The increasing significance of ‘managerialism’ in contemporary forms of governance has been widely observed. This article demonstrates how this operates at the level of language. Specifically, the analysis postulates a new sociosemantic category of ‘Managing Actions’, encoding varying degrees of coerciveness. The paper discusses their salient role in texturing the ‘soft power’ of contemporary governance, constructing a form of ‘managed autonomy’ for the governed subject and helping to manage the complex networks of dispersed power through an indirect form of agency. (...) The analysis combines a corpus-based approach to critical discourse analysis with a political economic theory of transformations in the capitalist state. Drawing evidence from a corpus of UK education policy discourse, the analysis illustrates the managerialist form that governance takes under New Labour, while at the same time highlighting the subtle hegemony underlying this new ‘enabling’ technique of governance, which works by assuming, rather than winning, compliance. In terms of sociologically informed theories of language, this analysis goes some way towards formulating a possible ‘grammar of governance’. (shrink)

This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection.

We examine the impact of recent policy on the nature of competition within English higher education (HE) for students. Revisions made to the method of allocating Higher Education Funding Council for England (HEFCE) teaching funds and the introduction of performance monitoring and targeted recruitment premiums have changed the incentives facing higher education institutions (HEI)s when designing recruitment strategies. We consider the extent to which the experience of similar market-based reforms on the English secondary schooling system is being replicated in HE. (...) Promoting increased competition by comparison was advocated as a means of stimulating greater allocative, technical and dynamic efficiency in both schools and universities. Similarly, relaxing institutions' capacity constraints and introducing targeted financial incentives have been touted as effective mechanisms to assist the attainment of policy objectives. However, the experience of market-based reforms of state secondary schooling indicates that dysfunctional responses occur and that the overall impact on market behaviour is more complex than anticipated. We consider whether similar processes are evolving in HE. (shrink)