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This paper provides a critical appraisal of existing models of social partnership. We argue that single forms of partnership operating at the micro‐level are unlikely to be sustainable in the medium and long term. Yet, there is evidence that multi‐layered forms of partnership – in other words, a set of complementary partnership deals operating at a range of levels from workplace to the commanding heights of an economy – may provide the most desirable way forward. Such forms of partnership – combining partnership at the workplace with similar rapproachments at community and commanding heights – may allow for more effective use of human potential within firms, and enhance trust relations within the wider community and polity.

This ESRC‐based research article aims to investigate the effects of performativity on primary schools and the teachers therein. It also aims to show how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.

Four researchers carried out this ESRC (RES‐000‐23‐1281) research, to a greater or lesser extent. The researchers in all of the schools, except City, carried out interview/conversations in the main, with observational field notes accounting for just over 50 per cent of their total data. They then began progressive focusing on City school where the rest of the observational field notes were carried out and in particular the bulk of conversations with young learners. This focus also included the largest group of teacher interview/conversations. This progressive focusing bears the weight of the ethnographic data and the analysis for this article, in line with a grounded theory approach. The whole database included 52 days’ observational field notes, 54 recorded conversations with teachers and other significant adults, and 32 recorded conversations with learners. All recorded conversations with management, teachers, pupils and parents that were seen as being of theoretical significance were transcribed.

The paper outlines some of the similarities with these institutions, but also shows how this new model differs and how it could be applied to a much wider constituency than the earlier three models – that of the public and private sector. It shows how the embracing performative institution in a marketised environment influences the practices of its teachers and changes to their professional commitment, which focuses more on the institutional development than broader professional values. At the same time it can be seen how supportive professional cultures encourage teachers to embrace the school's performative development and how this influences teacher identity. The findings suggest that institutional members both constitute, and are constituted by, the influence of the embracing institution and performative regulation and that their professional identities are constantly readjusted to ensure their interests coincide with the institutions interests.

This article provides useful formation on how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.

Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer and commercialisation of research with little discussion focused on the entrepreneurial potential of university teaching. Drawing on Schumpeter’s theory of entrepreneurship, in particular the combining and recombining of resources and the concept of resistance, we provide an illustrative case study of one entrepreneurial academic venture that emerged from the teaching activities of a university. We examine how this venture, the ICEHOUSE, has evolved and been sustained despite pressure from competing logics from its partnering institutions. We argue that multiple and competing logics by various stakeholder groups led to ‘resistive tension’ which has supported the growth of the organisation.

Even though an ever increasing proportion of the national output stems from the giant companies in Britain, small firms are still a significant part of the economy. The under publicised REPORT OF THE BOLTON COMMITTEE OF INQUIRY ON SMALL FIRMS indicated that there are over a million small firms (defined as those with fewer than 200 employees). Between them, these small firms employ more people than the entire public sector and they produce 20 per cent of the gross national product. Although labour productivity (net output per head) in small firms tends to be lower than in large companies this is partly because many small firms are found in the labour intensive industries. On the other hand, small firms generate a better return on capital employed than do large firms. The Bolton Committee concluded that, in their overall use of resources, small firms are no less efficient than large firms. So what can management teachers do to promote the survival and prosperity of this vital sector of the economy? To answer this question we must first understand the nature of the problem.

This paper reviews literature on interim leadership and management through the lens of effective interim performance. The purpose of this review is to advance understanding of interim assignment performance and the antecedent individual psychological characteristics of effective interim leaders and managers, to improve the practice of managing interim leaders from a human resources (HR) perspective.

The paper reports a targeted review of the literature on interim leadership and management.

The main proposition from this review is that the influence of individual factors on interim performance operates within the stages and contexts of assignments. Accordingly, the authors propose a framework of the demands on interim assignments (the interim assignment cycle), comprising stages of preparation, entry, delivery and exit. The paper subsequently reviews evidence of the potential individual characteristics (focussing on individual differences in personality, leadership approach, motivation and competencies) of effective preparation and entry to an assignment, actions and performance during an assignment and exit/disengagement.

The findings of the review have implications for the selection and placement of interims into organizations and their management once appointed.

The main original contribution of the paper is to provide a framework around which interim assignments can be modelled and better understood. The paper discusses implications for future research, theory and human resource management practice and calls for a renewed research effort in this critical area of management and leadership.

The whole kingdom from north to south at the time of writing is enveloped in freezing Arctic weather, reminiscent of the North Russian campaign of long ago. The normal winter is relatively mild, mainly a Westerly pattern, occasionally wild and windy, wet with a rare cold “snap”. There are variations in the pattern, damp and warm in the south‐west, few frosts and rarely any snow; in the north of the country, Scotland, much colder, with the south‐east partaking of the weather pattern of the land mass of the Continent. The variations appear more of the mild weather in the South and colder, appreciably, in the North; recalling service personnel stationed at Gosport who did not need an overcoat all winter, whereas in the North, many found it necessary to wear a light overcoat tor most of the year, the south‐east corner of England, obtaining no help from the warming Gulf Stream, often gets the worst of the weather, which it has done to a very considerable extent in this winter.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The objective of this research is to develop and describe a conceptual framework of corporate ethics in total quality management (TQM).

The research is based on a summarised in‐depth and longitudinal case illustration. The summarised case describes corporate ethics in an intra‐corporate relationship.

TQM requires human resources and failing to care for them will affect accordingly the success of TQM. The case description illustrates the evolution of management versus employee expectations and perceptions of corporate ethics. It has an emphasis on the human resources of a company that strives towards TQM. As the quality of corporate ethics decreases the outcome of TQM is also affected (i.e. directly or indirectly). The case is initialised in an atmosphere of management and employee optimism and positivism of corporate ethics, which is a requisite from both parties in order to ensure prosperous TQM. The successive change towards pessimism and negativism of corporate ethics in the intra‐corporate relationship concludes the in‐depth case description.

Four parameters of corporate ethics are used to incorporate corporate ethics into TQM, namely management versus employee expectations and perceptions. Internal corporate quality management should always be regarded as dependent upon the achieved equilibrium between management and employee perceptions. It is also dependent upon the derived equilibrium between management and employee previous expectations.

An important insight of this research is that TQM requires the continuous attention to the management versus employee expectations and perceptions inherent in corporate ethics of internal business operations. Furthermore, corporate ethics is complementary to business ethics.

The case description has shown that TQM may be running well and accomplishing the hard goals. However, TQM is not only about figures, profits and costs. It is also a business approach that should penetrate all activities inside and outside that are related to the company, including the soft issues.

The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture.

Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators.

Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection.

This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling.

Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day.

This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

The purpose of this paper is to present results from a qualitative study exploring the complaints system within New South Wales Police Force in Australia. The stories shared illustrate the impact of the complaints system on officers currently serving in this force. The study reveals how the complaints system impacts on both the working conditions and workplace environment of police officers, as well as impacting on the professional relationships amongst each other.

The study is qualitative in design, in which in-depth interviews were conducted with a sample of 14 rank and file police officers. The qualitative analysis draws upon a thematic approach and a direct reference to police officer comments and perspectives are illustrated and used to inform the framework of the discussion and implications for further research in this area.

The findings yield three central themes – “police perceptions of accountability”; “the complaints tool – a question of intra institutional justice”; and “performance impact”. These are discussed in direct relation to what police officers revealed about their experiences and thoughts on the current complaints process in New South Wales.

To review the complaints process in order to develop a more transparent process; to recognise the critiques of the complaints process, both by the general public and police officers, as valuable information to be used to inform improving the process; to consider restorative justice practices employed by other police forces as a means of finalising some complaint processes; to develop a more swift complaints process with more timely conclusions in order to minimise long-term issues such as sustained sick leave.

This paper examines the link between accountability and performance, and the unintended consequences the complaints process has on police officers at work. This examination is conducted by drawing on current rank and file police officers lived experiences.