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Business schools are vital in promoting responsible management (RM) – a management grounded in ethics and values beneficial to a wide array of stakeholders and overall society. Nevertheless, due to deeply embedded institutional modernistic dynamics and paradigms, RM is, despite its importance, repeatedly marginalised in business school curricula. If students are to engage with RM thinking, then its occlusion represents a pressing issue. Drawing on the United Kingdom (UK) business school context, this paper aims to examine this issue through a framework of institutional theory and consider the role played by (modernistic) institutional accreditation and research assessment processes in marginalisation of RM.

This study used an exploratory qualitative research method. Data were collected from 17 RM expert participants from 15 UK business schools that were signatories to the United Nations Principles for Responsible Management Education through semi-structured in-depth interviews and analysed using the six phases of Braun and Clarke’s thematic analysis.

The study identifies a potent institutional isomorphic amalgam resulting in conservative impacts for RM. This dynamic is termed multiple institutional isomorphic marginalisation (MIIM) – whereby a given domain is occluded and displaced by hegemonic institutional pressures. In RM’s case, MIIM operates through accreditation-driven modernistic-style curricula. This leads business schools to a predilection towards “mainstream” representations of subject areas and a focus on mechanistic research exercises. Consequently, this privileges certain activities over RM development with a range of potential negative effects, including social impacts.

This study fills an important gap concerning the need for a critical, in-depth exploration of the role that international accreditation frameworks and national institutional academic research assessment processes such as the Research Excellence Framework in the UK play in affecting the possible growth and influence of RM. In addition, it uses heterotopia as a conceptual lens to reveal the institutional “mask” of responsibility predominantly at play in the UK business school context, and offers alternative pathways for RM careers.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to present historical research on marketing practices in department stores of the 1880-1930 period using primary source records from Australia.

The paper draws from primary records including retail trade journals, mass circulation newspapers, and other contemporary sources, but mainly from the archives of The Master Retailers' Association (MRA). The MRA was the dominant industry employers' organisation in Australia, and possibly the first retail association of its kind in the Western world. Secondary sources have also been used to supplement the primary records, and to provide context, and cross-cultural comparisons.

The findings demonstrate the antecedents of a range of marketing practices that today we presume are modern, including sales promotion, trade promotion, direct mail, destination retailing, advertising, and consumer segmentation. This supports other scholars' research into marketing's long history.

This paper contributes original knowledge to the neglected field of Australian marketing history and connects the pioneering practices of retailers to the broader field of marketing. While some outstanding retail histories exist for the USA, UK, and France, the Australian story has remained largely uncovered.

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in quality frameworks and in the literature, it considers how teaching quality has traditionally been interpreted, suggesting (as in Chapter 2) that there is a need for more nuanced and comprehensive understandings of teaching excellence to be developed, demonstrated, recognised and rewarded, to reflect the complex nature of teaching excellence across the academic career profile. It considers how institutions might build and communicate shared understandings of excellence in teaching and promote a culture in which excellence at all levels of teaching is valued in the same way as research. It discusses the ways in which the professional learning and support needs of academics can be met at various stages of the academic career, to develop in teaching faculty and education leaders a sense of being appreciated, connected and competent in their contribution and commitment to teaching excellence.

Hydraulic excavator cycle time and associated unit costs of excavation for given input estimating data, for machines operating in the UK construction industry, are predicted. Using multiple regression analysis, three variables are identified as accurate predictors of cycle time: machine weight, digging depth and machine swing angle. With a coefficient of determination (R2) of 0.88, a mean percentage error (MPE) of −5.49, and a mean absolute error (MAPE) of 3.67, the cycle time model is robust; this is further validated using chi‐square analysis and Pearson's correlation coefficient (on predicted and actual values of machine cycle time). An illustrative example of the model's application to determine machine productivity is given. The paper concludes with a spreadsheet model for calculating excavation costs (m3 and cost per h) which is able to deal with any combination of the three independent cycle time predictor variables and other estimator's input data.

This paper aims to critically focus on the UK's People & Planet's “green league table” in order to explore to what extent such league tables contribute to the transitional and transdisciplinary challenge of ecological sustainability for universities.

By taking a narrative and metaphorical perspective, the paper endeavours to understand how the green league table impacts on university greening, particularly around the apparent disengagement of academic and non‐academic actors in their bio‐cultural connection.

The paper conceptualizes the ecological sustainability challenge for universities by arguing that current sustainability managerial agendas and narratives, promoted by league tables are underpinned by what is conceptualized as the primacy of the “greenwashing glass cage” organisational metaphor. This highlights the self‐serving nature of sustainability approaches by managerial technocrats, consisting of carbon officers, sustainability managers predominantly based in estates departments. Drawing on the immediacy and “common‐sense”, doomsday imperative and legitimacy of the climate change agenda rather than embracing the wider inherent social, environmental and economic stakeholder conflicts and systemic bio‐cultural engagement challenges of sustainability, this top‐down, punitive, self‐satisfied approach around carbon targets and performance measures self‐perpetuates the myth that sustainable universities contribute effectively to the wider ecological challenge.

This paper not only offers a critique and warning against the blind adherence to league tables within university but also proposes a new grounded bio‐cultural and defamiliarizing narrative for universities. This narrative represents a more inclusive, non‐instrumental, contextual, experiential approach to ecological sustainability.

The aim of this study is to test a technological solution to two traditional limitations of information sharing between law enforcement agencies: data quality and privacy concerns.

Entity Analytics Software (EAS) was tested in two studies with North American law enforcement agencies. In the first test, duplicated cases held in a police record system were successfully identified (4.0 percent) to a greater extent than the traditionally used software program (1.5 percent). This resulted in a difference of 11,954 cases that otherwise would not have been identified as duplications. In the second test, entity information held separately by police and border officials was shared anonymously between these two organizations. This resulted in 1,827 alerts regarding entities that appeared in both systems; traditionally, this information could not have been shared, given privacy concerns, and neither agency would be aware of the relevant information held by the other. Data duplication resulted in an additional 1,041 alerts, which highlights the need to use technological solutions to improve data quality prior to and during information sharing.

The current study demonstrated that EAS has the potential to merge data from different technologically based systems, while identifying errors and reducing privacy concerns through anonymization of identifiers.

While only one potential technological solution (EAS) was tested and organizations must consider the potential expense associated with implementing such technology, the implications resulting from both studies for improved awareness and greater efficiency support and facilitate information sharing between law enforcement organizations.

Describes a study which examined expectations for academic leadership of, and sharing of authority by, departmental heads in a community college, a technical institute, and a university in Alberta, Canada. Information was obtained from questionnaires completed by 20 deans, 123 incumbent department heads, and 17 faculty association executive members; and also from interviews with 17 department heads and three senior administrators. Several substantial differences were noted in the information provided by respondents classified by position and type of institution.