Does partnership at work increase trust? An analysis based on the 2004 Workplace Employment Relations Survey

In the late 1990s, partnership at work was embraced with some enthusiasm by a number of stakeholders in employment relations and incorporated in the 1999 Employment Relations Act. The implementation of the Information and Consultation Regulations has also been extensively signalled. We might therefore expect to see some evidence of partnership‐related practices in Britain. The 2004 Workplace Employment Relations Survey (WERS 2004) provides an opportunity to explore the extent of partnership practice, and also, for the first time, to explore its link to trust relations. This article reports evidence from WERS 2004 suggesting that partnership practice remains relatively undeveloped and that it is only weakly related to trust between management and employee representatives and to employees’ trust in management. Direct forms of participation generally have a more positive association with trust than representative forms. There is also modest evidence that trust may be associated with certain workplace outcomes. The case for partnership and more particularly representative partnership as a basis for mutuality and trust is not supported by this evidence.     

Class Size at University

An effective higher education market should increase educational standards. For universities to fulfil this role, students need reliable information about the teaching on offer at different universities, but no such data are currently available. We define a measure of teaching that weights contact hours by their intensity and collect a new data set that allows comparison of teaching across universities and across three departments. No two universities offer identical teaching. There is large variation in contact hours and even larger variation in teaching intensity, across both universities and departments. We combine our data with existing data to investigate the relationship that teaching has with university and student characteristics. We find that how much teaching students receive is uncorrelated with tuition fee; that teaching has little predictive power in explaining student satisfaction; and that physics students consistently receive more teaching than either economics or history students.     

Historicizing Planning,Problematizing Participation

In this article, I offer speculations which share the intentions of this symposium to bring to light seldom acknowledged configurations of knowledges, and to indicate different ways of thinking historically about urban problems and planning policies. I suggest that a genealogical or critical historical sensibility has much to contribute to these projects by tracing how policies and programmes come into being in response to specific conditions and within specific sets of presuppositions, and are rarely the products of unified histories or singular rationalities. But these policies are also configured in discursive terrains that already shape the form of problems and their possible solutions. That is, before policies or concepts can ‘travel’, they have to come into being under certain ‘conditions of possibility’. The main focus of this article is to suggest that posing a policy, programme or set of practices as a ‘problematization’ as a consequence of certain conditions of possibility can productively indicate different avenues of enquiry that trace the disparate ‘pre‐travel’ emergences of what may (or may not) then become ‘travelling’ policies. I indicate some questions and possible research directions arising from taking participation in planning as a particular form of problematization and calling attention to the taken‐for‐granted nature of ‘participation’ as it is theorized and practised in the fields of urban planning and participatory development.