Journal articles: 'Technological innovations Industrial policy Higher education and state' – Grafiati (2024)

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Innovative education is a purposeful process of education and innovative training of a person, contributes to the development of his creative abilities, self-learning skills, self-improvement. The main objective of innovative education, formulated from the perspective of the mechanisms for the development of post-industrial civilization, is to ensure that the quality of human development is ahead of the way. As an important area of social activity, education outpaces other forms of social activity in its development. Innovative activity in education is a multi-component social activity. Innovations in professional education express the integrative content of technical and technological, pedagogical, organizational and managerial, socio-economic innovations. These innovations ensure the innovative development of not only professional education, but also science, production, economy, management and the social sphere. Innovative processes in vocational education are put into practice in innovative education. Pedagogical innovations involve a personal and creative process of organizing the educational process, they cover the entire field of education. The contradiction between the demand of society for the quality of vocational training of university graduates, able to purposefully and effectively carry out self-education and self-preparation for productive activities in the constantly changing external environment and the real practice of educational process in universities, actualizes the problem of self-education and self-training of students for innovative professional activities. Innovative process and innovation in connection with the implementation of new state educational standards in Russian secondary and higher education are gaining special status.

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An important element of the policy of development and modernization of each country is the establishment of a program of balanced long-term development, which must be complementary with strategic priorities and national characteristics, as well as the real state and prospects of technical and technological development of science and industry. Therefore, manufacturing entrepreneurship today, would have to combine scientific research activities, education sector and public administration with production, in order to ensure efficient acquisition of new knowledge and skills, along the generation and production-economic valorization of innovations and diffusion and implementation of technical-technological innovations and new technologies, with priority reliance on ICT (information and communication technologies). It is obvious that sustainable competitiveness, in times of general and business globalization, is no longer in quantitative-qualitative aspects of production, but in new elements of production specialization, adequate and timely implementation of technical-technological innovations, in organizational innovations, in the way cluster business and in global efficiency, as well as in close and flexible connection of design, planning, production technologies and production, with the possibility of quick response (JustInTime and QuickResponseSystem) to the changes required by the market. That is why today the issue of redefining the way of work and business of textile/clothing industry companies is more than current, in fact the issue of redefining the strategic programs of economic development of developing countries.

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Purpose Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial Revolution (4IR) is having an impact on the principles of learning from primary to tertiary levels. The purpose of this paper is to consider how the 4IR has and will continue to impact education at the various levels of learning. Design/methodology/approach The paper aims to bridge the perceived information gap and provide insights into the kinds of educational preparation and the skills and qualifications that 4IR jobs require. In response, the following are considered: the need to tweak the curriculum, adopt the right technology for in class and online delivery and the projection of other learning techniques and skills that are often not considered pertinent. Data gathering for the report was by discussion with experts and consultation of relevant articles and write-ups from related websites. Findings The advent of smart communication systems involving artificial intelligence, internet, robotics, virtual reality and digital textbooks has opened a new vista in relation to how and what is learnt in schools. Just as technologies brought about smart communication systems, the 4IR model of higher education is rapidly evolving and as such, curriculum development and review must be dynamic, and it must keep pace with the technological advances and skills required in the twenty first century. Research limitations/implications More purposeful research needs to be conducted in universities and industries with the intention of accelerating internal and external innovations so that markets can be expanded. Furthermore, efforts to reduce the cost and time of generating innovations will need to be intensified. Practical implications The value and emphasis that are placed on the acquisition of degrees and paper qualifications are changing rapidly. Although it is traditional for students to compete for admission to the face-to-face classroom model, it is no longer unusual for a student to take courses online from any part of the world and still be accepted into positions usually reserved for traditional classroom education. Social implications As at today, examples of 4IR services include Uber, Airbnb, Cloud services, Artificial intelligence, Cyber-security, three-dimensional printers, driverless cars and robotics. Machine learning and drone technology are also of growing significance. As yet, subjects dealing with such inventions and innovations are not part of the curriculum of many institutions and this is a cause for concern. Originality/value The 4IR era will bring great changes to how students are taught and what students must learn as the tools for transformational learning are already overwhelming. Jobs will be scarce for those without the requisite skills, whereas those with the right skills will have to keep up with the pace of technological development, otherwise they too will be left behind. Schools will increasingly become centres for the generation of innovation and its incubation and in all this, quality learning, teaching and knowledge impartation can easily be carried out online.

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Annotation. Introduction. The purpose of the study is to substantiate the theoretical foundations and develop mechanisms for financial support for the development of science and scientific and technical work in Ukraine, because the main feature of the processes taking place in the modern world is the global integration of economy, science, education and social welfare. Ukraine, as an independent state, lives in an interconnected, interdependent world. The defining priority of the development of our state is education and science. The most important parameters that characterize the country’s scientific resources, knowledge-intensive economy, include investment in science and education, financing of innovation processes. In today’s rapidly changing conditions of globalization of economic life, highly developed countries, where science plays the role of the main economic and reproductive factor, ensure their development by improving existing technologies, techniques and the use of fundamentally new scientific advances. The analysis of the theoretical basis and state of financial support for the development of science and scientific and technical work of higher education institutions and research institutions of Ukraine allowed us to draw conclusions: the intersectoral mechanism is proposed as a system of elements of organizational, economic forms and levers of allocation, research, creation of scientific developments, transfer, accumulation and greater infusion of private and business funds into science and education, which ensure the development of science and scientific and technical work in general. The priority areas for improving the technological structure of Ukraine’s economy include the following: focusing on increasing the scale and expanding the range of promising technologies in the middle and final stages of the technological cycle, providing increased growth of value added processing of primary resources; elimination of resource losses due to inconsistencies between technology components, which is possible through the modernization of existing technologies on the basis of innovations associated with previous and such technologies; change of economic and investment policy in the direction of creating more investment attractiveness for the middle and final stages of the technological cycle. Keywords: financial support; science; scientific and technical works; institutions of higher education; integration; investments.

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The creation of climate-neutral industrial ecosystems based on digital leadership determines the movement of advanced countries towards competitiveness on the global stage. Industrial ecosystems of most regions of Ukraine are characterized by a low technological level of key industries and lack of organizational routines that can ensure their transition to a higher technological and resource-efficient level. The problem of forming a modern policy in the field of revitalization of abandoned areas of former industrial use (brownfields), in particular in the field of industrial waste processing, needs an urgent solution. The article is aimed at highlighting the theoretical foundations and practical aspects of creating a new industrial path through the revitalization of brownfields in underdeveloped industrial ecosystems on the example of old industrial mining regions. The paper proposes the use of a bricolage approach to create a new path of development of old industrial mining regions. This approach focuses not on the breakthrough development of the new industry, which is almost impossible in the conditions of insufficient development of industrial ecosystems, but on the gradual process of strategic cooperation of many participants (local and non-local enterprises, research institutes, local authorities, community, national and regional authorities, other stakeholders), coordination and pooling of resources at different levels, which will eventually have to evolve together, thus leading to a favorable institutional environment for the new industry. The establishment of an enterprises for the processing of coal preparation within the framework of the brownfield revitalization project is a kind of a kludge, the temporary adaptation of the community to the complex socio-economic and environmental situation, which is a consequence of the cessation of intensive coal mining, which will make it possible to create new routines of business behavior of institutions and citizens, the best of which in the process of evolutionary selection will be able to adapt to the new challenges of global technological transformations in industry and ecology. The practical implementation of the given approach is primarily represented in the creation of special institutions that are alternatives to the institutional traps of industrial development on the principles of the circular economy and relate to the introduction of more strict measures when implementing European waste management standards in national legislation and additional taxes that force enterprises to recycle waste; emergence of special enterprises (scavengers and decomposers) that use new effective disposal measures to restore and further use brownfields; creation of special community development corporations that promote economic development and environmental sustainability of the territory and ensure broad community participation in the creation of initiatives and decision-making; use of opportunities for Ukrainian integration in the field of innovation, science and education under the Association Agreement signed with the European Union in order to make effective decisions on the revitalization of brownfields.

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In work dynamics of key indicators of innovative activity in economy of Russia in recent years is considered. The conclusion is drawn on lack of system positive changes in the innovative sphere of the country. On the basis of the analysis of domestic and foreign practice recommendations about formation of the national innovative system (NIS) promoting more effective realization of the state industrial and scientific and technical policy are formulated. Author's vision of key segments of the domestic NIS focused on the priority directions of creation of scientific and technological innovations of the national importance is offered. Recommendations about development of specific administrative mechanisms for each of the offered segments are made. As perspective instruments of realization of NIS it is offered to use the innovative scientific and technological centers and scientific education centers. Methodical and practical questions of formation of data of the integrated structures are considered, the corresponding conceptual framework is stated.

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The article analyzes the issues of introduction of innovative component in the work of Russian universities. The concept of "innovation in education" is studied, so there is no consensus on this issue among scientists. The article analyzes several approaches to this concept. It is noted that the main strategic objective of the innovative approach in higher education, in addition to direct training, is to acquire practical skills from students through the mandatory use in the educational process of industrial practices in modern enterprises, as well as participation in the scientific process of universities, including writing articles. A generalized model of innovation process in universities is proposed, which can be transformed for each specific University if necessary. The models of transformation of Russian universities into educational, scientific and innovative University complexes (UNIC) are also analyzed. The model of innovative University and stages of introduction of innovations in education are considered. An example of two universities is given: St. Petersburg Polytechnic University and Volga state technological University, which initiated the introduction of an innovative component in education. Conclusions are drawn about the need to competently and consistently implement innovative components in higher education using the processes of digitalization.

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The European experience of regional development policy is based on three basic principles: systematic, institutional, complementary. Moving away from the dichotomous position of "donor or outsider", "centralization or decentralization" to a broader platform "community-state" allows us to form a kind of theoretical starting position on the development and implementation of a set of state reforms at which a higher level of socio-economic development can be achieved. The methodological basis for studying institutional complementarity for regional development analysis may be the use of mesoeconomic analysis. It is the mesoeconomic level that can be seen as an opportunity to pass between two methodological extremes: individualism and holism. The current problems of regional development of Ukraine are caused by considerable micro- and macroeconomic constraints. The main constraints are demographic negatives, de-industrialization, high consumption of production resources, in particular, low energy efficiency, and an increased burden on debt. The most destabilizing role is played by military events in the East. The experience of combining centralization and decentralization eliminates the dichotomy and emphasizes the contradictory unity of both processes. The priority of regional policy must be to develop the scientific, technological and innovative potential of the regions. The process of dissemination of innovation must go from centralized to regional. It is important to combine state support funds with their own resources and direct them to implement regional and local development strategies, support the implementation of innovations, the development of new production, small and medium-sized businesses. An example of using a mesoeconomic approach as a theoretical compromise on centralization and decentralization is the training of higher education professionals. Reform of the emergency medical care system should also be based on the complementarity of old and new forms of organization, especially in remote areas. We consider it appropriate to use the European experience of mesoeconomic approaches to confirm the possibility of complementary development of the regions of Ukraine. Keywords: regional policy, institutional complementarity, mesoeconomics, non-uniformity, decentralization

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Introduction. Changes in society are focused on finding ways to improve the competitiveness of the domestic economy, improve industrial relations for more effective development of productive forces. One of the key problems is a lack of financial resources. As it is known, additional financial investments lie in increase of government revenues or in reducing expenditures. Results of the research show that the authorities pay more attention to the latter option of searching for financial reserves. Sources of science and education funding are constantly decreasing. This leads to the decreased competitiveness in higher education and its graduate numbers. Problem solving in the scientific and educational area is carried out by taking measures by administration, which are aimed at curtailing scientific research and limiting the access to study at universities for young people. While world experience indicates that the competitiveness of countries in the 21st century will be determined neither by natural nor financial resources, but by the workforce skills. Naturally, Japan, which aspires to world leadership, has announced its readiness to move to compulsory higher education. Purpose of the research is to justify the role of higher education in ensuring the sustainable development of the national economy, as well as to formulate prospective directions for improving the competitiveness of the higher education system of Ukraine. Results. It is acknowledged the conclusion that the development of the higher education system is an important factor in the development of the national economy in the context of integration and globalization processes. The current state is characterized, restraining factors of the progressive development of higher education are established. The priority directions of higher education development and the increase of graduates competitiveness in the labor market are outlined. It is pointed out that the generation of new knowledge, their commercialization in the form of product, technological and other innovations is increasingly dependent on the intellectual potential of higher education institutions. It is established that the employment rate depends on the level of education. It is noted that the development of higher education is an important indicator of both the economy and the harmonization of the «human – society» relations. It was confirmed that industrial society needs not only a few talented people, but a high level of education of the whole population for its development. It is proved that the quality of specialists training requires close cooperation between the interested participants of the educational process: the academic community of HEIs, employers, graduates and students. It is established that the lack of a unified methodology for determining the services fees leads to falsification of the competition during the admission process to HEI. It is shown that there is a problem of chronic under-financing of the necessary expenditures of the HEIs` activities in Ukraine, which is the reason for the decrease in the quality of educational services. It is proposed to use levers of differentiated allocation of budgetary funds between HEIs depending on their performance in the chosen activity indicators, as well as to diversify the sources of revenue. Prospects. Further research of problems of the development of the competitiveness of the national higher education systems should be conducted in the direction of substantiating the role of higher education in the sustainable development of national economy, increasing funding for maintenance and development, rising the internal and international mobility of students, academic and teaching staff; opportunities provision for teachers of qualitative improvement training, and providing guarantees for the first workplace for graduates; development of alternative financing sources for the provision of educational services; highlighting foreign experience of higher education development.

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Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States.

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Introduction. Today, there is a whole range of problems related to youth employment. These problems are caused by social, economic, technological, migration reasons, rapid transformation of the labour market structure and all spheres of life of a modern man. The value-motivational attitudes of young people in solving the issue of their employment become different. The aim of the research is to identify the dynamics and qualitative changes in values, which determine the choice of the future workplace by university graduates, as well as the degree of compliance of the claims of young specialists with the requirements imposed by employers.Methodology and research methods. The methodology of the present research is based on the theory of determination of human activity, which reveals the relationship of socio-economic, sociocultural factors, needs, goals, value orientations, personality attitudes in determining the content of the desired job and place of employment. The main research method was a questionnaire survey of bachelor’s students in their final year of studies, who receive technical, economic, humanitarian and pedagogical education in universities of Ekaterinburg – a large Russian industrial and cultural centre. The survey was conducted in 2016 and 2018 according to a single method. At the first stage (2016) the quota sample was 1905 people, at the second stage (2018) – 2420 people. The opinions of the heads of enterprises and organisations of the Ural region on the quality of young specialists’ training, their desire and ability to actively participate in innovation processes were revealed through the method of in-depth interviews.Results and scientific novelty. The results of a comparative study showed the preservation of the graduates’ value orientations to high salaries and opportunities for rapid professional and career growth. At the same time, very significant changes in the direction and content of young people’s orientations to the forthcoming employment were revealed: perceptions of the importance of early search for the profession demanded in labour market and the work in the acquired specialty; values of social status of a specialist with higher education; self-realisation in activities corresponding to personal inclinations and potential. The share of students who do not have clear plans for employment by the time they graduate decreased by half, and the share of technical departments graduates without such plans decreased fourfold. The share of students seeking to raise their social status by receiving a higher education diploma doubled. The number of students focused on obtaining a specialty corresponding to their personal abilities decreased by a quarter. The variation was found in accordance with the specifics of the direction of training of bachelor’s degree students’ determination to continue further studies in master’s degree programmes and their value attitudes for work, including in related specialties. The representatives of enterprises, where students undergo practical training, began to actively help them in finding a job corresponding to their specialty. However, the heads of manufacturing sectors and management staff of various organisations note the inadequacy of ambitions of a large part of applicants for prestigious positions due to the low level of the formation of necessary universal, general professional and professional competencies. According to the employers, there are no noticeable positive changes in the level of readiness of young professionals to actively engage in self-education and continuous professional development, mastering technological innovations.Practical significance. Since the success of graduate employment is an important indicator of university efficiency, the results of the present research can be applied by education management specialists dealing with the issues of the quality of education, career guidance, employment of population and youth policy.

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Due to the weak reform of Ukraine\'s economy and low level of investment attraction, its potential has significantly decreased, and the structure of the economy has acquired the features of agricultural and raw materials orientation. This approach makes it impossible to raise the living standards of Ukrainians. To change the situation, it is necessary to rethink the approaches of state regulation of economic processes, increase productivity, intensification and growth of production efficiency, active sale on world markets of goods and services made in Ukraine with higher added value. All this can be possible by attracting certain new technologies, know-how, innovations, and most importantly, investments, through which a favorable environment can be built. With this in mind, in order to attract investment and technology, the world practice is to initially focus on building institutions, infrastructure and implementing the best world standards in the rule of law, government regulation, education, science, medicine, etc. Only effective reforms to stimulate investment in the domestic economy can shift the process of renewal and qualitative growth of Ukraine\'s economy. To improve the investment climate and create a competitive Ukrainian economy, the priority measures should be the revision of domestic investment programs and similar measures in neighboring countries, the formation on this basis of an updated institutional mechanism to attract productive investment, establishing the rule of law by EU standards, cleansing law enforcement and government of corruption, optimization of the fiscal and tax mechanism for investors, renewal of infrastructure and introduction of system technological re-equipment. Implementation of the 10 proposed items, which relate to state incentives for investment activities, will help to systematically attract investment resources on a long-term basis. Another priority for public authorities should be the introduction of UAE-type industrial parks and innovation parks to strengthen the development of the domestic IT sector in major cities of Ukraine. This will allow Ukraine to develop the socio-economic environment faster and more efficiently and gradually, on a pragmatic basis, integrate into the EU.

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It is illustrated that the basis of economic growth for Ukraine and the only opportunity to take its own place among developed countries is to embark on the path of innovative development. The evolution of conceptions describing the impact of innovation on the process of economic growth within the limits of a country is traced, the existing models of innovative development are explored. The statistical relationship between the level of development of the economy and the amount of financing for innovative processes is specified. The theoretical studies on the impact of financing for innovation on economic growth are justified by the results of the author’s own econometric analysis. On the basis of the comparison of international ratings, the main problems are identified and the peculiarities in the formation of an innovative economy in Ukraine along with the factors influencing its development are analyzed. It is substantiated that Ukraine still has sufficient innovation potential (in particular, high quality of human capital, wide coverage of the population with higher education, growing level of exports of IT services, development of both fixed and cellular communication, dynamics of patent activity), constituting the main and necessary component of modernization of the economy and its transition to a new technological level. However, due to the difficult socio-economic and political situation, the lack of imperative and vector of scientific-technological development and modernization of the country in terms of public policy, as well as an adequate strategy for innovative development, Ukraine loses a number of its competitive positions in the world market, especially in the market of high-tech products. The author substantiates the necessity to move in the nearest time from theoretical design of the «problematic field» of priorities of the State innovation policy to the strategizing processes, which include: choosing the most adequate model of innovation development; elaboration of a methodological instrumentarium for allocation from a wide range of scientific-technological and organizational-economic innovations the most significant for the growth of the economy and, on this basis, selection of the main priorities for the scientific-technological development of the country; development of a realistic strategy taking into account the interests of all stakeholders: representatives of government, business and science; ensuring financial, institutional, infrastructure and other mechanisms of its implementation; strict control over the mechanisms for strategy implementation.

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Abstract In Turkey, digitalization of curricula, teachers, course materials, and educational technologies is relatively slower when compared with the ones in economic sectors and state services in general. In this study, we proposed a model for a new generation university in a digitalized society. The Council of Higher Education classifies universities in three categories (mission) to respond to technological and economic developments in the societal life: research, regional-development oriented and thematic universities. At national level, a digital transformation office acts as a coordination and orchestration body among governmental institutions in order to carry and transform public services into digital environment. The private sector naturally has to be digitalized by national and international severe competition. The tool developed in this study based on the model developed by Toprak et al. (2019). That model aims to compensate for coordination gaps in the traditional university hierarchical structure, which is designed as department, faculty board, university board and senate, from administration to governance. Five innovations can be mentioned in terms of organizational and functional configuration of a university model proposed there: (i) profile of graduate and mission of the new generation university in the fields of education, research and community services, (ii) policy development and implementation offices, (iii) university ecosystem consultation and steering committee and other committees and boards, (iv) concept courses and branded courses, (v) coop education and solution partnerships. The Rector’s Office acts as an executive committee to prevent coordination gap in the proposed model. A checklist has been developed for the processing of that model and hence it is made possible to measure the performance of an applied university and degree of compatibility with the model. Thus, the framework and content of the mechanism and tools traditionally used in quality assurance and accreditation will need to be updated in line with this model.

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Innovation-driven development of the Russian economy requires a consistent national policy aimed at boosting scientific and innovative activity in the regions, which would facilitate the development of entrepreneurship and technology. It also plays an important role in ensuring the socio-economic progress of the regions and efficiency of income distribution.Aim. The presented study aims to examine the potential directions for optimizing scientific and innovative activity in regional socio-economic development and to identify factors that facilitate the intensification of innovative activity in the regions.Tasks. The authors conduct a correlation analysis between scientific and economic development of the regions with allowance for such factors as the level of education of the population and the number of researchers engaged in research and development (R&D). They also assess the current state of scientific and innovative activity and the national policy on the formation of the scientific and innovative potential of the regions.Methods. The methodological basis of the study of the scientific and innovative aspects of regional economic development includes correlation-regression analysis and abstract logical methods.Results. This study substantiates the role of scientific and innovative activity in regional economic development; determines a positive correlation between regional economic growth and the number of researchers; establishes an inverse correlation between scientific and economic development based on the dependence of innovative activity in the regions on the accumulated scientific potential; empirically assesses the impact of innovative factors on regional economic growth and proposes directions for improving the efficiency of the regional system of science and innovation.Conclusions. Concentrations of knowledge are analyzed as agglomerations of expenses on research and development, science and technology. This leads to an increase in the number of scientists, engineers, scientific and technological personnel of innovative enterprises in various Russian regions. A correlation analysis between scientific and economic regional development shows that per-capita GRP growth rate by the number of researchers is statistically significant, which means there are several factors affecting this dependence: geographical accessibility of higher education, university expenses on infrastructure and services, job creation, additional revenue from students from other countries and regions. It is established that efficient regional higher education systems and innovative development have a positive effect on regional economic development. The conducted analysis shows that a policy on the innovative development of resource regions should be based on government support that would facilitate the creation of innovations and strengthening of scientific potential.

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Clustering of the economy of individual territories determines the most effective integration their into the world economic system, makes it possible for the accumulation and optimal use of resources from the point of view of global trends, contributes to the efficiency of state industrial policy. Clusters have become one of the main driving forces and determinants of regional competitiveness, the effectiveness of which is confirmed by world experience. They make it possible to increase the competitiveness not only of their enterprises, but also of specific industries within the region, as well as to expand the introduction of innovations, reduce transaction costs, develop and strengthen the relationship between business, science and the state. The resulting synergistic effect of creating a cluster is not only to increase the efficiency of its work as a whole in comparison with the efficiency of individual participants, but also to mutually strengthen the competitive position of both industry production and its home territory.The content characteristic of the concept of “economic cluster of the region”, which distinguishes the author’s approach from other well-known scientific approaches by the fact that as part of regional clusters, a special kind of them can be distinguished-an economic cluster of small enterprises, which is a localized and geographically concentrated group of small businesses, interconnected and complementary to each other, has been clarified in the article. In the center of cluster education are one or more large and stable in their development enterprises, that provide effective demand, have common (similar) economic interests, a common development strategy aimed at activating the activities of small enterprises in the region.Small enterprises, that are part of the regional economic cluster can provide the region with a higher level of production efficiency and competitiveness in comparison with other non-systemically organized economic structures.

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This article aims to analyze the position of the Research Support Foundations (FAPs) regarding the obligation of co-ownership in patent deposits, arising from financial support promoted by them. To this end, a search was proposed in the database of the National Institute of Industrial Property – INPI for FAPs and federal development agencies. For the search of international development agencies, the Orbit Intelligence database was used. The results of this study show that the Foundation for Research Support of the State of Minas Gerais (FAPEMIG) remains the holder with 522 deposits, followed by the Foundation for Research Support of the State of São Paulo (FAPESP) with 275 deposits and the other FAPs with rare cases. Although the three federal agencies do not require joint ownership, 522 deposits with joint ownership by the National Council for Scientific and Technological Development (CNPq) and 27 deposits with joint ownership by the Financier of Studies and Projects (FINEP) were found, however, no deposit was found on behalf of the Coordination for the Improvement of Higher Education Personnel (CAPES). And among the 4 main countries analyzed, France is the only one in which there is a concentration of ownership in a central development agency, this can be explained by the fact that France's Intellectual Property Policy makes this type of requirement. In the other countries surveyed, there is no such requirement for participation in co-ownership of patent deposits. In interviews with managers of the FAPs, it was evident that a percentage of them claim that the arguments for participation or not show advantages, and from the point of view of those who do not defend participation, pointing out disadvantages.

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The article focuses on analyzing the content and relationship between the development of enterprises, enterprise-university models and governance in higher education institutions, thereby providing policy recommendations on innovation in university governance in Vietnam. In the article, documents from internationally published researches as well as arguments on the mentioned subjects are analyzed and synthesized. Results of surveys and analysis on the status of universities in Vietnam that are presented in the article also demonstrate a detailed picture of difficulties and issues in enterprise development and transition into enterprise-university model. On this basis, the article provides recommendations for universities and on the issues that require government’s intervention through supportive policies and mechanisms to accelerate the process of university governance reform in the current period of 4.0 revolution in university education. Keywords Higher education institutions, Developing enterprise in universities, University-enterprise model, University governance References [1] Trần Anh Tài, Trịnh Ngọc Thạch, Mô hình đại học doanh nghiệp: Kinh nghiệm quốc tế và gợi ý cho Việt Nam, Tái bản lần thứ nhất, NXB Khoa học Xã hội, 2003.[2] Yokoyama K, Entrepreneurialism in Japanese and UK Universities: Governance, Management, Leadership and Funding. High Educ (2006) 52: 523. https://doi.org/10.1007/s10734-005-1168-2.[3] Dinh Van Toan, University - Enterprise Cooperation in International Context and Implications for Vietnam, Vietnam Economic Review No. 7 (275), (2017).[4] Dinh Van Toan, Hoang Van Hai, Nguyen Phuong Mai, The Role of Entrepreneurship Development in Universities to Promote Knowledge Sharing: The Case of Vietnam National University, Hanoi, Kỷ yếu tại hội thảo quốc tế: "Asia Pacific Conference on Information Management 2016: Common Platform to A Sustainable Society In The Dynamic Asia Pacific", Hanoi, 2016.[5] Wennekers S. & Thurik R., Linking Entrepreneurship and Economic Growth, Small Business Economics (1999) 13: 27. https://doi.org/10.1023/A:1008063200484.[6] Clark. B. R., Creating Entrepreneurial Universities: Organizational Pathways of Transformation, Oxford: IAU Press and Pergamon, 1998.[7] Etzkowitz H., MIT and The Rise of Entrepreneurial Science, Routledge, New York, 2002.https://doi.org/10.4324/9780203216675.[8] Geiger R. L., Knowledge and Money: Research Universities and The Paradox of The Marketplace, Stanford University Press, 2004.[9] Slaughter, S., Leslie, L., Academic Capitalism: Politics, Policies and The Entrepreneurial University, John Hopkins University Press, Baltimore, 1997.[10] Slaughter, S., Rhoades G., Academic Capitalism and The New Economy: Markets, State and Higher Education, John Hopkins University Press, Baltimore, 2004.[11] Washburn, J., University Inc: The Corporate Corruption of Higher Education, Stanford University Press, 2005. [12] Han J. và Heshmati A., Determinants of Financial Rewards from Industry-University Collaboration in South Korea, IZA Discussion Paper No. 7695 (2013). [13] Trần Anh Tài, Liên kết nhà trường và doanh nghiệp trong hoạt động đào tạo và nghiên cứu khoa học - kinh nghiệm quốc tế và gợi ý cho Việt Nam, Đề tài cấp ĐHQG, 2009-2010, 2010. [14] Yusof M., Jain K. K., Categories of University-level entrepreneurship: a literature survey, Int. Entrep. Manag. J (2010) 6:81-96. DOI 10.1007/s11365-007-0072-x.[15] Dinh Van Toan, Promoting university startups’ development: International experiences and policy recommendations for Vietnam, Vietnam’s Socio-Economic Development, Vol. 22, No. 90, 7/2017, tr. 19-42.[16] Rothaermel F.T., Agung S.D. and Jiang L., University entrepreneurship: a taxonomy of the literature, Industrial and Corporate Change, Volume 16, Number 4, Oxford University Press, 2007, pp. 691-791.[17] Bercovitz J. & Feldman M., Entrepreneurial Universities and Technology Transfer: A Conceptual Framework for Understanding Knowledge Based Economic Development, The Journal of Technology Transfer (2006) 31: 175. https://doi.org/10.1007/s10961-005-5029-z[18] Bercovitz, J., Feldman, M., Feller, I. và cộng sự, Organizational Structure as a Determinant of Academic Patent and Licensing Behavior: An Exploratory Study of Duke, John Hopkins, and Pennsylvania State Universities, The Journal of Technology Transfer (2001) 26: 21. https://doi.org/10.1023/A:1007828026904[19] Feldman, M., Bercovitz, J., Burton, R., Equity and The Technology Strategies of American Research Universities, Management Science, 48(1), 2002, 105-121.[20] Owen-Smith, J., Trends and transitions in the institutional environment for public and private science, Higher Education, 49, 2005, 91-117.[21] Owen-Smith J., Powell W. W., The Expanding Role of University Patenting in the Life Sciences: Assessing The Importance of Experience and Connectivity, Research Policy, 32(9), 2003, 1695-1711.[22] Colyvas J.A., Powell W.W., From Vulnerable to Venerated: The Institutionalization of Academic Entrepreneurship in The Life Science, in Martin Ruef, Michael Lounsbury (ed.) The Sociology of Entrepreneurship (Research in the Sociology of Organizations, Volume 25) Emerald Group Publishing Limited, 2007, pp.219 – 259. [23] Luthje C., Franke N., Fostering entrepreneurship through university education and training: Lessons from Massachusetts Institute of Techolology, European Academy of Management, 2nd Annual Conference on Innovative Research in Management, Stockholm, 2002.[24] Trần Anh Tài, Liên kết nhà trường và doanh nghiệp trong hoạt động đào tạo và nghiên cứu khoa học - kinh nghiệm quốc tế và gợi ý cho Việt Nam, Đề tài cấp ĐHQG, 2009-2010. [25] G. Dalmarco, W. Hulsink, Creating entrepreneurial university in an emerging country: Evidence from Brazil, Technological Forecasting and Social Change, 2018. DOI: 10.1016/j.techfore.2018.04.015] [26] Đinh Văn Toàn, 2018, Phát triển doanh nghiệp trong đại học: Kinh nghiệm trên thế giới và gợi ý chính sách cho Việt Nam, Tạp chí Kinh tế và dự báo, số 33, 12/2018, tr.58-60.[27] Nguyễn Hữu Đức, Nguyễn Hữu Thành Chung, Nghiêm Xuân Huy, Mai Thị Quỳnh Lan, Trần Thị Bích Liễu, Hà Quang Thụy, Nguyễn Lộc, Tiếp cận giáo dục đại học 4.0 – Các đặc trưng và tiêu chí đánh giá, Tạp chí Khoa học ĐHQGHN: Nghiên cứu chính sách và quản lý, Vol.34, số 4, 2018.

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On May 18, 2003, the Australian Minister for Education, Brendon Nelson, appeared on the Channel Nine Sunday programme. The Yoda of political journalism, Laurie Oakes, attacked him personally and professionally. He disclosed to viewers that the Minister for Education, Science and Training had suffered a false start in his education, enrolling in one semester of an economics degree that was never completed. The following year, he commenced a medical qualification and went on to become a practicing doctor. He did not pay fees for any of his University courses. When reminded of these events, Dr Nelson became agitated, and revealed information not included in the public presentation of the budget of that year, including a ‘cap’ on HECS-funded places of five years for each student. He justified such a decision with the cliché that Australia’s taxpayers do not want “professional students completing degree after degree.” The Minister confirmed that the primary – and perhaps the only – task for university academics was to ‘train’ young people for the workforce. The fact that nearly 50% of students in some Australian Universities are over the age of twenty five has not entered his vision. He wanted young people to complete a rapid degree and enter the workforce, to commence paying taxes and the debt or loan required to fund a full fee-paying place. Now – nearly two years after this interview and with the Howard government blessed with a new mandate – it is time to ask how this administration will order education and value teaching and learning. The curbing of the time available to complete undergraduate courses during their last term in office makes plain the Australian Liberal Government’s stance on formal, publicly-funded lifelong learning. The notion that a student/worker can attain all required competencies, skills, attributes, motivations and ambitions from a single degree is an assumption of the new funding model. It is also significant to note that while attention is placed on the changing sources of income for universities, there have also been major shifts in the pattern of expenditure within universities, focusing on branding, marketing, recruitment, ‘regional’ campuses and off-shore courses. Similarly, the short-term funding goals of university research agendas encourage projects required by industry, rather than socially inflected concerns. There is little inevitable about teaching, research and education in Australia, except that the Federal Government will not create a fully-funded model for lifelong learning. The task for those of us involved in – and committed to – education in this environment is to probe the form and rationale for a (post) publicly funded University. This short paper for the ‘order’ issue of M/C explores learning and teaching within our current political and economic order. Particularly, I place attention on the synergies to such an order via phrases like the knowledge economy and the creative industries. To move beyond the empty promises of just-in-time learning, on-the-job training, graduate attributes and generic skills, we must reorder our assumptions and ask difficult questions of those who frame the context in which education takes place. For the term of your natural life Learning is a big business. Whether discussing the University of the Third Age, personal development courses, self help bestsellers or hard-edged vocational qualifications, definitions of learning – let alone education – are expanding. Concurrent with this growth, governments are reducing centralized funding and promoting alternative revenue streams. The diversity of student interests – or to use the language of the time, client’s learning goals – is transforming higher education into more than the provision of undergraduate and postgraduate degrees. The expansion of the student body beyond the 18-25 age group and the desire to ‘service industry’ has reordered the form and purpose of formal education. The number of potential students has expanded extraordinarily. As Lee Bash realized Today, some estimates suggest that as many as 47 percent of all students enrolled in higher education are over 25 years old. In the future, as lifelong learning becomes more integrated into the fabric of our culture, the proportion of adult students is expected to increase. And while we may not yet realize it, the academy is already being transformed as a result. (35) Lifelong learning is the major phrase and trope that initiates and justifies these changes. Such expansive economic opportunities trigger the entrepreneurial directives within universities. If lifelong learning is taken seriously, then the goals, entry standards, curriculum, information management policies and assessments need to be challenged and changed. Attention must be placed on words and phrases like ‘access’ and ‘alternative entry.’ Even more consideration must be placed on ‘outcomes’ and ‘accountability.’ Lifelong learning is a catchphrase for a change in purpose and agenda. Courses are developed from a wide range of education providers so that citizens can function in, or at least survive, the agitation of the post-work world. Both neo-liberal and third way models of capitalism require the labeling and development of an aspirational class, a group who desires to move ‘above’ their current context. Such an ambiguous economic and social goal always involves more than the vocational education and training sector or universities, with the aim being to seamlessly slot education into a ‘lifestyle.’ The difficulties with this discourse are two-fold. Firstly, how effectively can these aspirational notions be applied and translated into a real family and a real workplace? Secondly, does this scheme increase the information divide between rich and poor? There are many characteristics of an effective lifelong learner including great personal motivation, self esteem, confidence and intellectual curiosity. In a double shifting, change-fatigued population, the enthusiasm for perpetual learning may be difficult to summon. With the casualization of the post-Fordist workplace, it is no surprise that policy makers and employers are placing the economic and personal responsibility for retraining on individual workers. Instead of funding a training scheme in the workplace, there has been a devolving of skill acquisition and personal development. Through the twentieth century, and particularly after 1945, education was the track to social mobility. The difficulty now – with degree inflation and the loss of stable, secure, long-term employment – is that new modes of exclusion and disempowerment are being perpetuated through the education system. Field recognized that “the new adult education has been embraced most enthusiastically by those who are already relatively well qualified.” (105) This is a significant realization. Motivation, meta-learning skills and curiosity are increasingly being rewarded when found in the already credentialed, empowered workforce. Those already in work undertake lifelong learning. Adult education operates well for members of the middle class who are doing well and wish to do better. If success is individualized, then failure is also cast on the self, not the social system or policy. The disempowered are blamed for their own conditions and ‘failures.’ The concern, through the internationalization of the workforce, technological change and privatization of national assets, is that failure in formal education results in social exclusion and immobility. Besides being forced into classrooms, there are few options for those who do not wish to learn, in a learning society. Those who ‘choose’ not be a part of the national project of individual improvement, increased market share, company competitiveness and international standards are not relevant to the economy. But there is a personal benefit – that may have long term political consequences – from being ‘outside’ society. Perhaps the best theorist of the excluded is not sourced from a University, but from the realm of fictional writing. Irvine Welsh, author of the landmark Trainspotting, has stated that What we really need is freedom from choice … People who are in work have no time for anything else but work. They have no mental space to accommodate anything else but work. Whereas people who are outside the system will always find ways of amusing themselves. Even if they are materially disadvantaged they’ll still find ways of coping, getting by and making their own entertainment. (145-6) A blurring of work and learning, and work and leisure, may seem to create a borderless education, a learning framework uninhibited by curriculum, assessment or power structures. But lifelong learning aims to place as many (national) citizens as possible in ‘the system,’ striving for success or at least a pay increase which will facilitate the purchase of more consumer goods. Through any discussion of work-place training and vocationalism, it is important to remember those who choose not to choose life, who choose something else, who will not follow orders. Everybody wants to work The great imponderable for complex economic systems is how to manage fluctuations in labour and the market. The unstable relationship between need and supply necessitates flexibility in staffing solutions, and short-term supplementary labour options. When productivity and profit are the primary variables through which to judge successful management, then the alignments of education and employment are viewed and skewed through specific ideological imperatives. The library profession is an obvious occupation that has confronted these contradictions. It is ironic that the occupation that orders knowledge is experiencing a volatile and disordered workplace. In the past, it had been assumed that librarians hold a degree while technicians do not, and that technicians would not be asked to perform – unsupervised – the same duties as librarians. Obviously, such distinctions are increasingly redundant. Training packages, structured through competency-based training principles, have ensured technicians and librarians share knowledge systems which are taught through incremental stages. Mary Carroll recognized the primary questions raised through this change. If it is now the case that these distinctions have disappeared do we need to continue to draw them between professional and para-professional education? Does this mean that all sectors of the education community are in fact learning/teaching the same skills but at different levels so that no unique set of skills exist? (122) With education reduced to skills, thereby discrediting generalist degrees, the needs of industry have corroded the professional standards and stature of librarians. Certainly, the abilities of library technicians are finally being valued, but it is too convenient that one of the few professions dominated by women has suffered a demeaning of knowledge into competency. Lifelong learning, in this context, has collapsed high level abilities in information management into bite sized chunks of ‘skills.’ The ideology of lifelong learning – which is rarely discussed – is that it serves to devalue prior abilities and knowledges into an ever-expanding imperative for ‘new’ skills and software competencies. For example, ponder the consequences of Hitendra Pillay and Robert Elliott’s words: The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. (95) Neophilliacal urges jut from their prose. The stress on ‘new roles,’ and ‘uncertain environments,’ the ‘explosion of information technology,’ ‘challenges,’ ‘reconceptualisations,’ and ‘current knowledge’ all affirms the present, the contemporary, and the now. Knowledge and expertise that have taken years to develop, nurture and apply are not validated through this educational brief. The demands of family, work, leisure, lifestyle, class and sexuality stretch the skin taut over economic and social contradictions. To ease these paradoxes, lifelong learning should stress pedagogy rather than applications, and context rather than content. Put another way, instead of stressing the link between (gee wizz) technological change and (inevitable) workplace restructuring and redundancies, emphasis needs to be placed on the relationship between professional development and verifiable technological outcomes, rather than spruiks and promises. Short term vocationalism in educational policy speaks to the ordering of our public culture, requiring immediate profits and a tight dialogue between education and work. Furthering this logic, if education ‘creates’ employment, then it also ‘creates’ unemployment. Ironically, in an environment that focuses on the multiple identities and roles of citizens, students are reduced to one label – ‘future workers.’ Obviously education has always been marinated in the political directives of the day. The industrial revolution introduced a range of technical complexities to the workforce. Fordism necessitated that a worker complete a task with precision and speed, requiring a high tolerance of stress and boredom. Now, more skills are ‘assumed’ by employers at the time that workplaces are off-loading their training expectations to the post-compulsory education sector. Therefore ‘lifelong learning’ is a political mask to empower the already empowered and create a low-level skill base for low paid workers, with the promise of competency-based training. Such ideologies never need to be stated overtly. A celebration of ‘the new’ masks this task. Not surprisingly therefore, lifelong learning has a rich new life in ordering creative industries strategies and frameworks. Codifying the creative The last twenty years have witnessed an expanding jurisdiction and justification of the market. As part of Tony Blair’s third way, the creative industries and the knowledge economy became catchwords to demonstrate that cultural concerns are not only economically viable but a necessity in the digital, post-Fordist, information age. Concerns with intellectual property rights, copyright, patents, and ownership of creative productions predominate in such a discourse. Described by Charles Leadbeater as Living on Thin Air, this new economy is “driven by new actors of production and sources of competitive advantage – innovation, design, branding, know-how – which are at work on all industries.” (10) Such market imperatives offer both challenges and opportunity for educationalists and students. Lifelong learning is a necessary accoutrement to the creative industries project. Learning cities and communities are the foundations for design, music, architecture and journalism. In British policy, and increasingly in Queensland, attention is placed on industry-based research funding to address this changing environment. In 2000, Stuart Cunningham and others listed the eight trends that order education, teaching and learning in this new environment. The Changes to the Provision of Education Globalization The arrival of new information and communication technologies The development of a knowledge economy, shortening the time between the development of new ideas and their application. The formation of learning organizations User-pays education The distribution of knowledge through interactive communication technologies (ICT) Increasing demand for education and training Scarcity of an experienced and trained workforce Source: S. Cunningham, Y. Ryan, L. Stedman, S. Tapsall, K. Bagdon, T. Flew and P. Coaldrake. The Business of Borderless Education. Canberra: DETYA Evaluation and Investigations Program [EIP], 2000. This table reverberates with the current challenges confronting education. Mobilizing such changes requires the lubrication of lifelong learning tropes in university mission statements and the promotion of a learning culture, while also acknowledging the limited financial conditions in which the educational sector is placed. For university scholars facilitating the creative industries approach, education is “supplying high value-added inputs to other enterprises,” (Hartley and Cunningham 5) rather than having value or purpose beyond the immediately and applicably economic. The assumption behind this table is that the areas of expansion in the workforce are the creative and service industries. In fact, the creative industries are the new service sector. This new economy makes specific demands of education. Education in the ‘old economy’ and the ‘new economy’ Old Economy New Economy Four-year degree Forty-year degree Training as a cost Training as a source of competitive advantage Learner mobility Content mobility Distance education Distributed learning Correspondence materials with video Multimedia centre Fordist training – one size fits all Tailored programmes Geographically fixed institutions Brand named universities and celebrity professors Just-in-case Just-in-time Isolated learners Virtual learning communities Source: T. Flew. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 20. There are myriad assumptions lurking in Flew’s fascinating table. The imperative is short courses on the web, servicing the needs of industry. He described the product of this system as a “learner-earner.” (50) This ‘forty year degree’ is based on lifelong learning ideologies. However Flew’s ideas are undermined by the current government higher education agenda, through the capping – through time – of courses. The effect on the ‘learner-earner’ in having to earn more to privately fund a continuance of learning – to ensure that they keep on earning – needs to be addressed. There will be consequences to the housing market, family structures and leisure time. The costs of education will impact on other sectors of the economy and private lives. Also, there is little attention to the groups who are outside this taken-for-granted commitment to learning. Flew noted that barriers to greater participation in education and training at all levels, which is a fundamental requirement of lifelong learning in the knowledge economy, arise in part out of the lack of provision of quality technology-mediated learning, and also from inequalities of access to ICTs, or the ‘digital divide.’ (51) In such a statement, there is a misreading of teaching and learning. Such confusion is fuelled by the untheorised gap between ‘student’ and ‘consumer.’ The notion that technology (which in this context too often means computer-mediated platforms) is a barrier to education does not explain why conventional distance education courses, utilizing paper, ink and postage, were also unable to welcome or encourage groups disengaged from formal learning. Flew and others do not confront the issue of motivation, or the reason why citizens choose to add or remove the label of ‘student’ from their bag of identity labels. The stress on technology as both a panacea and problem for lifelong learning may justify theories of convergence and the integration of financial, retail, community, health and education provision into a services sector, but does not explain why students desire to learn, beyond economic necessity and employer expectations. Based on these assumptions of expanding creative industries and lifelong learning, the shape of education is warping. An ageing population requires educational expenditure to be reallocated from primary and secondary schooling and towards post-compulsory learning and training. This cost will also be privatized. When coupled with immigration flows, technological changes and alterations to market and labour structures, lifelong learning presents a profound and personal cost. An instrument for economic and social progress has been individualized, customized and privatized. The consequence of the ageing population in many nations including Australia is that there will be fewer young people in schools or employment. Such a shift will have consequences for the workplace and the taxation system. Similarly, those young workers who remain will be far more entrepreneurial and less loyal to their employers. Public education is now publically-assisted education. Jane Jenson and Denis Saint-Martin realized the impact of this change. The 1980s ideological shift in economic and social policy thinking towards policies and programmes inspired by neo-liberalism provoked serious social strains, especially income polarization and persistent poverty. An increasing reliance on market forces and the family for generating life-chances, a discourse of ‘responsibility,’ an enthusiasm for off-loading to the voluntary sector and other altered visions of the welfare architecture inspired by neo-liberalism have prompted a reaction. There has been a wide-ranging conversation in the 1990s and the first years of the new century in policy communities in Europe as in Canada, among policy makers who fear the high political, social and economic costs of failing to tend to social cohesion. (78) There are dense social reorderings initiated by neo-liberalism and changing the notions of learning, teaching and education. There are yet to be tracked costs to citizenship. The legacy of the 1980s and 1990s is that all organizations must behave like businesses. In such an environment, there are problems establishing social cohesion, let alone social justice. To stress the product – and not the process – of education contradicts the point of lifelong learning. Compliance and complicity replace critique. (Post) learning The Cold War has ended. The great ideological battle between communism and Western liberal democracy is over. Most countries believe both in markets and in a necessary role for Government. There will be thunderous debates inside nations about the balance, but the struggle for world hegemony by political ideology is gone. What preoccupies decision-makers now is a different danger. It is extremism driven by fanaticism, personified either in terrorist groups or rogue states. Tony Blair (http://www.number-10.gov.uk/output/Page6535.asp) Tony Blair, summoning his best Francis f*ckuyama impersonation, signaled the triumph of liberal democracy over other political and economic systems. His third way is unrecognizable from the Labour party ideals of Clement Attlee. Probably his policies need to be. Yet in his second term, he is not focused on probing the specificities of the market-orientation of education, health and social welfare. Instead, decision makers are preoccupied with a war on terror. Such a conflict seemingly justifies large defense budgets which must be at the expense of social programmes. There is no recognition by Prime Ministers Blair or Howard that ‘high-tech’ armory and warfare is generally impotent to the terrorist’s weaponry of cars, bodies and bombs. This obvious lesson is present for them to see. After the rapid and successful ‘shock and awe’ tactics of Iraq War II, terrorism was neither annihilated nor slowed by the Coalition’s victory. Instead, suicide bombers in Saudi Arabia, Morocco, Indonesia and Israel snuck have through defenses, requiring little more than a car and explosives. More Americans have been killed since the war ended than during the conflict. Wars are useful when establishing a political order. They sort out good and evil, the just and the unjust. Education policy will never provide the ‘big win’ or the visible success of toppling Saddam Hussein’s statue. The victories of retraining, literacy, competency and knowledge can never succeed on this scale. As Blair offered, “these are new times. New threats need new measures.” (ht tp://www.number-10.gov.uk/output/Page6535.asp) These new measures include – by default – a user pays education system. In such an environment, lifelong learning cannot succeed. It requires a dense financial commitment in the long term. A learning society requires a new sort of war, using ideas not bullets. References Bash, Lee. “What Serving Adult Learners Can Teach Us: The Entrepreneurial Response.” Change January/February 2003: 32-7. Blair, Tony. “Full Text of the Prime Minister’s Speech at the Lord Mayor’s Banquet.” November 12, 2002. http://www.number-10.gov.uk/output/Page6535.asp. Carroll, Mary. “The Well-Worn Path.” The Australian Library Journal May 2002: 117-22. Field, J. Lifelong Learning and the New Educational Order. Stoke on Trent: Trentham Books, 2000. Flew, Terry. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 47-60. Hartley, John, and Cunningham, Stuart. “Creative Industries – from Blue Poles to Fat Pipes.” Department of Education, Science and Training, Commonwealth of Australia (2002). Jenson, Jane, and Saint-Martin, Denis. “New Routes to Social Cohesion? Citizenship and the Social Investment State.” Canadian Journal of Sociology 28.1 (2003): 77-99. Leadbeater, Charles. Living on Thin Air. London: Viking, 1999. Pillay, Hitendra, and Elliott, Robert. “Distributed Learning: Understanding the Emerging Workplace Knowledge.” Journal of Interactive Learning Research 13.1-2 (2002): 93-107. Welsh, Irvine, from Redhead, Steve. “Post-Punk Junk.” Repetitive Beat Generation. Glasgow: Rebel Inc, 2000: 138-50. Citation reference for this article MLA Style Brabazon, Tara. "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?." M/C Journal 7.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0501/02-brabazon.php>. APA Style Brabazon, T. (Jan. 2005) "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?," M/C Journal, 7(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0501/02-brabazon.php>.

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Image 1: View from Geodha Sgoilt towards the sea stacks, Uig, Isle of Lewis. Image credit: George Jaramillo.IntroductionOver the cliffs of Mangerstadh on the west coast of the Isle of Lewis, is a small plot of land called Geodha Sgoilt that overlooks the North Atlantic Ocean (Image 1). On the site is a small dirt gravel road and the remnants of a World War II listening station. Below, sea stacks rise from the waters, orange and green cliff sides stand in defiance to the crashing waves. An older gentleman began to tell me of what he believed could be located here on the site. A place where visitors could learn of the wonders of St Kilda that contained all types of new storytelling technologies to inspire them. He pointed above the ruined buildings, mentioning that a new road for the visitors’ vehicles and coaches would be built. With his explanations, you could almost imagine such a place on these cliffs. Yet, before that new idea could even be built, this gentleman and his group of locals and incomers had to convince themselves and others that this new heritage centre was something desired, necessary and inevitable in the development of the Western Isles.This article explores the developing relationships that come about through design innovation with community organisations. This was done through a partnership between an academic institution and a non-profit heritage community group as part of growing study in how higher education design research can play an active partner in community group development. It argues for the use of design thinking and innovation in improving strategy and organisational processes within non-profit organisations. In this case, it looks at what role it can play in building and enabling organisational confidence in its mission, as well as, building “beyond the museum”. The new approach to this unique relationship casts new light towards working with complexities and strategies rather than trying to resolve issues from the outset of a project. These enabling relationships are divided into three sections of this paper: First it explores the context of the island community group and “building” heritage, followed by a brief history of St Kilda and its current status, and designation as a World Heritage site. Second, it seeks the value of developing strategy and the introduction of the Institute of Design Innovation (INDI). This is followed by a discussion of the six-month relationship and work that was done that elucidates various methods used and ending with its outcomes. The third section reflects upon the impacts at the relationship building between the two groups with some final thoughts on the partnership, where it can lead, and how this can represent new ways of working together within community groups. Building HeritageCurrent community research in Scotland has shown struggles in understanding issues within community capability and development (Barker 11; Cave 20; Jacuniak-Suda, and Mose 23) though most focus on the land tenure and energy (McMorran 21) and not heritage groups. The need to maintain “resilient” (Steiner 17) communities has shown that economic resilience is of primary importance for these rural communities. Heritage as economic regenerator has had a long history in the United Kingdom. Some of these like the regeneration of Wirksworth in the Peak District (Gordon 20) have had great economic results with populations growing, as well as, development in the arts and design. These changes, though positive, have also adversely impacted the local community by estranging and forcing lower income townspeople to move away due to higher property values and lack of work. Furthermore, current trends in heritage tourism have managed to turn many rural regions into places of historic consumption (Ronström 7) termed “heritagisation” (Edensor 35). There is thus a need for critical reflection within a variety of heritage organisations with the increase in heritage tourism.In particular, existing island heritage organisations face a variety of issues that they focus too much on the artefactual or are too focused to strive for anything beyond the remit of their particular heritage (Jacuniak-Suda, and Mose 33; Ronström 4). Though many factors including funding, space, volunteerism and community capability affect the way these groups function they have commonalities that include organisational methods, volunteer fatigue, and limited interest from community groups. It is within this context that the communities of the Outer Hebrides. Currently, projects within the Highlands and islands focus on particular “grassroots” development (Cave 26; Robertson 994) searching for innovative ways to attract, maintain, and sustain healthy levels of heritage and development—one such group is Ionad Hiort. Ionad Hiort Ionad Hiort is a community non-profit organisation founded in 2010 to assist in the development of a new type of heritage centre in the community of Uig on the Isle of Lewis (“Proposal-Ionad Hiort”). As stated in their website, the group strives to develop a centre on the history and contemporary views of St Kilda, as well as, encouraging a much-needed year-round economic impetus for the region. The development of the group and the idea of a heritage centre came about through the creation of the St Kilda Opera, a £1.5 million, five-country project held in 2007, led by Scotland’s Gaelic Arts agency, Proiseact nan Ealan (Mckenzie). This opera, inspired by the cliffs, people, and history of St Kilda used creative techniques to unite five countries in a live performance with cliff aerobatics and Gaelic singing to present the island narrative. From this initial interest, a commission from the Western Isles council (2010), developed by suggestions and commentary from earlier reports (Jura Report 2009; Rebanks 2009) encouraged a fiercely contentious competition, which saw Ionad Hiort receive the right to develop a remote-access heritage centre about the St Kilda archipelago (Maclean). In 2013, the group received a plot of land from the local laird for the establishment of the centre (Urquhart) thereby bringing it closer to its goal of a heritage centre, but before moving onto this notion of remote-heritage, a brief history is needed on the archipelago. Image 2: Location map of Mangerstadh on the Isle of Lewis and St Kilda to the west, with inset of Scotland. Image credit: © Crown Copyright and Database Right (2017). Ordnance Survey (Digimap Licence).St KildaSt Kilda is an archipelago about 80 kilometres off the coast of the Outer Hebrides in the North Atlantic (Image 2). Over 2000 years of habitation show an entanglement between humans and nature including harsh weather, limited resources, but a tenacity and growth to develop a way of living upon a small section of land in the middle of the Atlantic. St Kilda has maintained a tenuous relationship between the sea, the cliffs and the people who have lived within its territory (Geddes, and Gannon 18). Over a period of three centuries beginning in the eighteenth century an outside influence on the island begin to play a major role, with the loss of a large portion of its small (180) population. This population would later decrease to 100 and finally to 34 in 1930, when it was decided to evacuate the final members of the village in what could best be called a forced eviction.Since the evacuation, the island has maintained an important military presence as a listening station during the Second World War and in its modern form a radar station as part of the Hebridean Artillery (Rocket) Range (Geddes 14). The islands in the last thirty years have seen an increase in tourism with the ownership of the island by the National Trust of Scotland. The UNESCO World Heritage Organisation (UNESCO), who designated St Kilda in 1986 and 2004 as having outstanding universal value, has seen its role evolve from not just protecting (or conserving) world heritage sites, but to strategically understand sustainable tourism of its sites (“St Kilda”). In 2012, UNESCO selected St Kilda as a case study for remote access heritage conservation and interpretation (Hebrides News Today; UNESCO 15). This was partly due to the efforts of 3D laser scanning of the islands by a collaboration between The Glasgow School of Art and Historic Environment Scotland called the Centre for Digital Documentation and Visualisation (CDDV) in 2009.The idea of a remote access heritage is an important aspect as to what Ionad Hiort could do with creating a centre at their site away from St Kilda. Remote access heritage is useful in allowing for sites and monuments to be conserved and monitored “from afar”. It allows for 3D visualisations of sites and provides new creative engagements with a variety of different places (Remondino, and Rizzi 86), however, Ionad Hiort was not yet at a point to even imagine how to use the remote access technology. They first needed a strategy and direction, as after many years of moving towards recognition of proposing the centre at their site in Uig, they had lost a bit of that initial drive. This is where INDI was asked to assist by the Highlands and Islands Enterprise, the regional development organisation for most of rural Scotland. Building ConfidenceINDI is a research institute at The Glasgow School of Art. It is a distributed, creative collective of researchers, lecturers and students specialising in design innovation, where design innovation means enabling creative capabilities within communities, groups and individuals. Together, they address complex issues through new design practices and bespoke community engagement to co-produce “preferable futures” (Henchley 25). Preferable futures are a type of future casting that seeks to strive not just for the probable or possible future of a place or idea, but for the most preferred and collectively reached option for a society (McAra-McWilliam 9). INDI researches the design processes that are needed to co-create contexts in which people can flourish: at work, in organisations and businesses, as well as, in public services and government. The task of innovation as an interactive process is an example of the design process. Innovation is defined as “a co-creation process within social and technological networks in which actors integrate their resources to create mutual value” (Russo‐Spena, and Mele 528). Therefore, innovation works outside of standard consultancy practices; rather it engenders a sense of mutual co-created practices that strive to resolve particular problems. Examples include the work that has looked at creating cultures of innovation within small and medium-sized enterprises (Lockwood 4) where the design process was used to alter organisational support (Image 3). These enterprises tend to emulate larger firms and corporations and though useful in places where economies of scale are present, smaller business need adaptable, resilient and integrated networks of innovation within their organisational models. In this way, innovation functioned as a catalyst for altering the existing organisational methods. These innovations are thus a useful alternative to existing means of approaching problems and building resilience within any organisation. Therefore, these ideas of innovation could be transferred and play a role in enabling new ways of approaching non-profit organisational structures, particularly those within heritage. Image 3: Design Council Double Diamond model of the design process. Image credit: Lockwood.Developing the WorkIonad Hiort with INDI’s assistance has worked together to develop a heritage centre that tries to towards a new definition of heritage and identity through this island centre. Much of this work has been done through local community investigations revolving around workshops and one-on-one talks where narratives and ideas are held in “negative capability” (McAra-McWilliam 2) to seek many alternatives that would be able to work for the community. The initial aims of the partnership were to assist the Uig community realise the potential of the St Kilda Centre. Primarily, it would assist in enabling the capabilities of two themes. The first would be, strategy, for Ionad Hiort’s existing multi-page mission brief. The second would be storytelling the narrative of St Kilda as a complex and entangled, however, its common views are limited to the ‘fall from grace’ or ‘noble savage’ story (Macdonald 168). Over the course of six months, the relationship involved two workshops and three site visits of varying degrees of interaction. An initial gathering had InDI staff meet members of Ionad Hiort to introduce members to each other. Afterwards, INDI ran two workshops over two months in Uig to understand, reflect and challenge Ionad Hiort’s focus on what the group desired. The first workshop focused on the group’s strategy statement. In a relaxed and facilitated space in the Uig Community Hall, the groups used pens, markers, and self-adhesive notes to engage in an open dialogue about the group’s desires. This session included reflecting on what their heritage centre could look like, as well as what their strategy needed to get there. These resulted in a series of drawings of their ‘preferred’ centre, with some ideas showing a centre sitting over the edge of the cliffs or one that had the centre be an integral component of the community. In discussing that session, one of members of the group recalled:I remember his [one of INDI’s staff] interrogation of the project was actually pretty – initially – fairly brutal, right? The first formal session we had talking about strategy and so on. To the extent that I think it would be fair to say he pissed everybody off, right? So much so that he actually prompted us to come back with some fairly hard hitting ripostes, which, after a moment’s silence he then said, ‘That’s it, you’ve convinced me’, and at that point we kind of realised that that’s what he’d been trying to do; he’d been trying to really push us to go further in our articulation of what we were doing and … why we were doing it in this particular way than we had done before. (Participant A, 2016).The group through this session found out that their strategy could be refined into a short mission statement giving a clear focus as to what they wanted and how they wanted to go about doing it. In the end, drawings, charts, stories (Image 4) were drawn to reflect on what the community had discussed. These artefacts became a key role-player in the following months of the development of the group. Image 4: View of group working through their strategy workshop session. Image credit: Fergus Fullarton-Pegg (2014). The second set of workshops and visits involved informal discussion with individual members of the group and community. This included a visit to St Kilda with members from INDI, Ionad Hiort and the Digital Design Studio, which allowed for everyone to understand the immensity of the project and its significance to World Heritage values. The initial aims thus evolved into understanding the context of self-governance for distributed communities and how to develop the infrastructure of development. As discussed earlier, existing development processes are useful, though limited to only particular types of projects, and as exemplified in the Highlands and Islands Enterprise and Western Isles Council commission, it tends to put communities against each other for limited pots of money. This existing system can be innovated upon by becoming creative liaisons, sharing and co-creating from existing studies to help develop more effective processes for the future of Ionad Hiort and their ‘preferable future’. Building RelationshipsWhat the relationship with GSA has done, as a dialogue with the team of people that have been involved, has been to consolidate and clarify our own thinking and to get us to question our own thinking across several different aspects of the whole project. (Participant A, 2016)As the quote states, the main notion of using design thinking has allowed Ionad Hiort to question their thinking and challenge preconceptions of what a “heritage centre” is, by being a critical sounding board that is different from what is provided by consultants and other stakeholders. Prior to meeting INDI, Ionad Hiort may have been able to reach their goal of a strategy, however, it would have taken a few more years. The work, which involved structured and unstructured workshops, meetings, planning events, and gatherings, gave them a structured focus to move ahead with their prospectus planning and bidding. INDI enabled the compression and focus of their strategy making and mission strategy statement over the course of six months into a one-page statement that gave direction to the group and provided the impetus for the development of the prospectus briefs. Furthermore, INDI contributed a sense of contemporary content to the historic story, as well as, enable the community to see that this centre would not just become another gallery with café. The most important outcome has been an effective measure in building relationships in the Outer Hebrides, which shows the changing roles between academic and third sector partnerships. Two key points can be deemed from these developing relationships: The first has been to build a research infrastructure in and across the region that engages with local communities about working with the GSA, including groups in North Uist, Barra and South Uist. Of note is a comment made by one of the participants saying: “It’s exciting now, there’s a buzz about it and getting you [INDI] involved, adding a dimension—we’ve got people who have got an artistic bent here but I think your enthusiasm, your skills, very much complement what we’ve got here.” (Participant B, 2016). Second, the academic/non-profit partnership has encouraged younger people to work and study in the area through a developing programme of student research activity. This includes placing taught masters students with local community members on the South Uist, as well as, PhD research being done on Stornoway. These two outcomes then have given rise to interest in not only how heritage is re-developed in a community, but also, encourages future interest, by staff and students to continue the debate and fashion further developments in the region (GSAmediacentre). Today, the cliffs of Mangerstadh continue to receive the pounding of waves, the blowing wind and the ever-present rain on its rocky granite surface. The iterative stages of work that the two groups have done showcase the way that simple actions can carve, change and evolve into innovative outcomes. The research outcomes show that through this new approach to working with communities we move beyond the consultant and towards an ability of generating a preferable future for the community. In this way, the work that has been created together showcases a case study for further island community development. We do not know what the future holds for the group, but with continued support and maintaining an open mind to creative opportunities we will see that the community will develop a space that moves “beyond the museum”. AcknowledgementsThe author would like to thank Ionad Hiort and all the residents of Uig on the Isle of Lewis for their assistance and participation in this partnership. For more information on their work please visit http://www.ionadhiort.org/. The author also thanks the Highlands and Islands Enterprise for financial support in the research and development of the project. Finally, the author thanks the two reviewers who provided critical commentary and critiques to improve this paper. ReferencesBarker, Adam. “Capacity Building for Sustainability: Towards Community Development in Coastal Scotland.” Journal of Environmental Management 75.1 (2005): 11-19. Canavan, Brendan. “Tourism Culture: Nexus, Characteristics, Context and Sustainability.” Tourism Management 53 (2016): 229-43. ———. “The Extent and Role of Domestic Tourism in a Small Island: The Case of the Isle of Man.” Journal of Travel Research 52.3 (2012): 340-52. Cape, Ruth. Exploring Growth and Empowerment of Communities in the Western Isles. Stornoway, 2013. Bullen, Elizabeth, Simon Robb, and Jane Kenway. “‘Creative Destruction’: Knowledge Economy Policy and the Future of the Arts and Humanities in the Academy.” Journal of Education Policy 19.1 (2004): 3–22. Brown, Tim, and Jocelyn Wyatt. “Design Thinking for Social Innovation.” Stanford Social Innovation Review Winter (2010): 30-35. <https://ssir.org/articles/entry/design_thinking_for_social_innovation>.Briscoe, Gerard, and Mark Plumbley. Creating Cultures of Innovation: The Digital Creative Industries. <https://qmro.qmul.ac.uk/xmlui/bitstream/handle/123456789/11403/Creating%20Cultures%20of%20Innovation.pdf?sequence=7>.Edensor, Tim. Industrial Ruins: Spaces, Aesthetics, and Materiality. Oxford: Berg, 2005. Geddes, George. The Magazine and Gun Emplacement, St Kilda A Conservation Statement. Edinburgh, 2008. Geddes, George, and Angela Gannon. St Kilda: The Last and Outmost Isle. Edinburgh: Royal Commission on the Ancient & Historical Monuments of Scotland, 2015. Gordon, Michel, and Arthur Percival. The Wirksworth Story: New Life for An Old Town. Wirksworth: Civic Trust, 1984. GSAmediacentre. “The Glasgow School of Art Contributes to St Kilda Centre Symposium in Stornoway.” GSA Media Centre, The Glasgow School of Art, 17 Aug. 2016. 6 Apr. 2017 <www.gsapress.blogspot.co.uk/2016/08/the-glasgow-school-of-art-contributes.html>.Henchley, Norman. "Making Sense of Future Studies." Alternatives 7.2 (1978): 24-28. Jacuniak-Suda, Marta, and Ingo Mose. “Social Enterprises in the Western Isles (Scotland) – Drivers of Sustainable Rural Development ?” Europa Regional 19.2011.2 (2014): 23-40. Lockwood, Joseph, Madeline Smith, and Irene McAra-McWilliam. “Work-Well: Creating a Culture of Innovation through Design.” International Design Management Research Conference, Boston, 2012. 1-11. McAra-McWilliam, Irene. “Impossible Things? Negative Capability and the Creative Imagination.” Creativity or Conformity Conference, Cardiff, 2007. 1-8. <https://www.academia.edu/1246770/Impossible_things_Negative_Capability>.McKenzie, Steven. "Opera Celebrates St Kilda History." BBC News 23 Jun. 2007. 6 Apr. 2017 <http://news.bbc.co.uk/1/hi/scotland/highlands_and_islands/6763371.stm>.McMorran, Rob, and Alister Scott. “Community Landownership: Rediscovering the Road to Sustainability.” Lairds: Scottish Perspectives on Upland Management (2013): 20-31. Maclean, Diane. “Bitter Strife over St Kilda Visitor Centre.” The Caledonian Mercury 29 Jan. 2010. 6 Apr. 2017 <http://www.caledonianmercury.com/2010/01/29/bitter-strife-over-st-kilda-visitor-centre/001383>.News Editor. “Double Boost for St Kilda Project.” Hebrides News Today 20 Nov. 2013. 6 Apr. 2017 <www.hebridestoday.com/2013/11/double-boost-for-st-kilda-project/>.Portschy, Szabolcs. “Design Partnerships between Community-Engaged Architecture and Academic Education Programs.” Pollack Periodica 10.1 (2015): 173-180.“Proposal – Ionad Hiort.” Ionad Hiort. 6 Apr. 2017 <http://www.ionadhiort.org/the-proposal>. Rebanks, James. “World Heritage Status: Is There Opportunity for Economic Gain? Research and Analysis of the Socio-Economic Impact Potential of UNESCO World Heritage Site Status.” 2009. <http://icomos.fa.utl.pt/documentos/2009/WHSTheEconomicGainFinalReport.pdf>.Robertson, Iain James McPherson. “Hardscrabble Heritage: The Ruined Blackhouse and Crofting Landscape as Heritage from Below.” Landscape Research 40.8 (2015): 993–1009. Ronström, Owe. “Heritage Production in the Island of Gotland.” The International Journal of Research into Island Cultures 2.2 (2008): 1-18. Russo‐Spena, Tiziana, and Cristina Mele. “‘Five Co‐s’ in Innovating: A Practice‐Based View.” Ed. Evert Gummesson. Journal of Service Management 23.4 (2012): 527-53. “St Kilda.” World Heritage Centre. UNESCO. 6 Apr. 2017 <www.whc.unesco.org/en/list/387/>.Steiner, Artur, and Marianna Markantoni. “Unpacking Community Resilience through Capacity for Change.” Community Development Journal 49.3 (2014): 407-25.Shortall, S. “Rural Development in Practice: Issues Arising in Scotland and Northern Ireland.” Community Development Journal 36.2 (2001): 122-33. UNESCO. Using Remote Access Technologies: Lessons Learnt from the Remote Access to World Heritage Sites – St Kilda to Uluru Conference. London, 2012. Urquhart, Frank. “St Kilda Visitor Centre in Hebrides Step Closer.” People Places, The Scotsman 20 Nov. 2013. 6 Apr. 2017 <www.scotsman.com/heritage/people-places/st-kilda-visitor-centre-in-hebrides-step-closer-1-3195287>. Watson, Amy. “Plans for St Kilda Centre at Remote World Heritage Site.” People Places, The Scotsman 16 Aug. 2016. 6 Apr. 2017 <www.scotsman.com/heritage/people-places/plans-for-st-kilda-centre-at-remote-world-heritage-site-1-4204606>.

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Michael Watts of Purdue University reviews “Better Living through Economics” edited by John J. Siegfried. The EconLit Abstract of the reviewed work begins, “Twelve papers and fourteen comments explore the fundamental contributions of economic research to important public policy decisions over the past half century. Papers discuss the evolution of emissions trading; better living through improved price indexes; economics and the Earned Income Tax Credit;….” Arthur J. Robson of Simon Fraser University reviews “The Bounds of Reason: Game Theory and the Unification of the Behavioral Sciences” by Herbert Gintis. The EconLit Abstract of the reviewed work begins, “Explores how key concepts from the behavioral sciences can complement game theory in providing insights into human behavior. Discusses decision theory and human behavior; game theory--basic concepts; game theory and human behavior; rationalizability and common knowledge of rationality; extensive for….” Robert A. Margo of Boston University and NBER reviews “Top Incomes: A Global Perspective” edited by A. B. Atkinson and T. Piketty. The EconLit Abstract of the reviewed work begins, “Thirteen papers examine top incomes in ten OECD countries and focus on the contrast between continental Europe and English-speaking countries. Papers discuss top Indian incomes, 1922-2000; income inequality and progressive income taxation in China and India, 1986-2015; the evolution of income concentration….” Charles Wyplosz of The Graduate Institute, Geneva reviews “Europe and the Euro” edited by Alberto Alesina and Francesco Giavazzi. The EconLit Abstract of the reviewed work begins, “Eleven papers with comments, drawn from an NBER conference on “Europe and the Euro” held in October 2008, examine a number of issues related to the euro, including the effects of the euro on reform of goods and labor markets; its influence on business cycles and trade among members; and whether the ….” Anne Krueger of Johns Hopkins University reviews “Misadventures of the Most Favored Nations: Clashing Egos, Inflated Ambitions, and the Great Shambles of the World Trade System” by Paul Blustein. The EconLit Abstract of the reviewed work begins, “Explores whether the global trading system, specifically the World Trade Organization (WTO), is at risk of joining the financial system in crisis, and chronicles the major events in the system over the last decade. 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The academic journal is obsolete. In a world where there are more titles than ever, this is a comment on their form – especially the print journal – rather than their quantity. Now that you can get everything online, it doesn’t really matter what journal a paper appears in; certainly it doesn’t matter what’s in the same issue. The experience of a journal is rapidly obsolescing, for both editors and readers. I’m obviously not the first person to notice this (see, for instance, "Scholarly Communication"; "Transforming Scholarly Communication"; Houghton; Policy Perspectives; Teute), but I do have a personal stake in the process. For if the journal is obsolete then it follows that the editor is obsolete, and I am the editor of the International Journal of Cultural Studies. I founded the IJCS and have been sole editor ever since. Next year will see the fiftieth issue. So far, I have been responsible for over 280 published articles – over 2.25 million words of other people’s scholarship … and counting. We won’t say anything about the words that did not get published, except that the IJCS rejection rate is currently 87 per cent. Perhaps the first point that needs to be made, then, is that obsolescence does not imply lack of success. By any standard the IJCS is a successful journal, and getting more so. It has recently been assessed as a top-rating A* journal in the Australian Research Council’s journal rankings for ERA (Excellence in Research for Australia), the newly activated research assessment exercise. (In case you’re wondering, M/C Journal is rated B.) The ARC says of the ranking exercise: ‘The lists are a result of consultations with the sector and rigorous review by leading researchers and the ARC.’ The ARC definition of an A* journal is given as: Typically an A* journal would be one of the best in its field or subfield in which to publish and would typically cover the entire field/ subfield. Virtually all papers they publish will be of very high quality. These are journals where most of the work is important (it will really shape the field) and where researchers boast about getting accepted.Acceptance rates would typically be low and the editorial board would be dominated by field leaders, including many from top institutions. (Appendix I, p. 21; and see p. 4.)Talking of boasting, I love to prate about the excellent people we’ve published in the IJCS. We have introduced new talent to the field, and we have published new work by some of its pioneers – including Richard Hoggart and Stuart Hall. We’ve also published – among many others – Sara Ahmed, Mohammad Amouzadeh, Tony Bennett, Goran Bolin, Charlotte Brunsdon, William Boddy, Nico Carpentier, Stephen Coleman, Nick Couldry, Sean Cubitt, Michael Curtin, Daniel Dayan, Ben Dibley, Stephanie Hemelryk Donald, John Frow, Elfriede Fursich, Christine Geraghty, Mark Gibson, Paul Gilroy, Faye Ginsberg, Jonathan Gray, Lawrence Grossberg, Judith Halberstam, Hanno Hardt, Gay Hawkins, Joke Hermes, Su Holmes, Desmond Hui, Fred Inglis, Henry Jenkins, Deborah Jermyn, Ariel Heryanto, Elihu Katz, Senator Rod Kemp (Australian government minister), Youna Kim, Agnes Ku, Richard E. Lee, Jeff Lewis, David Lodge (the novelist), Knut Lundby, Eric Ma, Anna McCarthy, Divya McMillin, Antonio Menendez-Alarcon, Toby Miller, Joe Moran, Chris Norris, John Quiggin, Chris Rojek, Jane Roscoe, Jeffrey Sconce, Lynn Spigel, John Storey, Su Tong, the late Sako Takeshi, Sue Turnbull, Graeme Turner, William Uricchio, José van Dijck, Georgette Wang, Jing Wang, Elizabeth Wilson, Janice Winship, Handel Wright, Wu Jing, Wu Qidi (Chinese Vice-Minister of Education), Emilie Yueh-Yu Yeh, Robert Young and Zhao Bin. As this partial list makes clear, as well as publishing the top ‘hegemons’ we also publish work pointing in new directions, including papers from neighbouring disciplines such as anthropology, area studies, economics, education, feminism, history, literary studies, philosophy, political science, and sociology. We have sought to represent neglected regions, especially Chinese cultural studies, which has grown strongly during the past decade. And for quite a few up-and-coming scholars we’ve been the proud host of their first international publication. The IJCS was first published in 1998, already well into the internet era, but it was print-only at that time. Since then, all content, from volume 1:1 onwards, has been digitised and is available online (although vol 1:2 is unaccountably missing). The publishers, Sage Publications Ltd, London, have steadily added online functionality, so that now libraries can get the journal in various packages, including offering this title among many others in online-only bundles, and individuals can purchase single articles online. Thus, in addition to institutional and individual subscriptions, which remain the core business of the journal, income is derived by the publisher from multi-site licensing, incremental consortial sales income, single- and back-issue sales (print), pay-per-view, and deep back file sales (electronic). So what’s obsolete about it? In that boasting paragraph of mine (above), about what wonderful authors we’ve published, lies one of the seeds of obsolescence. For now that it is available online, ‘users’ (no longer ‘readers’!) can search for what they want and ignore the journal as such altogether. This is presumably how most active researchers experience any journal – they are looking for articles (or less: quotations; data; references) relevant to a given topic, literature review, thesis etc. They encounter a journal online through its ‘content’ rather than its ‘form.’ The latter is irrelevant to them, and may as well not exist. The Cover Some losses are associated with this change. First is the loss of the front cover. Now you, dear reader, scrolling through this article online, might well complain, why all the fuss about covers? Internet-generation journals don’t have covers, so all of the work that goes into them to establish the brand, the identity and even the ‘affect’ of a journal is now, well, obsolete. So let me just remind you of what’s at stake. Editors, designers and publishers all take a good deal of trouble over covers, since they are the point of intersection of editorial, design and marketing priorities. Thus, the IJCS cover contains the only ‘content’ of the journal for which we pay a fee to designers and photographers (usually the publisher pays, but in one case I did). Like any other cover, ours has three main elements: title, colour and image. Thought goes into every detail. Title I won’t say anything about the journal’s title as such, except that it was the result of protracted discussions (I suggested Terra Nullius at one point, but Sage weren’t having any of that). The present concern is with how a title looks on a cover. Our title-typeface is Frutiger. Originally designed by Adrian Frutiger for Charles de Gaulle Airport in Paris, it is suitably international, being used for the corporate identity of the UK National Health Service, Telefónica O2, the Royal Navy, the London School of Economics , the Canadian Broadcasting Corporation, the Conservative Party of Canada, Banco Bradesco of Brazil, the Finnish Defence Forces and on road signs in Switzerland (Wikipedia, "Frutiger"). Frutiger is legible, informal, and reads well in small copy. Sage’s designer and I corresponded on which of the words in our cumbersome name were most important, agreeing that ‘international’ combined with ‘cultural’ is the USP (Unique Selling Point) of the journal, so they should be picked out (in bold small-caps) from the rest of the title, which the designer presented in a variety of Frutiger fonts (regular, italic, and reversed – white on black), presumably to signify the dynamism and diversity of our content. The word ‘studies’ appears on a lozenge-shaped cartouche that is also used as a design element throughout the journal, for bullet points, titles and keywords. Colour We used to change this every two years, but since volume 7 it has stabilised with the distinctive Pantone 247, ‘new fuchsia.’ This colour arose from my own environment at QUT, where it was chosen (by me) for the new Creative Industries Faculty’s academic gowns and hoods, and thence as a detailing colour for the otherwise monochrome Creative Industries Precinct buildings. There’s a lot of it around my office, including on the wall and the furniture. New Fuchsia is – we are frequently told – a somewhat ‘girly’ colour, especially when contrasted with the Business Faculty’s blue or Law’s silver; its similarity to the Girlfriend/Dolly palette does introduce a mild ‘politics of prestige’ element, since it is determinedly pop culture, feminised, and non-canonical. Image Right at the start, the IJCS set out to signal its difference from other journals. At that time, all Sage journals had calligraphic colours – but I was insistent that we needed a photograph (I have ‘form’ in this respect: in 1985 I changed the cover of the Australian Journal of Cultural Studies from a line drawing (albeit by Sydney Nolan) to a photograph; and I co-designed the photo-cover of Cultural Studies in 1987). For IJCS I knew which photo I wanted, and Sage went along with the choice. I explained it in the launch issue’s editorial (Hartley, "Editorial"). That original picture, a goanna on a cattle grid in the outback, by Australian photographer Grant Hobson, lasted ten years. Since volume 11 – in time for our second decade – the goanna has been replaced with a picture by Italian-based photographer Patrick Nicholas, called ‘Reality’ (Hartley, "Cover Narrative"). We have also used two other photos as cover images, once each. They are: Daniel Meadows’s 1974 ‘Karen & Barbara’ (Hartley, "Who"); and a 1962 portrait of Richard Hoggart from the National Portrait Gallery in London (Owen & Hartley 2007). The choice of picture has involved intense – sometimes very tense – negotiations with Sage. Most recently, they were adamant the Daniel Meadows picture, which I wanted to use as the long-term replacement of the goanna, was too ‘English’ and they would not accept it. We exchanged rather sharp words before compromising. There’s no need to rehearse the dispute here; the point is that both sides, publisher and editor, felt that vital interests were at stake in the choice of a cover-image. Was it too obscure; too Australian; too English; too provocative (the current cover features, albeit in the deep background, a TV screen-shot of a topless Italian game-show contestant)? Running Order Beyond the cover, the next obsolete feature of a journal is the running order of articles. Obviously what goes in the journal is contingent upon what has been submitted and what is ready at a given time, so this is a creative role within a very limited context, which is what makes it pleasurable. Out of a limited number of available papers, a choice must be made about which one goes first, what order the other papers should follow, and which ones must be held over to the next issue. The first priority is to choose the lead article: like the ‘first face’ in a fashion show (if you don’t know what I mean by that, see FTV.com. It sets the look, the tone, and the standard for the issue. I always choose articles I like for this slot. It sends a message to the field – look at this! Next comes the running order. We have about six articles per issue. It is important to maintain the IJCS’s international mix, so I check for the country of origin, or failing that (since so many articles come from Anglosphere countries like the USA, UK and Australia), the location of the analysis. Attention also has to be paid to the gender balance among authors, and to the mix of senior and emergent scholars. Sometimes a weak article needs to be ‘hammocked’ between two good ones (these are relative terms – everything published in the IJCS is of a high scholarly standard). And we need to think about disciplinary mix, so as not to let the journal stray too far towards one particular methodological domain. Running order is thus a statement about the field – the disciplinary domain – rather than about an individual paper. It is a proposition about how different voices connect together in some sort of disciplinary syntax. One might even claim that the combination of cover and running order is a last vestige of collegiate collectivism in an era of competitive academic individualism. Now all that matters is the individual paper and author; the ‘currency’ is tenure, promotion and research metrics, not relations among peers. The running order is obsolete. Special Issues An extreme version of running order is the special issue. The IJCS has regularly published these; they are devoted to field-shaping initiatives, as follows: Title Editor(s) Issue Date Radiocracy: Radio, Development and Democracy Amanda Hopkinson, Jo Tacchi 3.2 2000 Television and Cultural Studies Graeme Turner 4.4 2001 Cultural Studies and Education Karl Maton, Handel Wright 5.4 2002 Re-Imagining Communities Sara Ahmed, Anne-Marie Fortier 6.3 2003 The New Economy, Creativity and Consumption John Hartley 7.1 2004 Creative Industries and Innovation in China Michael Keane, John Hartley 9.3 2006 The Uses of Richard Hoggart Sue Owen, John Hartley 10.1 2007 A Cultural History of Celebrity Liz Barry 11.3 2008 Caribbean Media Worlds Anna Pertierra, Heather Horst 12.2 2009 Co-Creative Labour Mark Deuze, John Banks 12.5 2009 It’s obvious that special issues have a place in disciplinary innovation – they can draw attention in a timely manner to new problems, neglected regions, or innovative approaches, and thus they advance the field. They are indispensible. But because of online publication, readers are not held to the ‘project’ of a special issue and can pick and choose whatever they want. And because of the peculiarities of research assessment exercises, editing special issues doesn’t count as research output. The incentive to do them is to that extent reduced, and some universities are quite heavy-handed about letting academics ‘waste’ time on activities that don’t produce ‘metrics.’ The special issue is therefore threatened with obsolescence too. Refereeing In many top-rating journals, the human side of refereeing is becoming obsolete. Increasingly this labour-intensive chore is automated and the labour is technologically outsourced from editors and publishers to authors and referees. You have to log on to some website and follow prompts in order to contribute both papers and the assessment of papers; interactions with editors are minimal. At the IJCS the process is still handled by humans – namely, journal administrator Tina Horton and me. We spend a lot of time checking how papers are faring, from trying to find the right referees through to getting the comments and then the author’s revisions completed in time for a paper to be scheduled into an issue. The volume of email correspondence is considerable. We get to know authors and referees. So we maintain a sense of an interactive and conversational community, albeit by correspondence rather than face to face. Doubtless, sooner or later, there will be a depersonalised Text Management System. But in the meantime we cling to the romantic notion that we are involved in refereeing for the sake of the field, for raising the standard of scholarship, for building a globally dispersed virtual college of cultural studies, and for giving everyone – from unfavoured countries and neglected regions to famous professors in old-money universities – the same chance to get their research published. In fact, these are largely delusional ideals, for as everyone knows, refereeing is part of the political economy of publicly-funded research. It’s about academic credentials, tenure and promotion for the individual, and about measurable research metrics for the academic organisation or funding agency (Hartley, "Death"). The IJCS has no choice but to participate: we do what is required to qualify as a ‘double-blind refereed journal’ because that is the only way to maintain repute, and thence the flow of submissions, not to mention subscriptions, without which there would be no journal. As with journals themselves, which proliferate even as the print form becomes obsolete, so refereeing is burgeoning as a practice. It’s almost an industry, even though the currency is not money but time: part gift-economy; part attention-economy; partly the payment of dues to the suzerain funding agencies. But refereeing is becoming obsolete in the sense of gathering an ‘imagined community’ of people one might expect to know personally around a particular enterprise. The process of dispersal and anonymisation of the field is exacerbated by blind refereeing, which we do because we must. This is suited to a scientific domain of objective knowledge, but everyone knows it’s not quite like that in the ‘new humanities’. The agency and identity of the researcher is often a salient fact in the research. The embedded positionality of the author, their reflexiveness about their own context and room-for-manoeuvre, and the radical contextuality of knowledge itself – these are all more or less axiomatic in cultural studies, but they’re not easily served by ‘double-blind’ refereeing. When refereeing is depersonalised to the extent that is now rife (especially in journals owned by international commercial publishers), it is hard to maintain a sense of contextualised productivity in the knowledge domain, much less a ‘common cause’ to which both author and referee wish to contribute. Even though refereeing can still be seen as altruistic, it is in the service of something much more general (‘scholarship’) and much more particular (‘my career’) than the kind of reviewing that wants to share and improve a particular intellectual enterprise. It is this mid-range altruism – something that might once have been identified as a politics of knowledge – that’s becoming obsolete, along with the printed journals that were the banner and rallying point for the cause. If I were to start a new journal (such as cultural-science.org), I would prefer ‘open refereeing’: uploading papers on an open site, subjecting them to peer-review and criticism, and archiving revised versions once they have received enough votes and comments. In other words I’d like to see refereeing shifted from the ‘supply’ or production side of a journal to the ‘demand’ or readership side. But of course, ‘demand’ for ‘blind’ refereeing doesn’t come from readers; it comes from the funding agencies. The Reading Experience Finally, the experience of reading a journal is obsolete. Two aspects of this seem worthy of note. First, reading is ‘out of time’ – it no longer needs to conform to the rhythms of scholarly publication, which are in any case speeding up. Scholarship is no longer seasonal, as it has been since the Middle Ages (with university terms organised around agricultural and ecclesiastical rhythms). Once you have a paper’s DOI number, you can read it any time, 24/7. It is no longer necessary even to wait for publication. With some journals in our field (e.g. Journalism Studies), assuming your Library subscribes, you can access papers as soon as they’re uploaded on the journal’s website, before the published edition is printed. Soon this will be the norm, just as it is for the top science journals, where timely publication, and thereby the ability to claim first discovery, is the basis of intellectual property rights. The IJCS doesn’t (yet) offer this service, but its frequency is speeding up. It was launched in 1998 with three issues a year. It went quarterly in 2001 and remained a quarterly for eight years. It has recently increased to six issues a year. That too causes changes in the reading experience. The excited ripping open of the package is less of a thrill the more often it arrives. Indeed, how many subscribers will admit that sometimes they don’t even open the envelope? Second, reading is ‘out of place’ – you never have to see the journal in which a paper appears, so you can avoid contact with anything that you haven’t already decided to read. This is more significant than might first appear, because it is affecting journalism in general, not just academic journals. As we move from the broadcast to the broadband era, communicative usage is shifting too, from ‘mass’ communication to customisation. This is a mixed blessing. One of the pleasures of old-style newspapers and the TV news was that you’d come across stories you did not expect to find. Indeed, an important attribute of the industrial form of journalism is its success in getting whole populations to read or watch stories about things they aren’t interested in, or things like wars and crises that they’d rather not know about at all. That historic textual achievement is in jeopardy in the broadband era, because ‘the public’ no longer needs to gather around any particular masthead or bulletin to get their news. With Web 2.0 affordances, you can exercise much more choice over what you attend to. This is great from the point of view of maximising individual choice, but sub-optimal in relation to what I’ve called ‘population-gathering’, especially the gathering of communities of interest around ‘tales of the unexpected’ – novelty or anomalies. Obsolete: Collegiality, Trust and Innovation? The individuation of reading choices may stimulate prejudice, because prejudice (literally, ‘pre-judging’) is built in when you decide only to access news feeds about familiar topics, stories or people in which you’re already interested. That sort of thing may encourage narrow-mindedness. It is certainly an impediment to chance discovery, unplanned juxtaposition, unstructured curiosity and thence, perhaps, to innovation itself. This is a worry for citizenship in general, but it is also an issue for academic ‘knowledge professionals,’ in our ever-narrower disciplinary silos. An in-close specialist focus on one’s own area of expertise need no longer be troubled by the concerns of the person in the next office, never mind the next department. Now, we don’t even have to meet on the page. One of the advantages of whole journals, then, is that each issue encourages ‘macro’ as well as ‘micro’ perspectives, and opens reading up to surprises. This willingness to ‘take things on trust’ describes a ‘we’ community – a community of trust. Trust too is obsolete in these days of performance evaluation. We’re assessed by an anonymous system that’s managed by people we’ll never meet. If the ‘population-gathering’ aspects of print journals are indeed obsolete, this may reduce collegiate trust and fellow-feeling, increase individualist competitiveness, and inhibit innovation. In the face of that prospect, I’m going to keep on thinking about covers, running orders, referees and reading until the role of editor is obsolete too. ReferencesHartley, John. "'Cover Narrative': From Nightmare to Reality." International Journal of Cultural Studies 11.2 (2005): 131-137. ———. "Death of the Book?" Symposium of the National Scholarly Communication Forum & Australian Academy of the Humanities, Sydney Maritime Museum, 2005. 26 Apr. 2009 ‹http://www.humanities.org.au/Resources/Downloads/NSCF/RoundTables1-17/PDF/Hartley.pdf›. ———. "Editorial: With Goanna." International Journal of Cultural Studies 1.1 (1998): 5-10. ———. "'Who Are You Going to Believe – Me or Your Own Eyes?' New Decade; New Directions." International Journal of Cultural Studies 11.1 (2008): 5-14. Houghton, John. "Economics of Scholarly Communication: A Discussion Paper." Center for Strategic Economic Studies, Victoria University, 2000. 26 Apr. 2009 ‹http://www.caul.edu.au/cisc/EconomicsScholarlyCommunication.pdf›. Owen, Sue, and John Hartley, eds. The Uses of Richard Hoggart. International Journal of Cultural Studies (special issue), 10.1 (2007). Policy Perspectives: To Publish and Perish. (Special issue cosponsored by the Association of Research Libraries, Association of American Universities and the Pew Higher Education Roundtable) 7.4 (1998). 26 Apr. 2009 ‹http://www.arl.org/scomm/pew/pewrept.html›. "Scholarly Communication: Crisis and Revolution." University of California Berkeley Library. N.d. 26 Apr. 2009 ‹http://www.lib.berkeley.edu/Collections/crisis.html›. Teute, F. J. "To Publish or Perish: Who Are the Dinosaurs in Scholarly Publishing?" Journal of Scholarly Publishing 32.2 (2001). 26 Apr. 2009 ‹http://www.utpjournals.com/product/jsp/322/perish5.html›."Transforming Scholarly Communication." University of Houston Library. 2005. 26 Apr. 2009 ‹http://info.lib.uh.edu/scomm/transforming.htm›.

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Abstract:

The ideas put forth here do not fit perfectly or entirely into the genre and form of what has established itself as the scholarly journal article. What is put forth, instead, is a juxtaposition of lines of thinking about the scholarly and popular in publishing, past, present and future. As such it may indeed be quite appropriate to the occasion and the questions raised in the call for papers for this special issue of M/C Journal. The ideas put forth here are intended as pieces of an ever-changing puzzle of the making public of scholarship, which, I hope, may in some way fit with both the work of others in this special issue and in the discourse more broadly. The first line of thinking presented takes the form of an historical overview of publishing as context to consider a second line of thinking about the current status and future of publishing. The historical context serves as reminder (and cause for celebration) that publishing has not yet perished, contrary to continued doomsday sooth-saying that has come with each new medium since the advent of print. Instead, publishing has continued to transform and it is precisely the transformation of print, print culture and reading publics that are the focus of this article, in particular, in relation to the question of the boundaries between the scholarly and the popular. What follows is a juxtaposition that is part of an investigation in progress. Presented first, therefore, is a mapping of shifts in print culture from the time of Gutenberg to the twentieth century; second, is a contemporary snapshot of the editorial mandates of more than one hundred member journals of the Canadian Association of Learned Journals (CALJ). What such juxtaposition is able to reveal is open to interpretation, of course. And indeed, as I proceed in my investigation of publishing past, present and future, my interpretations are many. The juxtaposition raises a number of issues: of communities of readers and the cultures of reading publics; of privileged and marginalised texts (as well as their authors and their readers); of access and reach (whether in terms of what is quantifiable or in a much more subtle but equally important sense). In Canada, at present, these issues are also intertwined with changes to research funding policies and some attention is given at the end of this article to the Social Sciences and Humanities Research Council (SSHRC) of Canada and its recent/current shift in funding policy. Curiously, current shifts in funding policies, considered alongside an historical overview of publishing, would suggest that although publishing continues to transform, at the same time, as they say, plus ça change, plus c’est la même chose. Republics of Letters and Ghosts in Machines Republics of Letters that formed after the advent of the printing press can be conjured up as distant and almost mythical communities of elite literates, ghosts almost lost in a Gutenberg galaxy that today encompasses (and is embodied in) schools, bookshelves, and digital archives in many places across the globe. Conjuring up ghosts of histories past seems always to reveal ironies, and indeed some of the most interesting ironies of the Gutenberg galaxy involve McLuhanesque reversals or, if not full reversals, then in the least some notably sharp turns. There is a need to define some boundaries (and terms) in the framing of the tracing that follows. Given that the time frame in question spans more than five hundred years (from the advent of Gutenberg’s printing press in the fifteenth century to the turn of the 21st century), the tracing must necessarily be done in broad strokes. With regard to what is meant by the “making public of scholarship” in this paper, by “making public” I refer to accounts historians have given in their attempts to reconstruct a history of what was published either in the periodical press or in books. With regard to scholarship (and the making public of it), as with many things in the history of publishing (or any history), this means different things in different times and in different places. The changing meanings of what can be termed “scholarship” and where and how it historically has been made public are the cornerstones on which this article (and a history of the making public of scholarship) turn. The structure of this paper is loosely chronological and is limited to the print cultures and reading publics in France, Britain, and what would eventually be called the US and Canada, and what follows here is an overview of changes in how scholarly and popular texts and publics are variously defined over the course of history. The Construction of Reading Publics and Print Culture In any consideration of “print culture” and reading publics, historical or contemporary, there are two guiding principles that historians suggest should be kept in mind, and, though these may seem self-evident, they are worth stating explicitly (perhaps precisely because they seem self-evident). The first is a reminder from Adrian Johns that “the very identity of print itself has had to be made” (2 italics in original). Just as the identity of print cultures are made, similarly, a history of reading publics and their identities are made, by looking to and interpreting such variables as numbers and genres of titles published and circulated, dates and locations of collections, and information on readers’ experiences of texts. Elizabeth Eisenstein offers a reminder of the “widely varying circ*mstances” (92) of the print revolution and an explicit acknowledgement of such circ*mstances provides the second, seemingly self-evident guiding principle: that the construction of reading publics and print culture must not only be understood as constructed, but also that such constructions ought not be understood as uniform. The purpose of the reconstructions of print cultures and reading publics presented here, therefore, is not to arrive at final conclusions, but rather to identify patterns that prove useful in better understanding the current status (and possible future) of publishing. The Fifteenth and Sixteenth Centuries—Boom, then Busted by State and Church In search of what could be termed “scholarship” following the mid-fifteenth century boom of the early days of print, given the ecclesiastical and state censorship in Britain and France and the popularity of religious texts of the 15th and 16th centuries, arguably the closest to “scholarship” that we can come is through the influence of the Italian Renaissance and the revival and translation (into Latin, and to a far lesser extent, vernacular languages) of the classics and indeed the influence of the Italian Renaissance on the “print revolution” is widely recognised by historians. Historians also recognise, however, that it was not long until “the supply of unpublished texts dried up…[yet for authors] to sell the fruits of their intellect—was not yet common practice before the late 16th century” (Febvre and Martin 160). Although this reference is to the book trade in France, in Britain, and in the regions to become the US and Canada, reading of “pious texts” was similarly predominant in the early days of print. Yet, the humanist shift throughout the 16th century is evidenced by titles produced in Paris in the first century of print: in 1501, in a total of 88 works, 53 can be categorised as religious, with 25 categorised as Latin, Greek, or Humanist authors; as compared to titles produced in 1549, in a total of 332 titles, 56 can be categorised as religious with 204 categorised as Latin, Greek, or Humanist authors (Febvre and Martin 264). The Seventeenth Century—Changes in the Political and Print Landscape In the 17th century, printers discovered that their chances of profitability (and survival) could be improved by targeting and developing a popular readership through the periodical press (its very periodicity and relative low cost both contributed to its accessibility by popular publics) in Europe as well as in North America. It is worthwhile to note, however, that “to the end of the seventeenth century, both literacy and leisure were virtually confined to scholars and ‘gentlemen’” (Steinberg 119) particularly where books were concerned and although literacy rates were still low, through the “exceptionally literate villager” there formed “hearing publics” who would have printed texts read to them (Eisenstein 93). For the literate members of the public interested not only in improving their social positions through learning, but also with intellectual (or spiritual or existential) curiosity piqued by forbidden books, it is not surprising that Descartes “wrote in French to a ‘lay audience … open to new ideas’” (Jacob 41). The 17th century also saw the publication of the first scholarly journals. There is a tension that becomes evident in the seventeenth century that can be seen as a tension characteristic of print culture, past and present: on the one hand, the housing of scholarship in scholarly journals as a genre distinct from the genre of the popular periodicals can be interpreted as a continued pattern of (elitist) divide in publics (as seen earlier between the oral and the written word, between Latin and the vernacular, between classic texts and popular texts); while, on the other hand, some thinkers/scholars of the day had an interest in reaching a wider audience, as printers always had, which led to the construction and fragmentation of audiences (whether the printer’s market for his goods or the scholar’s marketplace of ideas). The Eighteenth Century—Republics of Letters Become Concrete and Visible The 18th century saw ever-increasing literacy rates, early copyright legislation (Statute of Anne in 1709), improved printing technology, and ironically (or perhaps on the contrary, quite predictably) severe censorship that in effect led to an increased demand for forbidden books and a vibrant and international underground book trade (Darnton and Roche 138). Alongside a growing book trade, “the pulpit was ultimately displaced by the periodical press” (Eisenstein 94), which had become an “established institution” (Steinberg 125). One history of the periodical press in France finds that the number of periodicals (to remain in publication for three or more years) available to the reading public in 1745 numbered 15, whereas in 1785 this increased to 82 (Censer 7). With regard to scholarly periodicals, another study shows that between 1790 and 1800 there were 640 scientific-technological periodicals being published in Europe (Kronick 1961). Across the Atlantic, earlier difficulties in cultivating intellectual life—such as haphazard transatlantic exchange and limited institutions for learning—began to give way to a “republic of letters” that was “visible and concrete” (Hall 417). The Nineteenth Century—A Second Boom and the Rise of the Periodical Press By the turn of the 19th century, visible and concrete republics of letters become evident on both sides of the Atlantic in the boom in book publishing and in the periodical press, scholarly and popular. State and church controls on printing/publishing had given way to the press as the “fourth estate” or a free press as powerful force. The legislation of public education brought increased literacy rates among members of successive generations. One study of literacy rates in Britain, for example, shows that in the period from 1840–1870 literacy rates increased by 35–70 per cent; then from 1870–1900, literacy increased by 78–261 per cent (Mitch 76). Further, with the growth and changes in universities, “history, languages and literature and, above all, the sciences, became an established part of higher education for the first time,” which translated into growing markets for book publishers (Feather 117). Similarly the periodical press reached ever-increasing and numerous reading publics: one estimate of the increase finds the publication of nine hundred journals in 1800 jumping to almost sixty thousand in 1901 (Brodman, cited in Kronick 127). Further, the important role of the periodical press in developing communities of readers was recognised by publishers, editors and authors of the time, something equally recognised by present-day historians describing the “generic mélange of the periodical … [that] particularly lent itself to the interpenetration of language and ideas…[and] the verbal and conceptual interconnectedness of science, politics, theology, and literature” (Dawson, Noakes and Topham 30). Scientists recognised popular periodicals as “important platforms for addressing a non-specialist but culturally powerful public … [they were seen as public] performances [that] fulfilled important functions in making the claims of science heard among the ruling élite” (Dawson et al. 11). By contrast, however, the scholarly journals of the time, while also increasing in number, were becoming increasingly specialised along the same disciplinary boundaries being established in the universities, fulfilling a very different function of forming scholarly and discipline-specific discourse communities through public (published) performances of a very different nature. The Twentieth Century—The Tension Between Niche Publics and Mass Publics The long-existing tension in print culture between the differentiation of reading publics on the one hand, and the reach to ever-expanding reading publics on the other, in the twentieth century becomes a tension between what have been termed “niche-marketing” and “mass marketing,” between niche publics and mass publics. What this meant for the making public of scholarship was that the divides between discipline-specific discourse communities (and their corresponding genres) became more firmly established and yet, within each discipline, there was further fragmentation and specialisation. The niche-mass tension also meant that although in earlier print culture, “the lines of demarcation between men of science, men of letters, and scientific popularizers were far from clear, and were constantly being renegotiated” (Dawson et al 28), with the increasing professionalisation of academic work (and careers), lines of demarcation became firmly drawn between scholarly and popular titles and authors, as well as readers, who were described as “men of science,” as “educated men,” or as “casual observers” (Klancher 90). The question remains, however, as one historian of science asks, “To whom did the reading public go in order to learn about the ultimate meaning of modern science, the professionals or the popularizers?” (Lightman 191). By whom and for whom, where and how scholarship has historically been made public, are questions worthy of consideration if contemporary scholars are to better understand the current status (and possible future) for the making public of scholarship. A Snapshot of Scholarly Journals in Canada and Current Changes in Funding Policies The here and now of scholarly journal publishing in Canada (a growing, but relatively modest scholarly journal community, compared to the number of scholarly journals published in Europe and the US) serves as an interesting microcosm through which to consider how scholarly journal publishing has evolved since the early days of print. What follows here is an overview of the membership of the Canadian Association of Learned Journals (CALJ), in particular: (1) their target readers as identifiable from their editorial mandates; (2) their print/online/open-access policies; and (3) their publishers (all information gathered from the CALJ website, http://www.calj-acrs.ca/). Analysis of the collected data for the 100 member journals of CALJ (English, French and bilingual journals) with available information on the CALJ website is presented in Table 1 (below). A few observations are noteworthy: (1) in terms of readers, although all 100 journals identify a scholarly audience as their target readership, more than 40% of the journal also identify practitioners, policy-makers, or general readers as members of their target audience; (2) more than 25% of the journals publish online as well as or instead of print editions; and (3) almost all journals are published either by a Canadian university or, in one case, a college (60%) or a scholarly or professional society (31%). Table 1: Target Readership, Publishing Model and Publishers, CALJ Members (N=100) Journals with identifiable scholarly target readership 100 Journals with other identifiable target readership: practitioner 35 Journals with other identifiable target readership: general readers 18 Journals with other identifiable target readership: policy-makers/government 10 Total journals with identifiable target readership other than scholarly 43 Journals publishing in print only 56 Journals publishing in print and online 24 Journals publishing in print, online and open access 16 Journals publishing online only and open access 4 Journals published through a Canadian university press, faculty or department 60 Journals published by a scholarly or professional society 31 Journals published by a research institute 5 Journals published by the private sector 4 In the context of the historical overview presented earlier, this data raises a number of questions. The number of journals with target audiences either within or beyond the academy raises issues akin to the situation in the early days of print, when published works were primarily in Latin, with only 22 per cent in vernacular languages (Febvre and Martin 256), thereby strongly limiting access and reach to diverse audiences until the 17th century when Latin declined as the international language (Febvre and Martin 275) and there is a parallel to scholarly journal publishing and their changing readership(s). Diversity in audiences gradually developed in the early days of print, as Febvre and Martin (263) show by comparing the number of churchmen and lawyers with library collections in Paris: from 1480–1500 one lawyer and 24 churchmen had library collections, compared to 1551–1600, when 71 lawyers and 21 churchmen had library collections. Although the distinctions between present-day target audiences of Canadian scholarly journals (shown in Table 1, above) and 16th-century churchmen or lawyers no doubt are considerable, again there is a parallel with regard to changes in reading audiences. Similarly, the 18th-century increase in literacy rates, education, and technological advances finds a parallel in contemporary questions of computer literacy and access to scholarship (see Willinsky, “How,” Access, “Altering,” and If Only). Print culture historians and historians of science, as noted above, recognise that historically, while scholarly periodicals have increasingly specialised and popular periodicals have served as “important platforms for addressing a non-specialist but culturally powerful public…[and] fulfill[ing] important functions in making the claims of science heard among the ruling élite” (Dawson 11), there is adrift in current policies changes (and in the CALJ data above) a blurring of boundaries that harkens back to earlier days of print culture. As Adrian John reminded us earlier, “the very identity of print itself has had to be made” (2, italics in original) and the same applies to identities or cultures of print and the members of that culture: namely, the readers, the audience. The identities of the readers of scholarship are being made and re-made, as editorial mandates extend the scope of journals beyond strict, academic disciplinary boundaries and as increasing numbers of journals publish online (and open access). In Canada, changes in scholarly journal funding by the Social Sciences and Humanities Research Council (SSHRC) of Canada (as well as changes in SSHRC funding for research more generally) place increasing focus on impact factors (an international trend) as well as increased attention on the public benefits and value of social sciences and humanities research and scholarship (see SSHRC 2004, 2005, 2006). There is much debate in the scholarly community in Canada about the implications and possibilities of the direction of the changing funding policies, not least among members of the scholarly journal community. As noted in the table above, most scholarly journal publishers in Canada are independently published, which brings advantages of autonomy but also the disadvantage of very limited budgets and there is a great deal of concern about the future of the journals, about their survival amidst the current changes. Although the future is uncertain, it is perhaps worthwhile to be reminded once again that contrary to doomsday sooth-saying that has come time and time again, publishing has not perished, but rather it has continued to transform. I am inclined against making normative statements about what the future of publishing should be, but, looking at the accounts historians have given of the past and looking at the current publishing community I have come to know in my work in publishing, I am confident that the resourcefulness and commitment of the publishing community shall prevail and, indeed, there appears to be a good deal of promise in the transformation of scholarly journals in the ways they reach their audiences and in what reaches those audiences. Perhaps, as is suggested by the Canadian Centre for Studies in Publishing (CCSP), the future is one of “inventing publishing.” References Canadian Association of Learned Journals. Member Database. 10 June 2008 ‹http://www.calj-acrs.ca/>. Canadian Centre for Studies in Publishing. 10 June 2008. ‹http://www.ccsp.sfu.ca/>. Censer, Jack. The French Press in the Age of Enlightenment. London: Routledge, 1994. Darnton, Robert, Estienne Roche. Revolution in Print: The Press in France, 1775–1800. Berkeley: U of California P, 1989. Dawson, Gowan, Richard Noakes, and Jonathan Topham. Introduction. Science in the Nineteenth-century Periodical: Reading the Magazine of Nature. Ed. Geoffrey Cantor, Gowan Dawson, Richard Noakes, and Jonathan Topham. Cambridge: Cambridge UP, 2004. 1–37. Eisenstein, Elizabeth. The Printing Revolution in Early Modern Europe. Cambridge: Cambridge UP, 1983 Feather, John. A History of British Publishing. New York: Routledge, 2006. Febvre, Lucien, and Henri-Jean Martin. The Coming of the Book: The Impact of Printing 1450–1800. London: N.L.B., 1979. Jacob, Margaret. Scientific Culture and the Making of the Industrial West. New York: Oxford UP, 1997. Johns, Adrian. The Nature of the Book: Print and Knowledge in the Making. Chicago: U of Chicago P, 1998. Hall, David, and Hugh Armory. The Colonial Book in the Atlantic World. Cambridge: Cambridge UP, 2000. Klancher, Jon. The Making of English Reading Audiences. Madison: U of Wisconsin P, 1987. Kronick, David. A History of Scientific and Technical Periodicals: The Origins and Development of the Scientific and Technological Press, 1665–1790. New York: Scarecrow Press, 1961. ---. "Devant le deluge" and Other Essays on Early Modern Scientific Communication. Lanham: Scarecrow Press, 2004. Lightman, Bernard. Victorian Science in Context. Chicago: U of Chicago P, 1997. Mitch, David. The Rise of Popular Literacy in Victorian England: The Influence of Private choice and Public Policy. Philadelphia: U of Pennsylvania P, 1991. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 1, 2004. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 3, 2005. Social Sciences and Humanities Research Council. Moving Forward As a Knowledge Council: Canada’s Place in a Competitive World. 2006. Steinberg, Sigfrid. Five Hundred Years of Printing. London: Oak Knoll Press, 1996. Willinsky, John. “How to be More of a Public Intellectual by Making your Intellectual Work More Public.” Journal of Curriculum and Pedagogy 3.1 (2006): 92–95. ---. The Access Principle: The Case for Open Access to Research and Scholarship. Cambridge, MA: MIT Press, 2006. ---. “Altering the Material Conditions of Access to the Humanities.” Ed. Peter Trifonas and Michael Peters. Deconstructing Derrida: Tasks for the New Humanities. London: Palgrave Macmillan, 2005. 118–36. ---. If Only We Knew: Increasing the Public Value of Social-Science Research. New York: Routledge, 2000.

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I miss the ferry to San Pietro, so after a long bus trip winding through the southern Sardinian rocky terrain past gum trees, shrubs, caper plants, and sheep, I take refuge from the rain in a bar at the port. While I order a beer and panini, the owner, a man in his early sixties, begins to chat asking me why I’m heading to the island. For the tuna, I say, to research cultural practices and changes surrounding the ancient tuna trap la tonnara, and for the Girotonno international tuna festival, which coincides with the migration of the Northern Bluefin Tuna and the harvest season. This year the slogan of the festival reads Dal Sulcis a Sushi ("From Sulcis to Sushi"), a sign of the diverse tastes to come. Tuna here is the best in the world, he exclaims, a sentiment I hear many times over whilst doing fieldwork in southern Italy. He excitedly gestures for me to follow. We walk into the kitchen and on a long steel bench sits a basin covered with cloth. He uncovers it, and proudly poised, waits for my reaction. A large pinkish-brown loin of cooked tuna sits in brine. I have never tasted tuna in this way, so to share in his enthusiasm I conjure my interest in the rich tuna gastronomy found in this area of Sardinia called Sulcis. I’m more familiar with the clean taste of sashimi or lightly seared tuna. As I later experience, traditional tuna preparations in San Pietro are far from this. The most notable characteristic is that the tuna is thoroughly cooked or the flesh or organs are preserved with salt by brining or drying. A tuna steak cooked in the oven is robust and more like meat from the land than the sea in its flavours, colour, and texture. This article is about taste: the taste of, and tastes for, tuna in a traditional fishing community. It is based on ethnographic fieldwork and is part of a wider inquiry into the place of tradition and culture in seafood sustainability discourses and practices. In this article I use the notion of a taste network to explore the relationship between macro forces—international markets, stock decline and marine regulations—and transformations within local cultures of tuna production and consumption. Taste networks frame the connections between taste in a gustatory sense, tastes as an aesthetic preference and tasting as a way of learning about and attuning to modes and meanings surrounding tuna. As Antoine Hennion asserts, taste is more than a connoisseurship of an object, taste represents a cultural activity that concerns a wide range of practices, exchanges and attachments. Elspeth Probyn suggests that taste “acts as a connector between history, place, things, and people” (65) and “can also come to form communities: local places that are entangled in the global” (62). Within this framework, taste moves away from Bourdieu’s notion of taste as a social distinction towards an understanding of taste as created through a network of entities—social, biological, technological, and so forth. It turns attention to the mundane activities and objects of tuna production and consumption, the components of a taste network, and the everyday spaces where tradition and transformation are negotiated. For taste to change requires a transformation of the network (or components of that network) that bring such tastes into existence. These networks and their elements form the very meaning, matter, and moments of tradition and culture. As Hennion reminds us through his idea of “reservoir(s) of difference” (100), there are a range of diverse tastes that can materialise from the interactions of humans with objects, in this case tuna. Yet, taste networks can also be rendered obsolete. When a highly valued and endangered species like Bluefin is at the centre of such networks, there are material, ethical, and even political limitations to some tastes. In a study that follows three scientists as they attempt to address scallop decline in Brest and St Brieuc Bay, Michael Callon advocates for “the abandonment of all prior distinction between the natural and the social” (1). He draws attention to networks of actors and significant moments, rather than pre-existing categories, to figure the contours of power. This approach is particularly useful for social research that involves science, technology and the “natural” world. In my own research in San Pietro, the list of human and non-human actors is long and spans the local to the global: Bluefin (in its various meanings and as an entity with its own agency), tonnara owners, fishermen, technologies, fish shops and restaurants, scientific observers, policy (local, regional, national, European and international), university researchers, the sea, weather, community members, Japanese and Spanish buyers, and markets. Local discourses surrounding tuna and taste articulate human and non-human entanglements in quite particular ways. In San Pietro, as with much of Italy, notions of place, environment, identity, quality, and authenticity are central to the culture of tuna production and consumption. Food products are connected to place through ecological, cultural and technological dimensions. In Morgan, Marsden, and Murdoch’s terms this frames food and tastes in relation to a spatial dimension (its place of origin), a social dimension (its methods of production and distribution), and a cultural dimension (its perceived qualities and reputation). The place name labelling of canned tuna from San Pietro is an example of a product that represents the notion of provenance. The practice of protecting traditional products is well established in Italy through appellation programs, much like the practice of protecting terroir products in France. It is no wonder that the eco-gastronomic movement Slow Food developed in Italy as a movement to protect traditional foods, production methods, and biodiversity. Such discourses and movements like Slow Food create local/global frameworks and develop in relation to the phenomenon and ideas like globalisation, industrialization, and hom*ogenisation. This study is based on ethnographic fieldwork in San Pietro over the 2013 tuna season. This included interviews with some thirty participants (fishers, shop keepers, locals, restaurateurs, and tonnara owners), secondary research into international markets, marine regulations, and environmental movements, and—of course—a gustatory experience of tuna. Walking down the main street the traditions of the tonnara and tuna are palpable. On a first impression there’s something about the streets and piazzas that is akin to Zukin’s notion of “vernacular spaces”, “sources of identity and belonging, affective qualities that the idea of intangible culture expresses, refines and sustains” (282). At the centre is the tonnara, which refers to the trap (a labyrinth of underwater nets) as well as the technique of tuna fishing and land based processing activities. For centuries, tuna and the tonnara have been at the centre of community life, providing employment, food security, and trade opportunities, and generating a wealth of ecological knowledge, a rich gastronomy based on preserved tuna, and cultural traditions like the famous harvest ritual la mattanza (the massacre). Just about every organ is preserved by salting and drying. The most common is the female ovary sac, which becomes bottarga. Grated onto pasta it has a strong metallic offal flavour combined with the salty tang of the sea. There is also the male equivalent lusciami, a softer consistency and flavour, as well as dried heart and lungs. There is canned tuna, a continuation of the tradition of brining and barrelling, but these are no ordinary cans. Each part of the tuna is divided into parts corresponding loosely to anatomy but more closely to quality based on textures, colour, and taste. There is the ventresca from the belly, the most prized cut because of its high fat content. Canned in olive oil or brine, a single can of this cut sells for around 30 Euros. Both the canned variety or freshly grilled ventresca is a sumptuous experience, soft and rich. Change is not new to San Pietro. In the long history of the tonnara there have been numerous transformations resulting from trade, occupation, and dominant economic systems. As Stefano Longo describes, with the development of capitalism and industrialization, the socio-economic structure of the tonnara changed and there was a dramatic decline in tonnare (plural) throughout the 1800s. The tonnare also went through different phases of ownership. In 1587 King Philip II formally established the Sardinian tonnare (Emery). Phillip IV then sold a tonnara to a Genovese man in 1654 and, from the late 18th century until today, the tonnara has remained in the Greco family from Genova. There were also changes to fishing and preservation technologies, such as the replacement of barrels after the invention of the can in the early 1800s, and innovations to recipes, as for example in the addition of olive oil. Yet, compared to recent changes, the process of harvesting, breaking down and sorting flesh and organs, and preserving tuna, has remained relatively stable. The locus of change in recent years concerns the harvest, the mattanza. For locals this process seems to be framed with concepts of before, and after, the Japanese arrived on the island. Owner Giuliano Greco, a man in his early fifties who took over the management of the tonnara from his father when it reopened in the late 1990s, describes these changes: We have two ages—before the Japanese and after. Before the Japanese, yes, the tuna was damaged. It was very violent in the mattanza. In the age before the pollution, there was a crew of 120 people divided in a little team named the stellati. The more expert and more important at the centre of the boat, the others at the side because at the centre there was more tuna. When there was mattanza it was like a race, a game, because if they caught more tuna they had more entrails, which was good money for them, because before, part of the wage was in nature, part of the tuna, and for this game the tuna was damaged because they opened it with a knife, the heart, the eggs etc. And for this method it was very violent because they wanted to get the tuna entrails first. The tuna remained on the boat without ice, with blood everywhere. The tonnara operated within clear social hierarchies made up of tonnarotti (tuna fishermen) under the guidance of the Rais (captain of tonnara) whose skills, charisma and knowledge set him apart. The Rais liaised with the tonnarotti, the owners, and the local community, recruiting men and women to augment the workforce in the mattanza period. Goliardo Rivano, a tonnarotto (singular) since 1999 recalls “all the town would be called on for the mattanza. Not only men but women too would work in the cannery, cutting, cleaning, and canning the tuna.” The mattanza was the starting point of supply and consumption networks. From the mattanza the tuna was broken down, the flesh boiled and brined for local and foreign markets, and the organs salted and dried for the (mainly) local market. Part of the land-based activities of tonnarotti involved cleaning, salting, pressing and drying the organs, which supplemented their wage. As Giuliano described, the mattanza was a bloody affair because of the practice of retrieving the organs; but since the tuna was boiled and then preserved in brine, it was not important whether the flesh was damaged. At the end of the 1970s the tonnara closed. According to locals and reportage, pollution from a nearby factory had caused a drastic drop in tuna. It remained closed until the mid 1990s when Japanese buyers came to inquire about tuna from the trap. Global tastes for tuna had changed during the time the tonnara was closed. An increase in western appetites for sushi had been growing since the early 1970s (Bestore). As Theadore Bestore describes in detail, this coincided with a significant transformation of the Japanese fishing industry’s international role. In the 1980s, the Japanese government began to restructure its fleets in response to restricted access to overseas fishing grounds, which the declaration of Excusive Economic Zones enforced (Barclay and Koh). At this time, Japan turned to foreign suppliers for tuna (Bestore). Kate Barclay and Sun-Hui Koh describe how quantity was no longer a national food security issue like it had been in post war Japan and “consumers started to demand high-quality high-value products” (145). In the late 1990s, the Greco family reopened the tonnara and the majority of the tuna went to Japan leaving a smaller portion for the business of canning. The way mattanza was practiced underwent profound changes and particular notions of quality emerged. This was also the beginning of new relationships and a widening of the taste network to include international stakeholders: Japanese buyers and markets became part of the network. Giuliano refers to the period as the “Japanese Age”. A temporal framing that is iterated by restaurant and fish shop owners who talk about a time when Japanese began to come to the island and have the first pick of the tuna. Giuliano recalls “there was still blood but there was not the system of opening tuna, in total, like before. Now the tuna is opened on the land. The only operation we do on the boat is blooding and chilling.” Here he references the Japanese technique of ikejime. Over several years the technicians taught Giuliano and some of the crew about killing the tuna faster and bleeding it to maintain colour and freshness. New notions of quality and taste for raw or lightly cooked tuna entered San Pietro. According to Rais Luigi “the tuna is of higher quality, because we treat it in a particular way, with ice.” Giuliano describes the importance of quality. “Before they used the stellati and it took five people, each one with a harpoon to haul the tuna. Now they only use one hook, in the mouth and use a chain, by hand. On board there is bleeding, and there is blood, but now we must keep the quality of the meat at its best.” In addition to the influence of Japanese tastes, the international Girotonno tuna festival had its inauguration in 2003, and, along with growing tourism, brought cosmopolitan and international tastes to San Pietro. The impact of a global taste for tuna has had devastating effects on their biomass. The international response to the sharp decline was the expansion of the role of inter-governmental monitoring bodies like International Commission for the Conservation of Atlantic Tunas (ICCAT), the introduction of quotas, and an increase in the presence of marine authorities on fleets, scientific research and environmental campaigns. In San Pietro, international relationships further widened and so did the configuration of taste networks, this time to include marine regulators, a quota on Bluefin, a Spanish company, and tuna ranches in Malta. The mattanza again was at the centre of change and became a point of contention within the community. This time because as a practice it is endangered, occurring only once or twice a year, “for the sake of tradition, culture” as Giuliano stated. The harvest now takes place in ranches in Malta because for the last three years the Greco family have supplied the tonnara’s entire quota (excluding tuna from mattanza or those that die in the net) to a major Spanish seafood company Riccardo Fuentes e Hijos, which transports them live to Malta where they are fattened and slaughtered, predominantly for a Japanese market. The majority of tuna now leave the island whole, which has profoundly transformed the distribution networks and local taste culture, and mainly the production and trade in tuna organs and canned tuna. In 2012, ICCAT and the European Union further tightened the quotas, which along with competition with industrial fisheries for both quota and markets, has placed enormous pressure on the tonnara. In 2013, it was allocated a quota that was well under what is financially sustainable. Add to the mix the additional expense of financing the obligatory scientific observers, and the tonnara has had to modify its operations. In the last few years there has been a growing antagonism between marine regulations, global markets, and traditional practices. This is exemplified in the limitations to the tuna organ tradition. It is now more common to find dried tuna organs in vacuum packs from Sicily rather than local products. As the restaurateur Secondo Borghero of Tonno della Corsa says “the tonnara made a choice to sell the live tuna to the Spanish. It’s a big problem. The tuna is not just the flesh but also the interior—the stomach, the heart, the eggs—and now we don’t have the quantity of these and the quality around is also not great.” In addition, even though preserved organs are available for consumption, local preserving activities have almost ceased along with supplementary income. The social structures and the types of actors that are a part of the tonnara have also changed. New kinds of relationships, bodies, and knowledge are situated side by side because of the mandate that there be scientific observers present at certain moments in the season. In addition, there are coast guards and, at various stages of the season, university staff contracted by ICCAT take samples and tag the tuna to generate data. The changes have also introduced new types of knowledge, activities, and institutional affiliations based on scientific ideas and discourses of marine biology, conservation, and sustainability. These are applied through marine management activities and regimes like quotas and administered through state and global institutions. This is not to say that the knowledge informing the Rais’s decisions has been done away with but as Gisli Palsson has previously argued, there is a new knowledge hierarchy, which places a significant focus on the notion of expert knowledge. This has the potential to create unequal power dynamics between the marine scientists and the fishers. Today in San Pietro tuna tastes are diverse. Tuna is delicate, smooth, and rich ventresca, raw tartare clean on the palate, novel at the Girotono, hearty tuna al forno, and salty dry bottarga. Tasting tuna in San Pietro offers a material and affective starting point to follow the socio-cultural, political, and ecological contours and contentions that are part of tuna traditions and their transformations. By thinking of gustatory and aesthetic tastes as part of wider taste networks, which involve human and non-human entities, we can begin to unpack and detail better what these changes encompass and figure forms and moments of power and agency. At the centre of tastes and transformation in San Pietro are the tonnara and the mattanza. Although in its long existence the tonnara has endured many changes, those in the past 15 years are unprecedented. Several major global events have provided conditions for change and widened the network from its once mainly local setting to its current global span. First, Japanese and global tastes set a demand for tuna and introduced different tuna production and preparation techniques and new styles of serving tuna raw or lightly cooked tuna. Later, the decline of Bluefin stocks and the increasing involvement of European and international monitoring bodies introduced catch limitations along with new processes and types of knowledge and authorities. Coinciding with this was the development of relationships with middle companies, which again introduced new techniques and technologies, namely the gabbie (cage) and ranches, to the taste network. In the cultural setting of Italy where the conservation of tradition is of particular importance, as I have explained earlier through the notion of provenance, the management of a highly regulated endangered marine species is a complex project that causes much conflict. Because of the dire state of the stocks and continual rise in global demand, solutions are complex. Yet it would seem useful to recognise that tuna tastes are situated within a network of knowledge, know-how, technology, and practices that are not simple modes of production and consumption but also ways of stewarding the sea and its species. Ethics Approval Original names have been used when participants gave consent on the official consent form to being identified in publications relating to the study. This is in accordance with ethics approval granted through the University of Sydney on 21 March 2013. Project number 2012/2825. References Barclay, Kate, and Koh Sun-Hui “Neo-liberal Reforms in Japan’s Tuna Fisheries? A History of Government-business Relations in a Food-producing Sector.” Japan Forum 20.2 (2008): 139–170. Bestor, Theadore “Tsukiji: The Fish Market at the Center of the World.” Foreign Policy 121 (2000): 54–63. Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste. Harvard UP, 1984. Callon, Michael “Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay” Power, Action, Belief: a New Sociology of Knowledge? Ed. John Law. London: Routledge, 1986. 196–223. Emery, Katherine “Tonnare in Italy: Science, History and Culture of Sardinian Tuna Fishing.” Californian Italian Studies 1 (2010): 1–40. Hennion, Antoine “Those Things That Hold Us Together: Taste and Sociology” Cultural Sociology 1 (2007): 97–114. Longo, Stefano “Global Sushi: A Socio-Ecological Analysis of The Sicilian Bluefin Tuna Fishery.” Dissertation. Oregon: University of Oregon, 2009. Morgan, Kevin, Marsden, Terry, and Johathan Murdoch. Worlds of Food: Place, Power, and provenance in the Food Chain. Oxford: Oxford UP, 2006. Palsson, Gisli. Coastal Economies, Cultural Accounts: Human Ecology and Icelandic Discourse. Manchester: Manchester UP, 1991. Probyn, Elspeth “In the Interests of Taste & Place: Economies of Attachment.” The Global Intimate. Eds. G. Pratt and V. Rosner. New York: Columbia UP (2012). Zukin, Sharon “The Social Production of Urban Cultural Heritage: Identity and Ecosystem on an Amsterdam Shopping Street.” City, Culture and Society 3 (2012): 281–291.

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Abstract:

‘Every space has become ad space’. Steve Hayden, Wired Magazine, May 2003. Marshall McLuhan’s (1964) dictum that media technologies constitute a sensory extension of the body shares a conceptual affinity with Ernst Jünger’s notion of ‘“organic construction” [which] indicates [a] synergy between man and machine’ and Walter Benjamin’s exploration of the mimetic correspondence between the organic and the inorganic, between human and non-human forms (Bolz, 2002: 19). The logo or brand is co-extensive with various media of communication – billboards, TV advertisem*nts, fashion labels, book spines, mobile phones, etc. Often the logo is interchangeable with the product itself or a way or life. Since all social relations are mediated, whether by communications technologies or architectonic forms ranging from corporate buildings to sporting grounds to family living rooms, it follows that there can be no outside for sociality. The social is and always has been in a mutually determining relationship with mediating forms. It is in this sense that there is no outside. Such an idea has become a refrain amongst various contemporary media theorists. Here’s a sample: There is no outside position anymore, nor is this perceived as something desirable. (Lovink, 2002a: 4) Both “us” and “them” (whoever we are, whoever they are) are all always situated in this same virtual geography. There’s no outside …. There is nothing outside the vector. (Wark, 2002: 316) There is no more outside. The critique of information is in the information itself. (Lash, 2002: 220) In declaring a universality for media culture and information flows, all of the above statements acknowledge the political and conceptual failure of assuming a critical position outside socio-technically constituted relations. Similarly, they recognise the problems inherent in the “ideology critique” of the Frankfurt School who, in their distinction between “truth” and “false-consciousness”, claimed a sort of absolute knowledge for the critic that transcended the field of ideology as it is produced by the culture industry. Althusser’s more complex conception of ideology, material practices and subject formation nevertheless also fell prey to the pretence of historical materialism as an autonomous “science” that is able to determine the totality, albeit fragmented, of lived social relations. One of the key failings of ideology critique, then, is its incapacity to account for the ways in which the critic, theorist or intellectual is implicated in the operations of ideology. That is, such approaches displace the reflexivity and power relationships between epistemology, ontology and their constitution as material practices within socio-political institutions and historical constellations, which in turn are the settings for the formation of ideology. Scott Lash abandons the term ideology altogether due to its conceptual legacies within German dialectics and French post-structuralist aporetics, both of which ‘are based in a fundamental dualism, a fundamental binary, of the two types of reason. One speaks of grounding and reconciliation, the other of unbridgeability …. Both presume a sphere of transcendence’ (Lash, 2002: 8). Such assertions can be made at a general level concerning these diverse and often conflicting approaches when they are reduced to categories for the purpose of a polemic. However, the work of “post-structuralists” such as Foucault, Deleuze and Guattari and the work of German systems theorist Niklas Luhmann is clearly amenable to the task of critique within information societies (see Rossiter, 2003). Indeed, Lash draws on such theorists in assembling his critical dispositif for the information age. More concretely, Lash (2002: 9) advances his case for a new mode of critique by noting the socio-technical and historical shift from ‘constitutive dualisms of the era of the national manufacturing society’ to global information cultures, whose constitutive form is immanent to informational networks and flows. Such a shift, according to Lash, needs to be met with a corresponding mode of critique: Ideologycritique [ideologiekritik] had to be somehow outside of ideology. With the disappearance of a constitutive outside, informationcritique must be inside of information. There is no outside any more. (2002: 10) Lash goes on to note, quite rightly, that ‘Informationcritique itself is branded, another object of intellectual property, machinically mediated’ (2002: 10). It is the political and conceptual tensions between information critique and its regulation via intellectual property regimes which condition critique as yet another brand or logo that I wish to explore in the rest of this essay. Further, I will question the supposed erasure of a “constitutive outside” to the field of socio-technical relations within network societies and informational economies. Lash is far too totalising in supposing a break between industrial modes of production and informational flows. Moreover, the assertion that there is no more outside to information too readily and simplistically assumes informational relations as universal and horizontally organised, and hence overlooks the significant structural, cultural and economic obstacles to participation within media vectors. That is, there certainly is an outside to information! Indeed, there are a plurality of outsides. These outsides are intertwined with the flows of capital and the imperial biopower of Empire, as Hardt and Negri (2000) have argued. As difficult as it may be to ascertain the boundaries of life in all its complexity, borders, however defined, nonetheless exist. Just ask the so-called “illegal immigrant”! This essay identifies three key modalities comprising a constitutive outside: material (uneven geographies of labour-power and the digital divide), symbolic (cultural capital), and strategic (figures of critique). My point of reference in developing this inquiry will pivot around an analysis of the importation in Australia of the British “Creative Industries” project and the problematic foundation such a project presents to the branding and commercialisation of intellectual labour. The creative industries movement – or Queensland Ideology, as I’ve discussed elsewhere with Danny Butt (2002) – holds further implications for the political and economic position of the university vis-à-vis the arts and humanities. Creative industries constructs itself as inside the culture of informationalism and its concomitant economies by the very fact that it is an exercise in branding. Such branding is evidenced in the discourses, rhetoric and policies of creative industries as adopted by university faculties, government departments and the cultural industries and service sectors seeking to reposition themselves in an institutional environment that is adjusting to ongoing structural reforms attributed to the demands by the “New Economy” for increased labour flexibility and specialisation, institutional and economic deregulation, product customisation and capital accumulation. Within the creative industries the content produced by labour-power is branded as copyrights and trademarks within the system of Intellectual Property Regimes (IPRs). However, as I will go on to show, a constitutive outside figures in material, symbolic and strategic ways that condition the possibility of creative industries. The creative industries project, as envisioned by the Blair government’s Department of Culture, Media and Sport (DCMS) responsible for the Creative Industry Task Force Mapping Documents of 1998 and 2001, is interested in enhancing the “creative” potential of cultural labour in order to extract a commercial value from cultural objects and services. Just as there is no outside for informationcritique, for proponents of the creative industries there is no culture that is worth its name if it is outside a market economy. That is, the commercialisation of “creativity” – or indeed commerce as a creative undertaking – acts as a legitimising function and hence plays a delimiting role for “culture” and, by association, sociality. And let us not forget, the institutional life of career academics is also at stake in this legitimating process. The DCMS cast its net wide when defining creative sectors and deploys a lexicon that is as vague and unquantifiable as the next mission statement by government and corporate bodies enmeshed within a neo-liberal paradigm. At least one of the key proponents of the creative industries in Australia is ready to acknowledge this (see Cunningham, 2003). The list of sectors identified as holding creative capacities in the CITF Mapping Document include: film, music, television and radio, publishing, software, interactive leisure software, design, designer fashion, architecture, performing arts, crafts, arts and antique markets, architecture and advertising. The Mapping Document seeks to demonstrate how these sectors consist of ‘... activities which have their origin in individual creativity, skill and talent and which have the potential for wealth and job creation through generation and exploitation of intellectual property’ (CITF: 1998/2001). The CITF’s identification of intellectual property as central to the creation of jobs and wealth firmly places the creative industries within informational and knowledge economies. Unlike material property, intellectual property such as artistic creations (films, music, books) and innovative technical processes (software, biotechnologies) are forms of knowledge that do not diminish when they are distributed. This is especially the case when information has been encoded in a digital form and distributed through technologies such as the internet. In such instances, information is often attributed an “immaterial” and nonrivalrous quality, although this can be highly misleading for both the conceptualisation of information and the politics of knowledge production. Intellectual property, as distinct from material property, operates as a scaling device in which the unit cost of labour is offset by the potential for substantial profit margins realised by distribution techniques availed by new information and communication technologies (ICTs) and their capacity to infinitely reproduce the digital commodity object as a property relation. Within the logic of intellectual property regimes, the use of content is based on the capacity of individuals and institutions to pay. The syndication of media content ensures that market saturation is optimal and competition is kept to a minimum. However, such a legal architecture and hegemonic media industry has run into conflict with other net cultures such as open source movements and peer-to-peer networks (Lovink, 2002b; Meikle, 2002), which is to say nothing of the digital piracy of software and digitally encoded cinematic forms. To this end, IPRs are an unstable architecture for extracting profit. The operation of Intellectual Property Regimes constitutes an outside within creative industries by alienating labour from its mode of information or form of expression. Lash is apposite on this point: ‘Intellectual property carries with it the right to exclude’ (Lash, 2002: 24). This principle of exclusion applies not only to those outside the informational economy and culture of networks as result of geographic, economic, infrastructural, and cultural constraints. The very practitioners within the creative industries are excluded from control over their creations. It is in this sense that a legal and material outside is established within an informational society. At the same time, this internal outside – to put it rather clumsily – operates in a constitutive manner in as much as the creative industries, by definition, depend upon the capacity to exploit the IP produced by its primary source of labour. For all the emphasis the Mapping Document places on exploiting intellectual property, it’s really quite remarkable how absent any elaboration or considered development of IP is from creative industries rhetoric. It’s even more astonishing that media and cultural studies academics have given at best passing attention to the issues of IPRs. Terry Flew (2002: 154-159) is one of the rare exceptions, though even here there is no attempt to identify the implications IPRs hold for those working in the creative industries sectors. Perhaps such oversights by academics associated with the creative industries can be accounted for by the fact that their own jobs rest within the modern, industrial institution of the university which continues to offer the security of a salary award system and continuing if not tenured employment despite the onslaught of neo-liberal reforms since the 1980s. Such an industrial system of traditional and organised labour, however, does not define the labour conditions for those working in the so-called creative industries. Within those sectors engaged more intensively in commercialising culture, labour practices closely resemble work characterised by the dotcom boom, which saw young people working excessively long hours without any of the sort of employment security and protection vis-à-vis salary, health benefits and pension schemes peculiar to traditional and organised labour (see McRobbie, 2002; Ross, 2003). During the dotcom mania of the mid to late 90s, stock options were frequently offered to people as an incentive for offsetting the often minimum or even deferred payment of wages (see Frank, 2000). It is understandable that the creative industries project holds an appeal for managerial intellectuals operating in arts and humanities disciplines in Australia, most particularly at Queensland University of Technology (QUT), which claims to have established the ‘world’s first’ Creative Industries faculty (http://www.creativeindustries.qut.com/). The creative industries provide a validating discourse for those suffering anxiety disorders over what Ruth Barcan (2003) has called the ‘usefulness’ of ‘idle’ intellectual pastimes. As a project that endeavours to articulate graduate skills with labour markets, the creative industries is a natural extension of the neo-liberal agenda within education as advocated by successive governments in Australia since the Dawkins reforms in the mid 1980s (see Marginson and Considine, 2000). Certainly there’s a constructive dimension to this: graduates, after all, need jobs and universities should display an awareness of market conditions; they also have a responsibility to do so. And on this count, I find it remarkable that so many university departments in my own field of communications and media studies are so bold and, let’s face it, stupid, as to make unwavering assertions about market demands and student needs on the basis of doing little more than sniffing the wind! Time for a bit of a reality check, I’d say. And this means becoming a little more serious about allocating funds and resources towards market research and analysis based on the combination of needs between students, staff, disciplinary values, university expectations, and the political economy of markets. However, the extent to which there should be a wholesale shift of the arts and humanities into a creative industries model is open to debate. The arts and humanities, after all, are a set of disciplinary practices and values that operate as a constitutive outside for creative industries. Indeed, in their creative industries manifesto, Stuart Cunningham and John Hartley (2002) loath the arts and humanities in such confused, paradoxical and hypocritical ways in order to establish the arts and humanities as a cultural and ideological outside. To this end, to subsume the arts and humanities into the creative industries, if not eradicate them altogether, is to spell the end of creative industries as it’s currently conceived at the institutional level within academe. Too much specialisation in one post-industrial sector, broad as it may be, ensures a situation of labour reserves that exceed market needs. One only needs to consider all those now unemployed web-designers that graduated from multi-media programs in the mid to late 90s. Further, it does not augur well for the inevitable shift from or collapse of a creative industries economy. Where is the standing reserve of labour shaped by university education and training in a post-creative industries economy? Diehard neo-liberals and true-believers in the capacity for perpetual institutional flexibility would say that this isn’t a problem. The university will just “organically” adapt to prevailing market conditions and shape their curriculum and staff composition accordingly. Perhaps. Arguably if the university is to maintain a modality of time that is distinct from the just-in-time mode of production characteristic of informational economies – and indeed, such a difference is a quality that defines the market value of the educational commodity – then limits have to be established between institutions of education and the corporate organisation or creative industry entity. The creative industries project is a reactionary model insofar as it reinforces the status quo of labour relations within a neo-liberal paradigm in which bids for industry contracts are based on a combination of rich technological infrastructures that have often been subsidised by the state (i.e. paid for by the public), high labour skills, a low currency exchange rate and the lowest possible labour costs. In this respect it is no wonder that literature on the creative industries omits discussion of the importance of unions within informational, networked economies. What is the place of unions in a labour force constituted as individualised units? The conditions of possibility for creative industries within Australia are at once its frailties. In many respects, the success of the creative industries sector depends upon the ongoing combination of cheap labour enabled by a low currency exchange rate and the capacity of students to access the skills and training offered by universities. Certainly in relation to matters such as these there is no outside for the creative industries. There’s a great need to explore alternative economic models to the content production one if wealth is to be successfully extracted and distributed from activities in the new media sectors. The suggestion that the creative industries project initiates a strategic response to the conditions of cultural production within network societies and informational economies is highly debateable. The now well documented history of digital piracy in the film and software industries and the difficulties associated with regulating violations to proprietors of IP in the form of copyright and trademarks is enough of a reason to look for alternative models of wealth extraction. And you can be sure this will occur irrespective of the endeavours of the creative industries. To conclude, I am suggesting that those working in the creative industries, be they content producers or educators, need to intervene in IPRs in such a way that: 1) ensures the alienation of their labour is minimised; 2) collectivising “creative” labour in the form of unions or what Wark (2001) has termed the “hacker class”, as distinct from the “vectoralist class”, may be one way of achieving this; and 3) the advocates of creative industries within the higher education sector in particular are made aware of the implications IPRs have for graduates entering the workforce and adjust their rhetoric, curriculum, and policy engagements accordingly. Works Cited Barcan, Ruth. ‘The Idleness of Academics: Reflections on the Usefulness of Cultural Studies’. Continuum: Journal of Media & Cultural Studies (forthcoming, 2003). Bolz, Norbert. ‘Rethinking Media Aesthetics’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 18-27. Butt, Danny and Rossiter, Ned. ‘Blowing Bubbles: Post-Crash Creative Industries and the Withering of Political Critique in Cultural Studies’. Paper presented at Ute Culture: The Utility of Culture and the Uses of Cultural Studies, Cultural Studies Association of Australia Conference, Melbourne, 5-7 December, 2002. Posted to fibreculture mailing list, 10 December, 2002, http://www.fibreculture.org/archives/index.html Creative Industry Task Force: Mapping Document, DCMS (Department of Culture, Media and Sport), London, 1998/2001. http://www.culture.gov.uk/creative/mapping.html Cunningham, Stuart. ‘The Evolving Creative Industries: From Original Assumptions to Contemporary Interpretations’. Seminar Paper, QUT, Brisbane, 9 May, 2003, http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf Cunningham, Stuart; Hearn, Gregory; Cox, Stephen; Ninan, Abraham and Keane, Michael. Brisbane’s Creative Industries 2003. Report delivered to Brisbane City Council, Community and Economic Development, Brisbane: CIRAC, 2003. http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/bccreportonly.pdf Flew, Terry. New Media: An Introduction. Oxford: Oxford University Press, 2002. Frank, Thomas. One Market under God: Extreme Capitalism, Market Populism, and the End of Economic Democracy. New York: Anchor Books, 2000. Hartley, John and Cunningham, Stuart. ‘Creative Industries: from Blue Poles to fat pipes’, in Malcolm Gillies (ed.) The National Humanities and Social Sciences Summit: Position Papers. Canberra: DEST, 2002. Hayden, Steve. ‘Tastes Great, Less Filling: Ad Space – Will Advertisers Learn the Hard Lesson of Over-Development?’. Wired Magazine 11.06 (June, 2003), http://www.wired.com/wired/archive/11.06/ad_spc.html Hardt, Michael and Negri, Antonio. Empire. Cambridge, Mass.: Harvard University Press, 2000. Lash, Scott. Critique of Information. London: Sage, 2002. Lovink, Geert. Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002a. Lovink, Geert. Dark Fiber: Tracking Critical Internet Culture. Cambridge, Mass.: MIT Press, 2002b. McLuhan, Marshall. Understanding Media: The Extensions of Man. London: Routledge and Kegan Paul, 1964. McRobbie, Angela. ‘Clubs to Companies: Notes on the Decline of Political Culture in Speeded up Creative Worlds’, Cultural Studies 16.4 (2002): 516-31. Marginson, Simon and Considine, Mark. The Enterprise University: Power, Governance and Reinvention in Australia. Cambridge: Cambridge University Press, 2000. Meikle, Graham. Future Active: Media Activism and the Internet. Sydney: Pluto Press, 2002. Ross, Andrew. No-Collar: The Humane Workplace and Its Hidden Costs. New York: Basic Books, 2003. Rossiter, Ned. ‘Processual Media Theory’, in Adrian Miles (ed.) Streaming Worlds: 5th International Digital Arts & Culture (DAC) Conference. 19-23 May. Melbourne: RMIT University, 2003, 173-184. http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf Sassen, Saskia. Losing Control? Sovereignty in an Age of Globalization. New York: Columbia University Press, 1996. Wark, McKenzie. ‘Abstraction’ and ‘Hack’, in Hugh Brown, Geert Lovink, Helen Merrick, Ned Rossiter, David Teh, Michele Willson (eds). Politics of a Digital Present: An Inventory of Australian Net Culture, Criticism and Theory. Melbourne: Fibreculture Publications, 2001, 3-7, 99-102. Wark, McKenzie. ‘The Power of Multiplicity and the Multiplicity of Power’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 314-325. Links http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf http://www.creativeindustries.qut.com/ http://www.creativeindustries.qut.com/research/cirac/documents/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf http://www.creativeindustries.qut.com/research/cirac/documents/bccreportonly.pdf http://www.culture.gov.uk/creative/mapping.html http://www.fibreculture.org/archives/index.html http://www.wired.com/wired/archive/11.06/ad_spc.html Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Rossiter, Ned. "Creative Industries and the Limits of Critique from " M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0306/11-creativeindustries.php>. APA Style Rossiter, N. (2003, Jun 19). Creative Industries and the Limits of Critique from . M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0306/11-creativeindustries.php>