis chapter explores the implications of rapid, seemingly continuous change in information and communications technologies (ICTs) for HE institutions and their education missions. The chapter begins by touching on long-standing debates around technological and social determinism, and technological optimism and pessimism, before exploring ways in which ICTs are deeply and increasingly tightly woven into HE institutions and practices. The review is centred on a series of overlapping and intersecting key questions, including (i) the influence of ICTs on educational access and equity, (ii) the opportunities and limitations of autopedagogy, (iii) tightly intertwined technical, pedagogical, and industrial matters, (iv) the evolving role of ICTs in surveillance, support, safety, and pedagogy, and (v) the potential for ICTs to accelerate the push for open access to research scholarship and data. The chapter will be of interest to scholars, policy makers, and practitioners with interests at the intersection of HE and ICTs.
Policy and Practice in University–Business Relations
Authors: Keep Ewart 
Published: July 2019

Abstract
Policy, driven by simple readings of human capital theory, expects universities to deliver skilled labour to drive productivity growth and competitiveness. This approach ignores the wider role of learning in HE. England has tended to follow a market-driven approach, with weakly coordinated relationships between employers and HE, whereas Scotland has sought to provide more structured institutional support for this interaction. In both countries, there are significant issues over the ability to forecast future skill need, to match supply with demand, and to enlist employers in co-production and co-funding. In addition, there are ongoing debates about employability, a ‘war for talent’, and how best to structure interactions between business and universities.
Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
Authors: David Miriam E. , Burke Penny Jane , Moreau Marie-Pierre 
Published: July 2019

AbstractThis chapter considers the implications of global changes for equality and social and gender justice in HE. Taking a feminist perspective it renders visible the limited impact that neo-liberal transformations have had on women’s equal participation in university education. Starting from a consideration of the international statistical evidence on the massive expansion of HE, the authors consider how white middle-class male privilege remains entrenched in complex ways in new forms of HE. This is shown most clearly through the pursuit of an uncritical notion of excellence and the approaches to pedagogical spaces. The chapter considers how student parents are treated ‘carelessly’ or without care, and how the majority of academic staff have become precarious workers, whilst privilege remains for white middle-class men in power.
Macro Changes and the Implications for Higher Education Research
Authors: Robinson Tracy , Twyford Kylie , Teede Helena , Crump Stephen 
Published: July 2019

AbstractThe implications of current changes occurring in HE for healthcare research and practice are the focus of discussion in this chapter. Building capacity for the implementation and translation of healthcare research is a critical issue in HE. Both sectors have to increasingly negotiate common challenges that include technological disruption, decreased funding, and the need for collaborative partnerships. This chapter considers the role of universities in building the relationships and connections that foster human well-being and build social capital to create societies where all people can participate and have equitable access to healthcare. It explores the importance of research that adds value at the coalface and how industry can support this endeavour through working in collaboration with HE to produce work-ready or profession-ready graduates with the skills and attributes to facilitate and lead the change required of the future workforce in building social and human capital.
Canada in a Global System of Higher Education
Authors: Epperson Brent , Baron Britta , Amrhein Carl G. 
Published: July 2019

Abstract
In the last decade, many leading universities throughout the world have modified their mission and vision statements to emphasize community service and broader societal aspirations. Examining the case of Canada within the global system of higher education, this chapter explores the community engagement approaches of Canadian postsecondary institutions. Following an analysis of the communities within and surrounding campuses and a summary of key stakeholders, it outlines the unique history of extension faculties and the special relationships with Indigenous peoples and linguistic minorities that have become pivotal to community engagement strategies. The chapter emphasizes lessons from the Canadian context that may serve global university leaders. It concludes with a synopsis of challenges and threats to navigate in the pursuit of effective and enriching university–community relationships.
Developing and Maintaining Transnational Research Collaborations
Authors: Rizvi Fazal , Nadarajah Ranjit Gajendra 
Published: July 2019

Abstract
An emphasis on research collaborations across national boundaries can now be found in policy statements of most leading higher education institutions (HEIs) around the world. These statements suggest that a globally distributive system of knowledge development and dissemination demands regularized, ongoing, and symmetrical transnational links. This chapter argues that while most national systems of higher education now advocate transnational research collaborations, their approaches to the development and management of these collaborations vary greatly. The rationales they provide for such collaborations are often tied to particular national interests, as nations seek to locate the role of higher education within their shifting geopolitical objectives. Not surprisingly, therefore, the challenges they face in establishing and coordinating programmes of research collaboration are linked not only to the major characteristics of their systems of higher education but more importantly also the broader objectives of their foreign policies. In order to show how this is so, this chapter provides a case study of Australia, exploring how and why the Australian system of higher education has, in recent decades, increasingly sought to develop research links with Asian universities; and what challenges its HEIs have faced in this endeavour.
Higher Education Finance
Authors: Johnstone D. Bruce 
Published: July 2019

Abstract
HE costs are driven upwards beginning at the institutional level with rising per-student costs. Rising unit costs are then magnified at the national or system level in most countries by surging enrolments. The result is the global reality of HE costs and revenue needs—especially in low and middle income countries with surging youth populations, ineffective taxation, and politically compelling alternative revenue needs—increasing annually at rates far exceeding the increase of costs generally or the ability of government revenue to increase commensurately. Governments typically seek solutions by increasing revenues from tuition and other fees and alternative forms of cost-sharing, which can raise intense political opposition, or by cutting costs which raises opposition from faculty, staff, and university leaders opposed to the loss of employment or radical changes in the traditional paradigms of instruction. The chapter then explores eight common misunderstandings about these cost dilemmas and discusses the advantages, disadvantages, and cultural bases of some of the conventional policy responses.
Educating for the Cooperative Society
Authors: Tomassi Suzanna 
Published: July 2019

Abstract
This chapter investigates the relationship between industry and academia from the perspective of industry. In addition to the theoretical review, it is based on feedback from industry leaders on how they see the role of their organizations in wider society. This chapter utilizes case studies to examine the relationship between specific companies, their academic partners, and the wider society. It focuses on the UK experience reflecting the location of its author. It specifically looks at the links between Coventry University, a British public institution located in the West Midlands, and its selected partners: the Unipart Group, Horiba MIRA, Interserve, and KPIT in India. It also refers to a bespoke Global Leaders Programme which is an exclusive, extra-curricular offering, designed to enhance students’ leadership and soft skills and prepare them for future employment after graduation. Wherever possible, the author aimed to obtain feedback from the industry representatives to assess their views on the impact of their companies on the wider society. In the same spirit, relevant colleagues from Coventry University were asked for their feedback to ensure that both perspectives were fairly captured. The examples given, and indeed, the philosophy behind the projects could be transferred to other countries and applied to other industries.
Educating for the Cooperative Society
Authors: Erguvan Mehmet Murat , Parjanadze Nikoloz , Hirschi Kevin 
Published: July 2019

AbstractThe concept of citizenship needs to be redefined in the twenty-first century to emphasize the notion of cooperation amongst individuals, as the institutional action that often results can have a crucial importance in politics, the economy, and culture, at the local, regional, global, and individual levels. This requires the shaping of new societal consciousness. Education, especially higher education, has to assume major responsibility in this process, as it has done historically. This may well entail a revised concept of citizenship—not only through curricular changes but also through institutional practices. Responsible citizens should act in coordination with each other following the new requirements of a modern knowledge-based society reacting to global challenges. This is in line with another mission of the university—that of public good—providing individuals with access to knowledge so that citizens develop professionally, acquire new skills, and become competitive in local and global labour markets. In a century of transformational global change, it is now more than ever the mission of higher education institutions to cultivate citizens capable of tackling local and global challenges in an innovative but also cooperative manner.
Maintaining the Contribution of Higher Education to Societal Progress
Authors: Redding Gordon , Crump Stephen , Drew Antony 
Published: July 2019

Abstract
Such is the speed of change and the large number of forces changing, that response by university leaders is, not surprisingly, without a robust and widely accepted basis. The role of universities has traditionally been seen as fostering for a society a combination of human capabilities that may be judged in terms of their merit or practical utility, or their worth as adding to a society’s overall quality as a form of civilization. The former of these is now in the ascendant, driven by rising demand and so societal cost, and by the real needs of the economy for human skills. It is argued here that universities might take the initiative in rebalancing this bias, and in doing so to engage with the wider policies about societal needs that are less well articulated than are the more immediate demands.
Pregnancy outcomes in DMARD-exposed patients with juvenile idiopathic arthritis—results from a JIA biologic registry
Authors: Drechsel Paula , Stüdemann Katrin , Niewerth Martina , Horneff Gerd , Fischer-Betz Rebecca , Seipelt Eva , Spähtling-Mestekemper Susanna , Aries Peer , Zink Angela , Klotsche Jens , Minden Kirsten 
Published: July 2019

Abstract

Objectives
To investigate the courses and outcomes of pregnancies involving JIA patients who were exposed to DMARDs.

Methods
In the Juvenile arthritis MTX/Biologics long-term Observation study, pregnant patients or male patients with pregnant partners were identified. Standardized patient interviews were conducted, and the course and outcome of pregnancy were assessed. Prospectively collected physician- and patient-reported data were also considered in the analysis.

Results
The study sample included 152 pregnancies in 98 women with JIA and 39 pregnancies involving 21 male patients as partners. The majority of patients had polyarticular-onset/-course JIA (61%). The average age of patients at first pregnancy was 24.1 (4.5) years, and their mean disease duration was 13.8 (5.9) years. Patients had been exposed to DMARDs for 9.5 (5.6) years, and 90% of these patients had received biologics before. Half of the pregnancies occurred during DMARD exposure, mostly with etanercept. Significant differences in pregnancy outcomes between DMARD-exposed and -unexposed pregnancies were not observed. Spontaneous abortion (13.1%) and congenital anomaly (3.6%) rates were not suggestive of increased risk compared with expected background rates. However, the rates of premature birth (12.3%) and caesarean section (37.7%) were slightly above those in the German birthing population. The disease activity of female patients remained relatively stable in pregnancy, with mean cJADAS-10 scores of 5.3, 7.1 and 5.6 in each trimester, respectively.

Conclusion
Young adults with JIA often become pregnant or become fathers of children while still being treated with DMARDs. Data suggest no increased risk of major adverse pregnancy outcomes.