Personal Autonomy in Trust-Based Interactions. An Experimental Analysis

The paper experimentally investigates the interactions between restrictions to personal autonomy and reciprocity in a Principal-Agent relationship. Previous experimental contributions have shown that actions aimed at restricting decisional autonomy are likely to reduce reciprocity in trust- based relationships. Results in our experiment, which is a modified version of the Investment Game, differ from previous findings and conform more to standard economic predictions. Principals in our interaction do not support the self-determination of agents. On the other side, agents do not show any positive reciprocity when allowed to freely determine their behavior in the game. (This is an updated version of the CEEL Working Paper 2-05)Principal-Agent relationship, Trust, Reciprocity, Self-Determination, Incentives

Conformism and Social Connections: An Empirical Analysis of Self-Commitment to Food Purchase

Recent years registered a renewed interest in social interactions. However, due to some well-known identification problems, empirical estimation of peer effects remains quite problematic. To overcome problems of this kind, a database providing detailed information on the sequential structure of choices is analyzed. Observations refer to the deposit of money in a personal account devoted to the purchase of food at campus refectories. A clear tendency to conform to directly observed deposits is registered in the data. Furthermore, higher conformism is observed among mutually acquainted individuals.Social interactions; Identification; Conformism; Social Proximity; Food Purchase

A Critical Review of Contemporary Practice in Internationalisation in the Hospitality, Leisure, Sport and Tourism (HLST) Subject Communities

This report identifies and critically reviews contemporary practice in the field of internationalisation within the HLST subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and global awareness. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in UK HLST curricula in the UK. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research into this area

Internationalisation and Equality and Diversity in Higher Education: Merging Identities

Summary This project arises out of Eade and Peacock’s (2009) scoping report, commissioned by Equality Challenge Unit (ECU) entitled Internationalising equality and equalising internationalisation: The intersection between internationalisation and Equality and Diversity in higher education. The principal aim of the current study is to identify the advantages of building on the intersection of Internationalisation and E and D agendas, through an exploration of the effective mechanisms for linking E and D and internationalisation policies, structures and activities within a small sample of heterogenous HE institutions located in Australia, England and Wales. Reflecting a multi-level and mixed-method approach this report provides an in-depth account of awareness, commitment, understanding and involvement of domestic and international staff and students, and other key players, in Internationalisation and Equality and Diversity. This account is supported by examples of good practice and synergy and consideration of areas of potential improvement in the two fields. The mixed-method approach involves desk research to consider the influence of geographical location, profile and size on rationales for internationalisation and commitment to Equality and Diversity, complemented by interviews of key personnel to provide insights regarding performance, accessibility etc. Data regarding staff and student awareness, perceptions and dispositions is captured via online survey and focus groups. Finally a review of the literature supports data interpretation by suggesting emergent key themes. Institutional challenges are identified within the context of what may be learned from other organisational forms. A central focus is the student learning experience, with discussions embracing key issues such as competing perspectives on learner support models, the association between inclusive curricula and multicultural education and attendant barriers and tensions. Extensive and systematic analysis of institutional policy in Internationalisation and Equality and Diversity within specific local contexts provides substantial evidence of how current and future direction is shaped by the socio-economic and cultural make-up of surrounding communities, tempered by institutional aspirations in the global arena. The insights of senior managers provide the personal accounts and deep insights into the ongoing strategic initiatives and perceived challenges which determine the practice which emerges from the rhetoric of policy statements. The in-depth exploration of awareness, perceptions and dispositions of staff and students serves to highlight a striking continuity of perspective across the range of stakeholders, within different institutions which approach Internationalisation and Equality and Diversity from widely contrasting positions vis-à-vis locality, status, market position and relative size. Seemingly, any shortcomings of policy to practice transfer are not the outcome of a lack of will on the part of those who have engaged in this research, but rather reflect the complexity of finding the most appropriate way, whether senior manager, teacher, support and development professional, student or other stakeholder. The challenges of internationalisation and Equality and Diversity simply manifest themselves in different ways at different levels within different institutional contexts and key messages from this research include for example: • The need to manage structural diversity within the framework of a broadly-based business-case approach in order to maintain internal cohesion and external credibility. Such an approach should acknowledge diversity of mission which derives from the nature of the global-local interface, profile, status etc. • Broad awareness of the potential synergies between Internationalisation and E and D within a framework of inclusive practice • Broad consensus surrounding the merits of inclusion embodying both local and global dimensions. At this level, diversity of mission, location, status etc. becomes irrelevant. Universities with different cultures can learn much from each other since inclusion should be the response of all institutions recruiting international and/or students from a diversity of cultural, ethnic, religious, socio-economic etc. backgrounds • Awareness of tensions at policy and practice levels, which might be eased by appropriate organisational structures and processes designed specifically to embed synergy across institutions • Acknowledgement of the need to embed the concept of synergy at three levels of diversity: structural (demographic mix); classroom (curriculum and pedagogies) and interactional (informal and social settings) • The significance of readily accessible research-informed and evidence-based practice to raise awareness, build confidence, promote engagement and inform future direction within cross-disciplinary and cross-institutional context

Is It Just Legitimacy of Endowments? An Experimental Analysis of Unilateral Giving

Deviations from standard game theoretical predictions have been repeatedly observed in basic Dictator Games. Different interpretations have been provided to these deviations. On the one hand, empirical (among others, Forsythe et al., 1994) and theoretical works (among others, Bolton and Ockenfels, 2000; Fehr and Schmidt, 1999) have adopted the explanation based on other-regarding concerns. On the other hand, potential weaknesses in standard design of the game have been stressed. Evidence collected shows that when controlling for reputation considerations (Hoffman et al., 1996) and for legitimacy of assets (Cherry et al., 2002) behavior observed in the experiments is very close to that predicted by standard game theory. Results from our experiment suggest that the relevance of these two factors in explaining observed behavior may be overestimated by previous contributions. Relevant deviations from selfish equilibrium are registered in a condition of full-anonymity when assets to be shared are earned by the dictators and, simultaneously, recipients are allowed to work without being rewarded for their effort.

(Im)mobility, 'hard to reach communities' and the practice of citizenship education

Our aim in this short conceptual chapter is to explore current understandings of the designation Hard to Reach when applied to communities, and issues arising from the development of interventions targeting such groups. By exploring the meanings attributed to the term in relevant literature, we will attempt to identify the ambiguities present in the definitions and understandings of Hard to Reach, also seeking to summarise those ambiguities that raise key questions about the designation. We will then associate these questions with conceptualisations of citizenship and citizenship education, and explore their implications for our understanding of the relationship between Hard to Reach spaces and the mainstream, and for the implementation of citizenship education interventions designed within the mainstream, intended for Hard to Reach groups

Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK

Whilst research into the changing landscape of the UK Higher Education (HE) has produced a burgeoning literature on ‘internationalisation’ and ‘transnational student mobility’ over the past few years, still fairly little is known about international students’ experiences on their way to and through the UK higher and further education. Frequently approaching inter- and transnational education as ‘neutral’ by-products of neoliberal globalisation, elitism and power flows, much HE policy and scholarly debate tend to operate with simplistic classifications of ‘international students’ and therefore fail to account for the multifaceted nature of students’ aspirations, mobilities and life experiences. Drawing on the notion of ‘resilience’ and insights from the ‘new mobilities paradigm’, this paper envisages alternative student mobilities which run parallel or counter to the dominant flows of power, financial and human capital commonly associated with an emerging global knowledge economy. Engaging with ‘resilient’ biographies of social science students studying at three UK HE institutions, the paper challenges narrow student classification regimes and calls for a critical re-evaluation of the relationship between international student mobility and other contemporary forms of migration, displacement and diaspora

Brain rhythms of pain

Pain is an integrative phenomenon that results from dynamic interactions between sensory and contextual (i.e., cognitive, emotional, and motivational) processes. In the brain the experience of pain is associated with neuronal oscillations and synchrony at different frequencies. However, an overarching framework for the significance of oscillations for pain remains lacking. Recent concepts relate oscillations at different frequencies to the routing of information flow in the brain and the signaling of predictions and prediction errors. The application of these concepts to pain promises insights into how flexible routing of information flow coordinates diverse processes that merge into the experience of pain. Such insights might have implications for the understanding and treatment of chronic pain