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Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.

This reply to "The Curious Absence of Economic Analysis at the Federal Communications Commission" (Faulhaber, Singer, & Urschel, 2017) makes three claims. First, we document the paper's undisclosed origins as a white paper commissioned by an advocacy group with deep ties to the telecommunications industry. Second, we describe two of the authors' active participation, on behalf of clients, in a range of contested issues before the FCC in recent years, none of which they disclose. Finally, our review of FCC workshops, roundtables, seminars, dockets and rulings—including during its landmark 2015 Open Internet Order and several blockbuster mergers and acquisitions—provides detailed evidence to refute the paper's core "curious absence" charge. The stakes could not be higher, we conclude, as the new FCC chair Ajit Pai has repeatedly referenced the paper to justify his rollback of FCC regulations—including, crucially, the common carriage/net neutrality rules so vigorously opposed by the paper's funders.

Through reflections on our own experiences, this paper explores one approach to knowledge exchange that appears to be being used increasingly in social sciences in Scottish universities: the employment of dedicated ‘knowledge exchange professionals’ or knowledge brokers. We argue that the ambiguity and hybridity of specialist knowledge exchange roles as they are emerging currently in university social science settings lead to challenges, although also opportunities, at different stages of knowledge exchange appointments. We discuss issues relating to recruitment; management and accountability; recognition and integration; professional support and development; and reward, promotion and career pathways.

The objective of our paper is to highlight and analyse certain aspects related to the education system, labour market and education system graduates employment in Romania. It starts by pointing out the importance of education and some of the transformations the Romanian education system has undertaken after 1989 and during the process of passage to the Bologna system. It then focuses on the Romanian labour market and education system graduates employment. We conclude that the education system, the economic system and the labour market in Romania after 1989 have been very different from the communist regime period and that, during the 2006-2010 period, the Romanian education system graduates employment registered a continuous decrease., peer-reviewed

Karl Mannheim's work in the area of Sociology of Knowledge is generally considered to be his greatest contribution to sociological research. In his writings on the subject, the Hungarian theorist posits that a sociology of knowledge is possible and that there exists a relationship between forms of knowledge and social structure. His major contention in this respect is that ideas relating to definitions of social reality are existentially-determined. In this paper, I shall attempt to provide an exposition of Mannheim's ideas regarding the existential determination of knowledge, taking into account: (a) the various schools of thought and social factors which influenced his thinking; (b) his interpretation of the concepts of ideology and utopia; (c) the way he sought to grapple with such pertinent issues as the validity or otherwise of existentially- determined knowledge; (d) his attempts at preventing his theory from lapsing into relativistic nihilism, and finally, (e) the various criticisms levelled at his work on the Sociology of Knowledge., peer-reviewed