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In this paper, we call for renewed attention to the structure and structuring of work within and between organizations. We argue that a multi-level approach, with jobs as a core analytic construct, is a way to draw connections among economic sociology, organizational sociology, the sociology of work and occupations, labor studies and stratification and address the important problems of both increasing inequality and declining economic productivity.

Two meanings of the word myth informed the origins of this volume and its constituent chapters: myth as an archetypical narrative that societies and cultures use to embody value-laden lessons about both the natural world and human nature (myths to live by); and myth as a nefarious fabrication that imperils those who believe it (myths to die by). Throughout this volume, we use the Greek myth of Cassandra – the heroine of Troy who unsuccessfully forewarned her community of avoidable future disaster – as an archetype for the often heroic efforts of those in our day who seek to forewarn us of altogether foreseeable future disasters associated with both natural forces and human contrivance. We also explore the deadly myths of delusion – those which weave an illusory cocoon of invincibility around those who increasingly inhabit increasingly disaster-prone landscapes. Each chapter in this volume tells stories about what happens when these two meanings of myth collide, and of how better heeding the message of present-day Cassandras might help us to dispel the myths of delusion.

The purpose of this paper is to investigate the relationship of students’ school attendance, gender, and size of their class with their achievement in two subject areas among early grade primary school students in rural India. Second, it examines the extent to which the relationship between students’ attendance and achievement differed by classroom.

The study was conducted across 1,434 students enrolled in 24 schools in two rural districts. Student attendance on ten days over a five‐month period was examined in relation to their achievement in Math and Hindi. Hierarchical linear modeling (HLM) was employed for analysis.

When examined across all students, attendance had either no relationship or a very weak relationship with achievement scores. However, the relationship between attendance and achievement varied significantly by classroom, indicating that students’ achievement differed by which teacher they had for class. Across all grades and subjects, boys out‐scored girls on the achievement test at levels that were statistically significant but too small to have much practical importance.

The paper's findings indicate that the teacher is a key factor in determining the relationship between students’ attendance and their achievement. Results support the argument that the quality of teaching may need to precede an emphasis on promoting student attendance and shrinking class size. It is not that these things are unimportant; rather, they may be ineffective and a waste of money if quality teaching is not already present.

This paper posits that legal avoidance – employers’ search for forms of employment to which labor and employment laws do not apply – is an important driver of the restructuring of work. It examines three examples of restructuring that enable employers to avoid legal liability and compliance costs: the classification of workers as independent contractors; the use of part-time and variable-schedule work; and employers’ deskilling of jobs and reliance on vulnerable workers. None of these strategies is itself unlawful, but their impact is to limit workers’ legal protections and weaken the law itself. Employers may also experience unintended consequences of restructuring.

The purpose of this paper is to critique the adequacy of efforts to capture the complexities of customer experience in a business-to-business (B2B) context using input–output measures. The paper introduces a strategic customer experience management framework to capture the complexity of B2B service interactions and discusses the value of outcomes-based measurement.

This is a theoretical paper that reviews extant literature related to B2B customer experience and asks fresh questions regarding B2B customer experience at a more strategic network level.

The paper offers a reconceptualisation of B2B customer experience, proposes a strategic customer experience management framework and outlines a future research agenda.

This paper is conceptual and seeks to raise questions surrounding the under-examined area of B2B customer experience. As a consequence, it has inevitable limitations resulting from the lack of empirical evidence to support the reconceptualisation.

Existing measures of customer experience are problematic when applied in a B2B (services) context. Rather than adopting input- and output-based measures, widely used in a business-to-consumer (B2C) context, a B2B context requires a more strategic approach to capturing and managing customer experience. Focussing on strategically important issues should generate opportunities for value co-creation and are more likely to involve outcomes-based measures.

Improving the understanding of customer experience in a B2B context should allow organisations to design better services and consequently enhance the experiences of their employees, their customers and other connected actors.

This paper critiques the current approach to measuring customer experience in a B2B context, drawing on contemporary ideas of value-in-use, outcomes-based measures and “Big Data” to offer potential solutions to the measurement problems identified.

In this chapter, we explore gender equity issues in relation to the governance of sport in Wales. Our focus is primarily on Sport Wales (SW), the national agency responsible for developing and promoting sport and physical activity in Wales and for distributing National Lottery and Welsh Government funding. As a public authority, SW has a statutory responsibility to promote equality and eliminate direct and indirect discrimination. Their recent policy commitments express a desire to advance equality and promote inclusion and diversity within sports organisations in Wales. They also set the agenda for National Governing Bodies (NGBs) in Wales, in terms of providing a policy framework for understanding and pursuing gender equity in sport and sport governance. In this chapter, we present a snapshot of the governance and leadership policy landscape for Welsh sport, with a specific focus on gender equity. We present data collected from publicly available online policy documents relating to SW, and their NGB partners, relevant to gender equity provision. Based on the data, we suggest that there is evidence of progress in terms of the numbers of women on boards in Wales as well as the creation of gender equity policies within NGBs in Wales. We argue, however, that progress is inconsistent across the different NGBs in Wales, and it is less clear whether sport governing bodies can implement policies to effectively challenge organisational culture and ethos. We concluded by suggesting future Wales specific research priorities on this topic.

The social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs.

The qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA).

The results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained.

Although entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE.