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Global policy discourse promotes teachers as leaders of educational change who should have a voice in policy formation. 'Teaching Scotland's Future', a major teacher education reform in Scotland, feeds off this vision. Taking an Actor-Network Theory inspired Critical Policy Analysis approach, I unpack the participation of human and non-human actors within the National Partnership Group, a network established by the Scottish Government to plan the enactment of the reform. I utilise Callon's four moments of translation and Latour's concept of the token to identify and examine spaces of interest translation. Drawing on interviews with human actors from the network, I discuss the involvement of classroom teachers, and demonstrate the multiple ways that the materiality of the policy process shaped their participation in the network, limiting their ability to inform further development of the policy agenda. I consider the implications of this for education reform and democratic policymaking. [ABSTRACT FROM AUTHOR]

In the past 10 years, higher education (HE) systems in many parts of the world have experienced the emergence and development of policies for knowledge transfer (KT). These policies have established KT as the ‘third stream’ of the university's activities after teaching and research and reflect attempts to make universities more responsive to the needs of the new knowledge economy (KE). These developments may be seen as a global policy trend towards extracting a greater contribution from universities to the economy and society as a whole. At the same time, contextual factors that reflect local histories and meanings have an impact on how such policy is taken up. This article examines the reception of KT policy discourse in a new university in Scotland in order to illustrate the power of discursive shifts to effect the re-definition of the university in an environment with strong civic traditions, and where there is considerable synergy between policy directions and institutional management aims. [ABSTRACT FROM PUBLISHER]

Higher education systems in many parts of the world are experiencing the emergence of policies for knowledge transfer (KT). KT policy discourse reflects attempts to make universities more responsive to the needs of the knowledge economy and can be seen as a trend towards extracting a greater contribution from universities to the economy and society as a whole. This paper explores some of the practical tensions associated with operationalisation of KT policy with an institutional case study. Discourse analysis of university documents, and interviews with managers and academics, highlight the struggle between policymakers and academics around development of a KT strategy. The case reveals the potential pitfalls of adopting a commercially-oriented approach to KT in a service-oriented academic community. Effectively capturing the academic community's sense of service to the community in policy design may be one way of ensuring success and ensuring that KT policy is not 'lost in translation'. [ABSTRACT FROM AUTHOR]