Robert McNamara and the limits of ‘bean counting’ (Respond to this article at http://www.therai.org.uk/at/debate)

The recent death of Robert McNamara provides an opportunity to reflect on the shortcomings of the strategy of numerical rationality in management that defined his career. In both of the major projects in which he took a leading role, as President of the Ford Motor Company and US Defense Secretary during the Vietnam War, his strategy has retrospectively been held up as a model of development to avoid. In particular, management studies now champions the importance of ‘culture’ in running complex organizations. Ironically, the UK government increasingly seeks to run public services, including higher education, according to a McNamarite model in a bid to be more business‐friendly, despite the evidence that many involved in private sector management have been moving away from this model for a quarter of a century.     

Death at St Bernard's: Anti-vivisection,Medicine and the Gothic

Displaying a Gothic fascination with the misapplication of science, Edward Berdoe's St Bernard's: The Romance of a Medical Student (1887) was one of a number of novels in the 1880s that repackaged the horrors of vivisection for public consumption. Although the novel can be dismissed as derivative, it departed from standard themes found in other anti-vivisection texts. Through the device of a hero struggling with the moral implications of science and the reckless treatment of patients, St Bernard's challenged the legitimacy of the teaching hospital. The present article moves debate about the Gothic, literature and science beyond well-known texts by Stevenson and Wells to examine how St Bernard's combined ‘the methods of science with the methods of romance’ and shifted the anti-vivisection narrative into the hospital. In locating the novel within anti-vivisectionist uses of fiction and late-Victorian anxieties about experimental medicine and the teaching hospital, the article explores the novel's relationship with other anti-vivisection texts and Gothic fiction, and examines what it says about scientific practices and mentalities. St Bernard's fashioned a very different hospital from existing representations to warn readers of how brutish students and cruel doctors tortured patients. In doing so, the novel recast the teaching hospital as an uncanny and dangerous place.     

The Biography of a Settlement: An Analysis of Middle Iron Age Deposits and Houses at Howe,Orkney

The extensively excavated enclosed broch village at Howe, near Stromness on Mainland, Orkney, was one of the most important excavations of the latter half of the twentieth century in Scotland. The near-complete excavation of such an extensive and well-preserved settlement, with a large material assemblage, allows a detailed analysis of depositional practices. Little attempt was made in the published report to explore the spatial and contextual distributions of finds, and this article reconsiders the evidence, providing an analysis of settlement deposits during the main phase of occupation in the Middle Iron Age. The study aims to develop a broader understanding of the nature of settlement space on this highly structured and complex settlement. The analysis has demonstrated that a number of patterns are visible in the deposition of materials, and the temporality of the deposits suggest that the majority of depositional events were connected with major structural changes on the site. Transitional moments in the lifecycle of the settlement were thus marked in specific ways by the occupants. The analysis highlights the entangled nature of people, objects and constructed spaces in the Iron Age.     

A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.