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Considers how membership of a Single European Currency would affect Single European Currency members’ national economic sovereignty. First defines concisely national economic sovereignty. Explores economic life in the Single European Currency. A picture of a converged Single European Currency area economy emerges. Then considers what influence Single European Currency members would have on the Single European Currency area’s macroeconomic policy, finding members’ influence, their national economic sovereignty, depends on the Single European Currency’s institutional structure. Explores three institutional structures, a Council of Ministers approach, a federal approach and the Maastricht plan, the European Union’s (EU’s) actual plan for the Single European Currency. Finds that both a federal and a Council of Ministers approach appear to offer Single European Currency members some degree of national economic sovereignty, while the Maastricht plan appears to offer Single European Currency members very little national economic sovereignty. Analyses the Exchange Rate Mechanism (ERM), to assess what national economic sovereignty EU countries currently enjoy. It becomes apparent that in order to prevent excessive exchange rate instability EU countries must set their monetary policies to the satisfaction of the Financial Market, EU free capital mobility undermining EU countries’ national economic sovereignty. The ERM’s and the Maastricht plan’s preference for price stability over democratic accountability leads to an investigation of the significance of a economy’s average inflation rate. Finds evidence of a negative correlation between EU countries average inflation rates and their private sectors level of profitability. Concludes by asking if a Single European Currency, which favours enforcement of price stability over democratic accountability, is good for European business or not.

Public procurement is a complex process. This complexity increases considerably when the procured product or service is an innovation, which often addresses new needs, requires different skills, takes on higher risks and thus demands organizational change. In this paper we argue that because of those demands procuring innovation necessitates the use of advanced project management techniques and an intelligent multistep project design. We underpin this argument by presenting a case study of the procurement of an innovation within the UK National Health Service which had stalled for many years but then was successfully completed by using those project management techniques. We highlight the different processes needed for the procurement of innovation compared to standard, business-as-usual procurement, and we suggest the management of procurement as multi-step, multi arena projects as a strategy for innovation procurement.

The governance of our towns and cities requires an approach that connects people with nature and places. Digital technology can be the glue that does this, if it serves the needs of the various stakeholders, including urban communities. It means identifying the potential connections across people, digital, and place themes, examining successful approaches, and exploring some of the current practice (or lack of it) in spatial planning and smart cities. This can be considered using a range of Internet of Things (IoT) technologies with other methodologies which combine the use of socioeconomic and environmental data about the urban environment. This ambient domain sensing can provide the ecological and other data to show how digital connectivity is addressing the placemaking challenges alongside providing implications for urban governance and communities.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

This chapter presents a model of innovation in the public elementary schooling system by drawing on ongoing work on an “Educational Innovations Bank” in India, which seeks to make available a freely accessible forum for innovative teachers and a grassroots innovations resource for administrators. How do some teachers in government elementary schools, working in contexts of socioeconomic and educational deprivation, achieve their educational goals in spite of facing the same constraints as thousands of other teachers? What lessons do they offer for policy reform? The answers draw on the social entrepreneurship and workplace innovation literature to first locate the incentive for innovation in the social value that socio-educationally entrepreneurial and innovative behavior of teachers creates. Next, an examination is presented of how this social value leads to learning for an identity of competence, which in turn provides an incentive for further educational innovation. Finally, the evidence is presented to argue for policy entrepreneurship and a formal framework to help in the diffusion, adoption, and adaptation of both the enabling innovations that result from socio-educational entrepreneurship and the in-school or in-class educational innovations. Such a “bottom-up,” peer-learning-based approach to innovations that also “improve” provides a unique way of visualizing educational reform in resource-constrained public educational systems.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.

Web3’s raison d’être is decentralization. Quite problematically, however, few industry analysts can articulate what “decentralization” really entails; whether it differs at all from the notion of “distribution,” and how either construct can be measured with observable data to enable a meaningful analysis of the industry’s core promise. Instead, Web3 is akin to a decentralization theater in which archetypical characters, who resonate with the likes of Hamlet and Godot, enact decentralization based on fictitious narratives. After critically reassessing these narratives about decentralization, this paper offers a fresh perspective to evaluate, less theatrically and hopefully more rigorously, future claims about “being decentralized.” I argue that the crucial issue lurking behind the decentralization narrative is the dispersion of authority within blockchain platforms, which consists of two fundamental dimensions, namely the dispersion of information and of decision-making. The value proposition of Web3 will not be taken seriously until the industry can provide reliable indicators of authority dispersion and demonstrate that the latter affects strategic outcomes for blockchain platforms, including innovation, growth, and value creation.

Social, Personal and Health Education (SPHE) is mandated in all Irish schools. This study aims to illuminate the perceived value and quality of SPHE and to document facilitators of successful implementation.

A case study approach was taken, where 713 pupils, 968 parents and 49 teachers and other staff across a stratified random sample of 12 schools completed questionnaires and participated in interviews and focus groups. Data were integrated at the school level and subsequently across schools.

Stakeholders generally agreed on the worth of SPHE. However, its perceived value relative to other areas of the curriculum varied by school context. Facilitators for successful implementation included training for teachers, inclusion of SPHE in school planning and evaluation processes, and organisational support for SPHE via timetabling and resource management within schools.

Case studies were useful for investigating implementation at school level, but replication with more schools, across contexts, is warranted. Parental knowledge was limited and response rates from parents were in general low.

During planning, implementation and evaluation it appears to be crucial to recognise and respond meaningfully to existing contexts within schools. Given the methodologies of SPHE, the delivery of innovation across the whole school curriculum could be led and supported by more fully embracing this compulsory development.

The paper illustrates the value of exploring implementation at school level through the involvement of a range of educational stakeholders. It documents crucial success factors for schools and health educators, particularly in the context of the introduction of compulsory health education.

THE first of the Islington Public Libraries, opened on September 21st, has proved a phenomenal success, and, at the same time, has thrown an interesting light on several modern theories in librarianship. It is, as our readers know, the fust of a system of five libraries, towards the erection of which Dr. Carnegie has given £40,000. The building itself is, as many librarians had an opportunity of judging at the “private view” described in our last number, of an exceedingly well‐lighted and attractive character. The arrangement and accommodation provided present several novel features. On the ground floor, opening from the Central Hall, is the Children's Lending Library and Reading Room. This is stocked with about 3,000 volumes for lending purposes, including French and German juvenile literature, and the reading room portion has seating accommodation for about a hundred children. A representative selection of children's magazines are displayed here, and there are special study‐tables for girls and boys equipped with suitable reference collections. A feature of this room is a striking dado of pictures illustrating scenes from English history, which goes far to make the room interesting and attractive.