Individual privacy can be compromised in digitally mediated spaces, as networked communication has made scales of interaction and degrees of visibility difficult to grasp. This inquiry argues that privacy is a spatially-conditioned mental construct and tests architectural representation as a means of orienting the individual online through spatial design practice on three scales, from the miniature to the room and the neighbourhood. Framed by the methodology of architectural representation, privacy online offers the narrative hook and driver for research. This identifies principles underlying architectural practice that can contribute to understandings of digital spaces of interaction, such as online social networking platforms, from the point-of-view of a designer-researcher. The research has been developed under the umbrella of the Creative Exchange, a national AHRC-funded knowledge exchange hub enabling interdisciplinary and inter-organisational collaboration between academia and industry. Asking how different scales of architectural representation can help to orient the individual in digital spaces, ‘methods of spatialisation’ aim to render tangible and experiential a range of observations of the digital; they result in miniature artifacts, immersive installations and interactive hybrid digital-physical platforms. Through methods of inquiry, including Donald Schön’s methods of reflective practice and the ‘design situation’, these operate as a lens on to the digital. Instead of aiming to reconceptualise privacy itself, it is considered as symptomatic of the challenges brought about by digital spaces, and informs means of evaluation. The original contribution the research makes to knowledge in the field of design research at the intersection of architecture and communication design lies in adapting architectural representation for digital contexts: it develops approaches rooted in architecture and aims to frame them for interdisciplinary design contexts engaging with digital spaces. The resulting framework brings together the key foundational architectural parameters of scale, distance and time, and three design methods of spatialisation: miniaturisation, immersion and mapping. These help to reframe challenges of digital communication – such as privacy online – from the perspective of the designer-researcher. Through the practice-led inquiry, digital settings that are not easily grasped intuitively are framed as new contexts for architectural expertise, helping to establish the efficacy of architectural representation in addressing challenges of the digital through reflective design processes.

This thesis examines the concept of Agencification against the backdrop of Public Sector Reforms in Nigeria in the late twentieth and early twenty-first centuries. These reforms had components and elements of New Public Management (NPM). New Public Management ideas of public sector management and governance have been influential in reform strategies across the world since the 1980s. Notwithstanding its popularity, New Public management approaches and methods have attracted controversies in areas of practical applications and ‘context’ domain. Evaluation of New Public Management reforms in Developing and Developed Countries have produced mixed results, somewhat a hazy picture which cannot be categorised as either a success or failure (Overman et al. 2015). NPM, as a policy development tool and management initiative, raises more questions than answers. An assessment of NPM and public governance models by academics and public policy analysts have generated phrases expressions such as ‘implementation habitats’, ‘cultural homogeneity’, ‘unstructured complexity’, ‘matrix of governance’, choreographies of governance ‘appropriateness milieu’ etc. (Lieberthal, 1995; Swyngedouw, 2001; Jessop, 2004), to describe the rather complex nature of public sector reforms. The main aim of this thesis is to understand the behaviour of an agency whose original design is inspired by the New Public Management (NPM) doctrines. The Tertiary Education Trust Fund (TETFund) Nigeria is the selected case study in this research. The objectives of the research are tied to the various narratives on NPM reforms and Agencification deliberations like the drivers, accountability, transparency, doctrines of autonomy, structural disaggregation, contractualisation, ministerial relationship, cross functionality, independence and governance (e.g. state- society relationship). In the context of Nigeria, the implementation of NPM inspired reforms elicits several distinct analyses given the volatile politico-administrative structures and the oscillation between political regimes and systems, e.g. parliamentary (1963-1966) to Military (First Junta,1966-1979, Second Junta 1983-1999) and to Presidential (1979-1983, Interim Presidential administration 23rd June1993-17th Nov. 1993, 1999-Present). This research adopts a single case study research design and qualitative data collection methods. The research findings offer a unique insight into New Public Management Reforms in Nigeria and this enables us to draw some tentative generalisations about the organisational behaviour of public agencies in the context of a developing country such as Nigeria. The research unveils an interesting finding that the TETFund does, to a large extent, display some form of autonomy. In contrast to what existing literature emphasis on problems and obstacles to NPM implementation in developing countries, e.g. corruption and political decay; the TETFund operates as a semi-autonomous organisation- in a political context which provides formidable challenges to an NPM agency.

The aim of this thesis is to investigate some of the factors that influence and direct the development of science. It takes the case of toxicology and focuses specifically on the social and political factors that have shaped ots development to the present day. This is examined within a framework derived from some of the current issues pertinent to the sociology of science and science policy, which are particularly concerned with the role of external goals in the creation of scientific knowledge. The emergence of toxicology is explored from its origins as the study of gross poisoning. The popularity of using poisons as tools for murder and assassination is seen as presenting toxicology with its first social goal. Developments in experimental toxicology during the nineteenth and early twentieth centuries are investigated, as is its relationship to other emerging sciences at this time. Finally the emergence of the science in Britain since 1945 is explored, its institutionalisation and social and cognitive organisation are examined with particular emphasis on the commercial aspects of the science. The external goals for toxicology are defined in social and political terms, as the need to control human exposure to poisons, and the particular regulations that exist to control the availablility of toxic substances has moved from being backward looking, controlling known gross poisons, to incorporating a requirement for a predictive evaluation of new chemicals before marketing. In this context the interaction of science and policy is investigated, focusing on two aspects in particular. These are the scientific committees which have been established to advise government departments on questions relating to toxicology, and the different guidelines that have been produced to aid the safety evaluation of new chemicals. It is concluded from the research findings that social and political factors have had an important influence on the direction and development of toxicology as it is found in Britain today. They have directed both the social structure of the science, and the type of knowledge that it generates.

Current trends in global economies and rankings by the Organization for Economic Cooperation and Development (OECD) have been bringing pressure to bear on Higher Education institutions to develop programmes to meet the global demands for a better qualified workforce. In the United Kingdom this has pointed at work based learning as one approach to up-skilling people that are already in work. This has raised concerns that academic rigour and standards could be compromised and scepticism about the workplace as a place for learning. Many universities are now designing and delivering work based learning programmes but there is still limited evidence of empirical research into work based learners’ experiences on these programmes. The aim of this research was to contribute towards filling this perceived gap. A phenomenographic study was conducted to determine variation in the way university work based learning was conceptualised by a group of Early Years practitioners, a workforce that has been subject to various professional development initiatives by the government in an attempt to improve outcomes for children. With the emphasis on variation, the research approach facilitated the identification of the different ways in which work based learning is perceived by learners, giving insight into a deeper understanding of learning in this context. Six conceptions of work based learning were identified which were comparable to conceptions of learning identified in various traditional university contexts, suggesting that concerns about rigour and standards expressed by some critics of university work based learning could be challenged. The findings also confirmed a number of notional principles of work based learning and theory on adult learning. There was also an indication that further research could provide a better understanding of the workplace as a place for developing knowledge and that universities may not have monopoly over this. This research made a contribution to empirical evidence on how university work based learning is experienced by the learners, suggesting the possibility of work based learning playing a bigger role in providing a university education to people who would otherwise not be able to engage at this level. The Early Years practitioners have been identified as such a workforce. One of the recommendations made was that more research into work based learning could support the development of more innovative ways of delivering higher education programmes to meet the needs of the work market. The findings from this study will become part of the discourse about higher education work based learning and the increasing thinking about the workplace as a legitimate place for generating knowledge.

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The broad aim of the present research was to examine the existence and nature of work-to-home negative spillover in a sample of newly qualified teachers where men and women would be performing the same job and be subject to broadly similar work stresses. Changes in marital satisfaction were examined in relation to time, sex and status (teacher or partner) of participant, and in relation to specific variables selectal; as potential mediators or moderators of the work spillover—marital satisfaction relationship. Following a small-scale preliminary study, a group of newly qualified teachers (n92) from secondary schools all over England were tested by postal questionnaire, along with their partners, at three points during their first year, of teaching. Most female teachers experienced negative spillover in most areas of domestic lifr throughout thè year, but by the end of the year it was only in the household role and in demands on time that a majority of male teachers experienced negative spillover. Perception of high work spilover among both female teachers' and male partners was associated with high decline in marital satisfaction. Among both teachers anth partners, low general support from the main supervisor was associated with high increased marital satisfaction. General support moderated the work spillover-marital satisfaction relationship amongihe ISake teachers and dispositional optimism was the moderator among the male teachers. There was no common mediator of the work spillover-marital satisfaction relationship among the four subgroups. For fthiale teachers the mediators were: Unsinictured leisure and that with partner; for male teachers: Active leisure,-.changes in the quality of sexual activity and partners' general support; for female partners: Division of labour and changes in the quality of sexual activity; for male partners: Changes in the quality of sexual activity; These findings not only contribute to the development of a mediational model of the work-fämily interface but also have implications for the counselling of couples trying to reconcile the multiple demands of home and work and their effects on the marital relationship.

This study places children’s participation at the core of school practice, challenging narrow interpretations of participation and education. Previous research, reinforced by the UNCRC (1989), indicates that schools must be more ready to listen and involve children, highlighting the benefits of voice but in practice limiting it to consultation. There is scarce research that considers children’s participation in schools as essential to education itself or as integral to democracy. Yet children flourish in schools with good relationships where teachers value what they say. This research in two English primary schools used group inquiry and intergenerational work to build children’s participation. During Phase 1 children interviewed adults and worked in intergenerational focus groups to consider the purpose of schools. Overwhelmingly, good relationships dominated school purpose, experience and hopes for the future. Phase 2 extended this through a series of workshops that integrated participation and education through National Curriculum inspired inquiry. The findings suggest that intergenerational work is a catalyst for children’s agency, repositioning children so they can shape classroom spaces for richer, more trusting relationships. In turn, through recognition of their selves in relation to, and with others, understanding of their situation and possibilities, children were able to work together, and with adults, to co-construct knowledge which takes account of temporal frames of reference and is more meaningful. This change in space and purpose also gave new meaning to the teacher’s roles, moving away from policy controlled authoritarianism, repositioning them as mentors. The study shifts focus away from preconceived outcomes, to the process of participation itself, providing significant insight into how rights based education can be made to work in schools.

Those who use heroin and other Class A drugs have been labelled by successive governments since the 1980s as the `enemy within'. Problem drug users, it is claimed, threaten the social cohesion of local communities and put the lives of honest citizens at risk. Anti-drug campaigns have rallied the nation to wage a `war' against drugs, but some commentators have argued that this is actually a war against drug users. British drug policy, it is argued, acts to legitimise and reinforce discrimination, stigmatisation, marginalisation and the social exclusion of Class A drug users, particularly female drug users. This research sought to investigate the social exclusion of heroin users within a high crime area of North East Lancashire. To achieve this aim a survey was undertaken in the area, which in addition to asking the non drug-using residents how they dealt with living in a high crime area, sought to understand their opinions of and behaviour towards those residents believed to be using heroin. The findings of the survey indicated many residents felt their quality of life had seriously been affected by the high amount of crime committed within the area and the majority of these residents claimed the drug-using residents were responsible for this crime. Responses given during the completion of the survey strongly suggested that most non drug-using residents had strong feelings of animosity towards those residents believed to be using Class A drugs and this was confirmed by the negative responses the non drug-using residents gave when discussing the drug-using residents. An understanding of the social existence of those using illicit substances was also sought and this was gained through an ethnographic study of male and female heroin users resident within the area. The findings of the ethnographic research were that drug use was a gendered activity and while both male and female heroin users suffered from discrimination, marginalisation and social exclusion, female heroin users were more `demonised' than male heroin users. This study concludes by making recommendations for changes in policy which, in addition to addressing the deprivation experienced in high crime areas, could also address the discrimination and stigmatisation drug users, especially female drug users, experience. These may also afford drug users the opportunity to overcome social exclusion and return from the margins of society.

This doctoral project challenges the conventions of academic enquiry that, by default, still largely shape the procedures of practice-based PhDs. It has been submitted in the form of a ‘thesis by performance’ - a thesis that can only be realized through live readings that present knowledge production as something done in and around bodies and their contexts. The aim has been to reposition institutional and educational knowledge in an intimate, subjective relationship with the body, particularly the researchers own body. The ideas gathered together in this ‘thesis by performance’ address the body and its context using material that was sometimes appropriated, sometimes invented and sometimes autobiographically constructed. From the start, these approaches and sources were used to directly address those listening in the present, the ‘now’ in which words were spoken. An approach influenced by feminist thinkers in the arts, Kathy Acker, Chris Kraus, Katrina Palmer and Linda Stupart. The methodological development of the research has been entirely iterative – developed through the making and presenting of performance texts. Each text was presented live as part of mixed-media installations, experimenting with how language and voice can be visualised and choreographed. Consequently, the resulting ‘thesis by performance’ is a doctoral submission unimpeded by a printed script - only an introductory statement and two appendices are available outside of a live reading. In this way the process of performance can inspire new terms of reference in the field of postgraduate practice-led research entirely on its own terms.

This Thesis explores the nature and practice of ‘Ethical Hacking’. Ethical Hackers are individuals who use hacking skills, knowledge and techniques within legitimate authorised practice; they are employed to Hack. A Critical Realist methodological approach is employed in order to gain a qualitative understanding of a real phenomenon through a range of key informants who provide personal narratives within semi-structured interviews, commenting upon their own realities, and their perceptions of the field in which they work. A Bounded Rational Model of decision making reveals that decisions relating to involvement in criminality and individual Hacking events are made through a process of reasoning, of approximating the net gains and losses of a particular course of action, and that these decisions are ‘bounded’ by social norms, ethical approaches and the personal motivations and social circumstances within which the decisions and behaviour are framed.