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A “state-driven” approach suggests that colonists use census categories to rule. However, a “society-driven” approach suggests that this state-driven perspective confers too much power upon states. A third approach views census-taking and official categorization as a product of state–society interaction that depends upon: (a) the population's lay categories, (b) information intellectuals' ability to take up and transform these lay categories, and (c) the balance of power between social and state actors. We evaluate the above positions by analyzing official records, key texts, travelogues, and statistical memoirs from three key periods in India: Indus Valley civilization through classical Gupta rule (ca. 3300 BCE–700 CE), the “medieval” period (ca. 700–1700 CE), and East India Company (EIC) rule (1757–1857 CE), using historical narrative. We show that information gathering early in the first period was society driven; however, over time, a strong interactive pattern emerged. Scribes (information intellectuals) increased their social status and power (thus, shifting the balance of power) by drawing on caste categories (lay categories) and incorporating them into official information gathering. This intensification of interactive information gathering allowed the Mughals, the EIC, and finally British direct rule officials to collect large quantities of information. Our evidence thus suggests that the intensification of state–society interactions over time laid the groundwork for the success of the direct rule British censuses. It also suggests that any transformative effect of these censuses lay in this interactive pattern, not in the strength of the British colonial state.

In this paper, the author advocates recognizing, developing, and promoting “critical interactionism” as a legitimate and pragmatically useful scholarly project. The author argues that critical interactionism includes different interactionist traditions, critical approaches, methodological styles, and sensitizing concepts – as long as they tell us something about how power and inequality operate. I review two fundamental elements of this project that constitute its past and likely future: (1) theoretical interventions that excavate critical insights, diversify founders, integrate critical theories, and promote interactionism's usefulness for critical inquiry and (2) empirically grounded conceptual interventions that shed light on generic processes of inequality reproduction. Although the larger discipline of sociology continues to marginalize interactionism yet selectively adopt its principles, critical interactionism has the potential to break through what David Maines called the fault line of consciousness. The promise of critical interactionism is that it can simultaneously make interactionism more relevant to our discipline and make our discipline more relevant to the social world.

This study aims to investigate how early and late adopters of Quality 4.0 (Q4.0) differ in terms of organizational performance.

The authors employed a grounded theory approach for interviewing 15 senior managers from diverse organizational contexts throughout the globe as part of their qualitative research methodology.

The research's findings were analyzed based on four types of performance: operational, financial, environmental and social. It was clear that early adopters of Q4.0 were sustaining superior performance in quality over time, even though their investment was significantly higher than that of late adopters. From a financial viewpoint, it was evident that early adopters had a competitive edge over their rivals compared to late adopters. Late adopters have utilized the notion of the circular economy (CE) more effectively than many early adopters in the context of environmental performance in order to establish a green economy and sustainable development.

Although the results of the interview indicate that Q4.0 is having some positive effects on social performance, in the authors' view, it is still least understood from an empirical standpoint.

The study's findings assist organizations in comprehending the performance differences between Q4.0 early adopters and late adopters.

This chapter is a retrospective commentary on the efficacy of teaching and learning in a higher education space that embraces the incredible diversity of delivery modes available in the post-Covid-19 era of “Smart Cities.” The current reality of widespread and leading-edge experimentation with online learning necessitates that existing brick-and-mortar institutions reimagine their places as providers of higher education in this new age of digital disruptions that will resonate with all stakeholders a future of endless possibilities. The authors, with four decades between them of practice and field research at leading universities and colleges in Australia, Canada, New Zealand, Singapore, and UAE, advocate an approach to higher education that is personalized for learning effectiveness, industrial operations, and institutional evolution; that is, a higher education that is democratized. They warn that the wasted opportunities of meaningful digital transformation pre-Covid-19 have led to an urgency of transformation at the present time. While randomized control trials continue to be the “elephant in the room”; scholars, leaders, technocrats, and regulators must drive the quest for the growth and relevance of a diversified and learner-driven higher education in the years ahead. The platform of a “smart city” may just be the catalyst for such a radical innovation.

The purpose of this paper is to demonstrate union and non-union’s mechanisms ability to “contest” the realm of workplace employee representation at two UK sites. The paper directly compares one union and one non-union mechanism of employee representation at separate sites by employing three “dilemmas” of employee representation: confidentiality, challenge and trust. The paper contributes to enduring debates about the efficacy of employee voice in UK organisations.

The paper uses a qualitative and inductive case study approach in two organisations, drawing upon semi-structured interviews, archival documentation, company meetings and a trade union officer diary to record the employee representatives use of voice to influence company decision-making.

The paper shows how the union achieved improved pay and a more trusting relationship with managers in comparison to the non-union mechanism, which failed to influence managers’ decisions at the site and fell into demise.

Limitations are that the paper covers one geographical area and interviews were made with employee representatives and HR and management. The access was limited by the respective case study management regime/s. The data are acknowledged as now historical but remain relevant as a means of understanding wider debates on employee representation and voice. These limitations are now acknowledged in the revised edition of the manuscript, as suggested by the reviewers.

The practical implications are that the paper shows how employee representatives face similar dilemmas in their operational roles and activities. If these dilemmas are managed with efficacy for members, then this can result in good outcomes for those members and legitimacy for the workplace employee representatives. We also suggest that the use of employee voice as a practical concept is seen here – the practical use of the factors comprising voice in the literature is used to show representatives' abilities to influence management decision-making.

The significance of having a voice at work that raises the profile of employee representatives and their members emerges from this paper. An effective voice mechanism can promote improved employment relations in a workplace setting.

This paper develops knowledge about dilemmas as important and enduring issues for employee representatives, which, when inconsistently managed, can lose them the support of the workforce or, alternatively, empower them to challenge and sometimes alter management decisions.

This paper explores the profound philosophical and conceptual foundations that underpin comparative international education research, particularly concerning the evolving roles of universities and colleges that transcend mere skills training or human capital development in contemporary times. Universities and colleges have predominantly focused on measuring their success through criteria such as research excellence and their ability to adapt to the ever-evolving demands of the job market. It is imperative to recognize that the diversity of postsecondary institutions is not only providers of human capital with curriculum shaped by labor market needs; rather, they should be recognized as institutions dedicated to human development, community anchors, the promotion of the public good, democratic education, the cultivation of civil society, and global citizenship. Relying on an extensive review of selected literature pertaining to the mission, goals, aims, and roles of the postsecondary sector in three regions (East Asia, Germanic Europe, and North America), this paper considers the question, “How do different approaches and traditions in different social contexts contribute to our understanding of the civic roles of postsecondary education institutions in shaping future global citizens, transcending the confines of national boundaries?” Throughout the paper, the unique contexts and traditions of these regions are meticulously examined alongside thematic discussions, culminating in comprehensive analyses on what factors are considered as the civic roles of institutions and what challenges are there for them to realize their goals.