Hidden in Plain Sight: Transactions of Moral Capital in Sick Leave Management Within the Corporate University
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In this article, we argue that sick leave and its management within the university involves exchanges of moral capital. The circulation of moral capital supports a moral economy, in turn underpinning the political economy of the corporate university. The forms of moral capital are diverse, sometimes easily recognized as such, more often hidden in plain sight. Like other forms of capital, moral capital can be accrued, depleted, and exchanged as it is paid forward. The exchanges between employers and employees within this moral economy represent trading of moral capital over and above contractual exchanges of income and other benefits for labor. Sick leave transactions illustrate the many forms this moral capital can take: values and principles, entitlements and accruals of sick leave, bureaucratic compliance, discretion, vulnerability and deservingness, employment history, and work ethic.Keywords:
Moral Economy
Capital (architecture)
Social Reproduction
Social science research on communities of color has long been shaped by theories of social and cultural capital. This article is a hermeneutic reading of metaphorical capital frameworks, including community cultural wealth and funds of knowledge. Financial capital, the basis of these frameworks, is premised on unequal exchange. Money only becomes capital when it is not spent, but is instead invested, manipulated, and exploited. Metaphorical capitals have been criticized as imprecise, falsely quantitative, and inequitable. Some research assumes that, rather than reinforcing economic class, metaphorical capital somehow nullifies class or replaces economic capital. Yet marginalized students, by definition, have been excluded by dominant culture. Compared to low socioeconomic status (SES) students of color, high SES students have a wealth of capital, in all forms. Metaphorical capital conjures the economic worldview of capitalism, imposing a capitalist, market-based worldview. Frameworks of metaphorical capital use neoliberal vocabulary, arguably endorsing capitalism's hegemony. The supposed metaphorical capital is not capital at all; by presenting it as capital, researchers' goals become inconsistent with their own theoretical frameworks. There may be better ways to theorize culture. This article concludes by proposing four frameworks—possibilities that interpret culture without relying on capital.
Social Reproduction
Capital (architecture)
Means of production
Social Mobility
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Pierre Bourdieu's formulation of capital has been one of the most influential ideas in the sociology of education. Bourdieu suggests that financial capital brings with it access to other, less tangible forms of capital. The social networks of those with considerable capital, both personal and family, tend to be quite different to those of others and these can be used to gain further advantage. For Robert Putnam, communities with high levels of social capital are more cohesive than those without. Putnam's conception of capital has had considerable influence on political thinking around community. For Bourdieu, the triumph of neoliberalism is its success in making the inequalities inherent in the existing economic system hidden and in displacing the worst effects of differential access to the various forms of capital onto those least able to resist.
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This article discusses an activity based approach for teaching and learning applied in Higher Education to the development of Human Capital capability. According to the Leif Edvinsson, in one of the classic works in the area of Knowledge Management, Human Capital plays a significant role in overall Intellectual Capital. “… Intellectual capital is the sum of structural capital and human capital. Human capital refers to the knowledge, skill, and experience of the employees. Structural capital refers to the extension and manifestation of human capital. It includes tangibles such as the information technology systems, brand and company images, customer databases, organizational concepts and manuals.” [Bucklew and Edvinsson, 1999]
From other, social and economics points of view, Eva Gamarnikow and Antony Green summarised Human Capital thus: “In economic, capital refers to resources (whether financial or physical) that are used for the production of goods. It can also refer to all resources that bring in income. Social Capital and Human Capital are terms used in the social science to discuss analogous concepts with regard to social resources derived from social interaction (social capital) and individual development (human capital).“ [Gamarnicow, 2003]
For Higher Education in general, and for the development of activity based teaching and learning in particular, a comprehensive understanding of human capital is essential. Gamarnikow and Green clarify: “There are at least four ways of thinking about human capital. For economists, human capital has a specific, narrow meaning: It refers to the opportunity cost of individuals' or states' investing in education-forgone earnings plus the cost of education set against expectations of future (higher) earnings and economic productivity, respectively. At the other extreme, the term human capital is often as used merely as popular shorthand for education in general.
The two intermediate perspectives are much more critical and compare the human capital approach to education unfavourably with other approaches. The first of these critical perspectives focuses on the social role of education. … The other critical perspective focuses on the ways in which education operates at the level of the individual. It criticises the human capital approach for reducing education to the inculcation of marketable skills rather than taking a holistic approach and educating the whole person.“
As part of its strategic plans to support development of the Knowledge-based Economy, Southampton Solent University (SSU) aims to advance appropriate programmes of study. For this purpose an activity based approach for teaching and learning is in process of deployment at Faculty of Technology at SSU.
The article discusses definitions of Intellectual Capital, Human Capital, Social Capital, Knowledge Management and Knowledge, their interaction in the global information environment and in the particular context of Higher Education. It presents also the principles and design of an activity-based model for learning and teaching and relevant illustrations.
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Physical capital
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Karl Marx's magnum opus The Capital includes abundant ideas of human capital. Here instead of giving the eisegesis of Marx's viewpoint on human capital, we only hope to discuss the human-capitalized problem, especially focus on the capital characteristics of human capital and the whole movement process of human capital.
Magnum opus
Capital (architecture)
Social Reproduction
Means of production
Fixed capital
Capital deepening
Physical capital
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Capital (architecture)
Social Reproduction
Financialization
Capital Accumulation
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Over the past five decades the economic literature on public education has been dominated with research following the functionalism paradigm,in particular studies using the human capital theory to define and explain the function and evolution of public education.We extend existing economic theories and propose a new analytical framework, i.e.,the new human capital theory.The theory is that the human capital can be classified along with two dimensions,productive human capital versus distributive human capital,private human capital versus collective human capital.It is argued that the traditional concepts of human capital were only limited to productive and private human capital.Nevertheless,public education in history or reality centered or centers on the transmission of collective human capital and/or distributive human capital.Based on the theory a holistic framework of analysis is proposed to examine the complicated nature of the relationship between state and public education.
Social Reproduction
Human Capital Theory
Physical capital
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What is capital? Is capital the same as machines, or is it merely a financial asset? Is it ‘material’ or ‘social’? Is it static or dynamic? Surprisingly, these questions have no clear answers. The form of capital, its existence as monetary wealth, is hardly in doubt. The problem is with the content, the ‘stuff’ which makes capital grow, and on this aspect of capital there is no agreement whatsoever. For example, does capital accumulate because it is ‘productive,’ or due to the ‘exploitation’ of workers? Does capital expand ‘on its own,’ or does it need ‘external’ institutions such as the state? Can capital grow by undermining production and efficiency? What exactly is being accumulated? Does the value of capital represent a tangible ‘thing,’ ‘utils,’ ‘dead labour’ or perhaps something totally different? What units should we use to measure its accumulation?
The course offers a critical examination of the concept of capital, the process of capital accumulation, and the broader implications of capital accumulation for understanding how capitalism works. The first lecture provides an overview of political economy. The next two lectures outline the two existing approaches to capital: the utility-based neoclassical view and the labour-based Marxist perspective. The last four lectures present an alternative power-based approach to capital.
Capital (architecture)
Physical capital
Means of production
Capital Accumulation
Social Reproduction
Fixed capital
Capital deepening
Capital intensity
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Вступительное слово VR От главного редактораУважаемые читатели и сочувствующие!Сердечно поздравляем вас с наступившим (наконец-то) новым тысячелетием!Не будем говорить высокопарных слов -о том, что новый век призван стать «Веком экономической социологии», и т.п.Хотя искренне надеемся, что экономическая социология имеет неплохие перспективы -и в России, и в других продвинутых странах.Многие формальные вещи нами уже изложены в первом и втором номерах предыдущего тома или содержатся в разделе «Условия публикации».Поэтому данное вступление будет очень кратким.Новый номер по своему формату практически не отличается от двух предыдущих.По содержанию он, пожалуй, имеет некоторый «французский оттенок».Вы найдете в нем перевод большого текста Лорана Тевено, обзор «Экономическая социология во Франции» и рецензию на новую книгу французского социолога Филиппа Штайнера «Экономическая социология».Нам известно, что многие коллеги пока сталкиваются с техническими проблемами и не всегда могут «скачать» номер из Интернета.К сожалению, в ряде случаев возникали проблемы с сервером Московской школы и журнал не загружался, за что мы приносим свои извинения.Мы надеемся, что
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What is capital? Is capital the same as machines, or is it merely a financial asset? Is it material or social? Is it static or dynamic? Surprisingly, these questions have no clear answers. The form of capital, its existence as monetary wealth, is hardly in doubt. The problem is with the content, the ‘stuff’ which makes capital grow, and on this there is no agreement whatsoever. For example, does capital accumulate because it is ‘productive,’ or due to the exploitation of workers? Does capital expand ‘on its own,’ or does it need non-capitalist institutions such as the state? Can capital grow by undermining production and efficiency? What exactly is being accumulated? Does the value of capital represent a tangible ‘thing,’ ‘dead labour’ or perhaps something totally different? What units should we use to measure its accumulation?
Capital (architecture)
Physical capital
Means of production
Capital deepening
Capital Accumulation
Capital intensity
Fixed capital
Social Reproduction
Value (mathematics)
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This paper aims to examine the emphasis on bank capital in securing the stability of Nigerian bank financial condition. Cast within the Bourdieusian theory, this paper assesses the role of capital in the historical development of banking in Nigeria. This study shows that symbolic capital has received more emphasis relative to habitus and other capital types. In particular, over the years symbolic capital continues to feature in policy developments to the apparent neglect of cultural capital and social capital. The findings show that the emphasis on symbolic capital does not necessarily match the policy objectives of ensuring stability of the banking system. Rather, it suggests a fire brigade approach of providing medicine after the death of banks. Furthermore, the paper reveals that social capital was negatively exploited to deepen the instability of the banking system. Critically, cultural capital should enter the mix of the capital framework of Nigerian banking in order to promote its safety and soundness.
Capital (architecture)
Social Reproduction
Habitus
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