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This chapter draws on longitudinal case study research that focused on the experiences of hospitality employees working in a UK university who worked split shifts in the morning and evening while completing NVQ 2 and 3 apprenticeship training. We show how fragmented working time (Rubery, Grimshaw, Hebson, & Ugarte, 2015) rather than long hours led to the apprenticeship training further eroding an already blurred work-life boundary as workers were required to complete training activities in their non-work time which for them is during the middle of the day. We argue current depictions of the positive impact of training and development on low paid workers are decontextualized from the challenges and priorities of workers whose work-life interface is already complex because of working fragmented hours across the day. This is complicated even further by the dynamic and evolving experiences of workers themselves as they experience the highs and lows of combining paid work and training. We situate the research in the context of wider conceptual debates that call for a more inclusive approach to research on the work-life interface (Warren, 2021) and highlight implications for HR practitioners who want to offer such opportunities to low paid workers in sectors such as hospitality, while also recognizing the complex challenges such workers may face.

Questions why the analysis of class is being overlooked in the sociological mainstream. Presents some symptoms of this development followed by an evaluation. Suggests some new directions for class research which could appeal to younger researchers. Advocates work in this area to bridge the lack of information now available.

1. Maria Jarlstrom, Essi Saru, and Sinikka Vanhala, “Sustainable Human Resource Management With Salience of Stakeholders: A Top Management Perspective,” Journal of Business Ethics, 152, (2008): 703–724. 2. Benjamin A. Neville, Simon J. Bell, and Gregory J., “Stakeholder Salience Revisited: Refining, Redefining, and Refueling an Underdeveloped Conceptual Tool,” Journal of Business Ethics, 102, (2011): 357–378. 3. Mick Marchington, Fang Lee Cooke, and Gail Hebson. “Human Resource Management Across Organizational Boundaries,” Sage Handbook of Human Resource Management, (2009): 460–477.

This secondary source case is based mainly on three documents: the 20-page report by a labor union, Unite Here, titled “One Job Should Be Enough: Inequality at Starbucks”; and two reports by former U.S. Attorney General Eric Holder Jr. and Covington & Burlington, LLP.

In February 2020, Unite Here, a labor union, released a damming report about employment practices at the airport Starbucks stores operated by licensee, HMSHost. Among other charges, the report identified several instances of racial and gender discrimination that HMSHost dismissed as a ploy by a union intent on organizing its employees. The adverse publicity, however, put Starbucks Corporation in the spotlight because of the company’s publicly stated commitment to workplace equality. The recently hired Nzinga Shaw, the company’s first-ever Global Chief Inclusion and Diversity Officer, had to address the issue at HMSHost lest it adversely affect Starbucks’ reputation as a progressive employer.

The case is best suited for a graduate or undergraduate course in human resource management or labor relations. As diversity is typically covered in the first third of such courses, the ideal placement of this case would be in the early part of the course. As Starbucks is a well-known name, and it is very likely that students have had their own experience with Starbucks, as either a customer or an employee, the case is likely to draw their interest.

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The paper aims to describe research, commissioned by the UK Department of Education and Skills, on the effectiveness of procedures to improve performance by unsatisfactory schoolteachers.

Research was conducted first by telephone interviews with a sample of local authorities in the UK to understand the scale of procedure usage. This provided a large and representative selection of authorities, which differed geographically, by size and by socio‐economic characteristics. In total, 56 case studies were then carried out in schools where procedures had been used.

The paper finds that the procedure usage was very low. In some authorities there had not been any cases at all and there was widespread reluctance to adopt the approach that procedures were seen to embody: legalistic, bureaucratic and “lacking the human touch”. Case studies consistently showed ineptitude in handling procedures and frustration that they took so long. The findings were reviewed against the background of the large literature on employment law and human resource management, as that was the type of expertise that the research sponsors wished to deploy. Further reference was made to the literature on school leadership as well as to the concept of emotional labour.

The value of the work in this paper is to show how reluctant both managers and employees are to enter procedures and to show how some of this reluctance may be overcome. The research sadly uncovered very little good practice in schools, although some local authorities had excellent HR practitioners.

Presents 35 abstracts from the 2001 Employment Research Unit Annual conference held at Cardiff Business School in September 2001. Attempts to explore the theme of changing politics of employment relations beyond and within the nation state, against a background of concern in the developed economies at the erosion of relatively advanced conditions of work and social welfare through increasing competition and international agitation for more effective global labour standards. Divides this concept into two areas, addressing the erosion of employment standards through processes of restructuring and examining attempts by governments, trade unions and agencies to re‐create effective systems of regulation. Gives case examples from areas such as India, Wales, London, Ireland, South Africa, Europe and Japan. Covers subjects such as the Disability Discrimination Act, minimum wage, training, contract workers and managing change.

The industrial realities of teaching are documented in history, sociology and policy research: studies of the school as workplace, the tools of teaching, processes within the workplace, the changing composition of the teaching workforce, the gender politics of the occupation, teacher organisations, and change in teachers’ work and employment relations. Teaching as a form of work is difficult to pin down because it involves an unspecifiable object of labour, a limitless labour process, and is, in a sense, unteachable. Teaching is always transformative labour, bringing new social realities into existence; and is also fundamentally interactive, not individual. Teachers’ work is not social reproduction, but is creative and therefore a site of social struggle. This can be seen in education in colonial societies, and in the global transformation of the education of girls and women. Teachers are now caught up in the neoliberal agenda, often unwillingly ‐ but since neoliberalism transforms institutions in the public sector, unavoidably, and sometimes traumatically. In a long historical perspective, the modern teaching workforce is unique, and has the possibility of shaping the learning capacities of the whole society; this may now be uniquely important.

The purpose of this paper is to analyse the different ways in which experiences of marginalisation within organisations are named and acted upon. Of particular interest is examining the ways in which the visibility of gender discrimination and the invisibility of ethnic discrimination indicate what the professionals in the study identify as horizons of possible individual and collective resistance.

The paper takes as its point of departure Cho et al. (2013) notion of “intersectionality as an analytical sensibility” (p. 795). The material consists of qualitative semi-structured interviews with 15 chief medical doctors employed in two Swedish hospitals.

The findings indicate that while there is an organisational visibility of gender inequality, there is an organisational invisibility of ethnic discrimination. These differences influence the ways in which organisational criticism takes place and inequalities are challenged. Female Swedish identified doctors acted collectively to challenge organisations that they considered male-dominated, while doctors with experience of migration (both female and male) placed more responsibility on themselves and established individual strategies such as working more or des-identification. However, they confronted the organisation by naming ethnic discrimination in a context of organisational silence.

The paper does not explore the different forms of racism (islamophobia, racism against blacks, anti-Semitism). In addition, further research is needed to understand how these various forms of racism shape workplaces in Sweden.

The paper offers new insights into the difference/similarities between how processes of ethnic and gender discrimination are experienced among employees within high-status professions. The value of the paper lies in its special focus on how forms of resistance are affected by the frames of the organisation. The findings stress the importance of intersectional analyses to understand the complex patterns of resistance and consent emerging within organisations.