Search results

The thesis of this commentary is that the institution of war could be abolished through a combination of constructive programmes and obstructive programmes. Good works alone won't end war. To transform dominator, warring cultures into egalitarian and nonwarring ones, constructive programmes are needed to prepare the way, to establish the groundwork for a new lifestyle. But, alone, they will not result in a paradigm shift on earth to a Gene Roddenberry‐style Star Trek future in which there is gender and racial equality, poverty has been eliminated and conflicts are resolved by the rule of law instead of through military force. Paradoxically, unless paired with the force of obstructive programmes, constructive programmes can enable dominator cultures to remain firmly in place. Moreover, to bring about a major social transformation, we will need leaders to unite men and women as full partners in shaping a massive cultural shift to a more egalitarian, just and nonwarring future.Can the people of Earth bring an end to the barbaric practice of war? Or is making war ‐ assembling armed groups that go forth to indiscriminately kill members of other groups ‐ something that evolution built into our biology, an inescapable, inevitable curse that at best can only be managed and mitigated?

Is industry given an accurate picture of its productivity performance? Probably not, according to the Engineering Employers' Federation, which has just completed its own productivity survey among a sample of machine tool manufacturers. Much of the information was based on figures which companies have to provide in Government census returns.

The purpose of this paper is to investigate the relationship between positive and negative home-to-work spillover, i.e., home-to-work facilitation (HWF) and home-to-work conflict (HWC) with employability. Moreover, this study also examined whether the relationship between home-to-work spillover and employability varied between academic and support staff employees.

An on-line self-report questionnaire was distributed among academic (n=139) and support staff employees (n=215) working at a Dutch university for distance-learning education. Thoroughly validated measures of home-to-work spillover and employability were used. The employability measure consisted of five dimensions: occupational expertise, anticipation and optimization, personal flexibility, corporate sense, and balance. Hypotheses were tested using hierarchical multivariate regression analyses including interaction effects.

HWF was positively related to anticipation and optimization only, while HWC appeared to be negatively associated with all employability dimensions. As expected, the relationships between HWF and HWC on the one hand and the specific employability dimensions on the other hand were stronger for support staff employees than for academic staff employees.

This study has extended research on employability, by focusing on the home context of employees as a possible antecedent. So far, studies have largely ignored the home context of employees, when investigating employability outcomes. Another contribution was the focus on both positive (facilitation) and negative (conflict) spillover from home-to-work, whereas previous studies mainly focused on one type of spillover only. Finally, the authors had the unique opportunity to compare support staff and academic staff employees in one and the same study.

Summarizes the basic principles of Bioenergetics along with its origin in Riechian psychology. Clarifies that Bioenergetics is used at Cranfield not as psychotherapy, but as an aid to personal development for a specific population of high‐functioning individuals, i.e. managers. Places the Bioenergetic body‐mind notion into a philosophical context of human goodness and potential; thus expanding the focus to body‐mind‐spirit. Examines five body‐mind types through the following aspects: how they operate at work; how they were formed; key attitudes; unique gifts; body shape; development path; how they are best managed. Case histories illustrating the different types in various modes of consultant intervention, i.e. individual development, team building and culture change.

Taking into account retailers' critical position in the value chain, their sector's economic significance and environmental externalities, in addition to the institutional agenda, this paper aims to explore the drivers influencing retailers to shift to more sustainable business models.

The paper utilises the institutional competing logic, including in-depth interviews with major supermarket retail chains and one expert group discussion. The data gathered in Germany and Lithuania were complemented by desk research analysis, including corporate social responsibility (CSR) reports and management reports.

The paper provides empirical insights into how multiple drivers through institutional competing logic are brought about influencing the shift to more sustainable business models. The results show that retail chains in both countries implement their sustainability based on triple environmental-legal-financial drivers. However, different types of retail chains–namely premium retailers, typical retailers and discounters–implement their sustainability discourse differently.

Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.

Interestingly, retailers “shift” their responsibility to the consumers rather than encourage themselves to make more sustainable choices. The authors observe a more passive and responsive role of retailing chains because of the inherent trade-off between revenue growth and sustainable consumption.

The original contribution lies in exploring how retail chains adapt institutional competing logic and are influenced by multiple drivers when implementing their sustainability activities. In addition, the authors propose a conceptual model for retailers' sustainability management, as well as formulate three research propositions.

Human rights figure largely in both rhetoric and practice, and government policy seeks to value and enhance individual equality and quality of life. This paper draws on recent work, some funded by the Judith Trust, to illustrate gaps in the achievement of these ideals. The proposed new single body, a Commission on Equality and Human Rights (CEHR), may offer an improved framework for implementation of policy goals and more fulfilled lives. The Judith Trust aims to improve the lives of people with both learning disabilities and mental health needs.

Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects.

This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms.

The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation.

These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices.

Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.