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This study examines the transformation of labour non-governmental organisations (NGOs) operating in Mainland China since the enactment of the 2017 Overseas NGO Management Law, which aims to regulate foreign concerns functioning outside the direct control of the state. It focuses on the extent to which these organisations have responded to the rapidly changing political and social environment by altering their goals and strategies in support of migrant workers. It also considers the relevance of Western social movement theories (SMTs) to China's grassroots labour movement in the 2020s. 

The research is based on case studies of ten labour NGOs operating in Beijing, Tianjin and Yunnan. It draws upon fifteen semi-structured interviews with the founders, leaders and activists affiliated with those organisations, as well as records and documented information of each of those organisations.

While the power and influence of labour NGOs markedly diminished, most have been able to adapt their goals and the strategies remain sustainable amidst both China's changing political and social climates and the global pandemic. It suggests that conventional SMTs can still offer valuable insights into understanding the development of labour NGOs in China, although they might not fully interpret the specific conditions and challenges faced by these organisations.

This study stands out as one of very few to offer empirical evidence on the inner workings of China's labour NGOs over the last six years. It also contributes to our understanding of social movements in a non-Western context.

This paper analyses the impact of Lean Six Sigma and a firm's quality management capabilities in developing its organisational learning capability (OLC), especially in the business process outsourcing (BPO) environment of a developing country.

Using a multiple case study incorporating embedded design, findings from four Indian BPO firms are analysed.

Findings confirm the critical and relatively unexplored role that firms' Lean Six Sigma and quality management capabilities play in developing OLCs.

Owing to its qualitative case study design, findings from this study are not able to be generalised to the wider population, instead, the findings are generalised to relevant theory for future development.

The above relationship is examined in a novel research setting and the study also looks at which elements of Six Sigma and TQM content, if not well developed, hinder the development of OLCs.

This paper aims to identify what workplace representative behaviours are most strongly associated with members’ commitment. This is increasingly important, as decentralised management practices have shifted management decisions to workplace levels, placing new demands on workplace representatives.

The methodological approach is quantitative and cross sectional. A total of two unions and 32 workplaces are examined.

Members’ commitment corresponds to workplace delegate leadership that is responsive. Transparency had a negative relationship to commitment, possibly because it is also interpreted as bureaucratic and overly formal for workplace issues. Innovation was not significantly associated with members’ commitment. This applies regardless of occupational class, gender or age. It was also found that workplaces that had adopted the organising model had more committed members.

Cross sectional relationships do not equal causation. However, the findings suggest that workplace level responsiveness by delegates is potentially very effective in building member commitment.

Unions can, with more confidence than previously, invest in developing responsive delegate leadership teams.

This paper provides insight into effective leadership behaviours that apply across two unions covering diverse workplaces and occupational types. As management decentralises, unions need to as well. This provides assistance to unions on how to do so. The cross sectional nature of the study builds on earlier research that may have been prone to common method variance.

This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.

Leadership development transforms the lives of many students and leadership educators regularly witness these changes. But little research has articulated what is being taught that facilitates this change, how we can make it happen more often, or how we can measure this change. These transformations contribute to desirable outcomes including student persistence and academic achievement. Leadership studies programs have great potential to contribute to these positive student outcomes especially with first-year students.

Using the Social Change Model of Leadership Development, we delineate how the study of leadership aids students in experiencing these transformations, as defined by Schreiner’s Thriving Model, along with example lessons that serve elements in both models. Significant implications are discussed, including greater engagement with first-year students and outreach to at-risk students. This is followed by recommendations for leadership educators and a discussion of future research focus areas.

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

The purpose of this paper is to investigate the influence of the basic factors of age and gender in homophobic bullying behaviour, in order that recommendations for the design of anti-bullying programmes specific to homophobic bullying could be made.

In total, 475 fifth year students (ca. 16-17 years old) and 561-second year students (ca. 13-14 years old) at six secondary schools in the Republic of Ireland completed an English-language translation of a questionnaire previously used in a Norwegian study of sexual orientation and bullying behaviour (Roland and Auestad, 2009).

No evidence of “age-related declines” were found in reports of either bullying or homophobic bullying. Males were significantly more likely than females to report involvement (as both perpetrators and targets) in both bullying and homophobic bullying.

It was concluded that senior secondary school students, as well as their younger counterparts, should be involved in anti-bullying interventions; that males should be especially focused upon; and that programmes specific to anti-homophobic bullying, potentially targeting pre-adolescent students, should be supported.

This paper suggests evidence-based priorities for intervention programmes specific to homophobic bullying, accounts of which have been, to date, absent in the research literature.

In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences to enhance ethical and cultural self-awareness. In the process, it also fosters a desire for participatory and justice-oriented citizenship (Westheimer & Kahne, 2004). In what follows, the authors provide a history of the development of ED200. The authors then justify the inclusion of experiential learning in the course from theoretical and practical perspectives: Why is it valuable to include experiential learning in this course and how does it advance the goal of developing critically engaged citizens through improving ethical reasoning skills and actionable understanding of diversity? Last, the authors detail positive impacts and implementation challenges and indicate next steps for continued development.

The importance of supplier integration (SI) in improving firms’ performance has been previously identified but the effects of SI are complicated, as the relationship between supplier and buyer is full of uncertainty. The purpose of this paper is to re-examine the effects of SI on operations performance from a relational view.

Two strategies of integrating suppliers are theoretically presented: information sharing and joint decision making. Hypotheses are then developed on when SI influences operations performance, using product complexity and competitive intensity as moderating factors. The hypotheses are tested using a global survey data set, made up of 763 manufacturing firms from 22 countries.

The results indicate a positive relationship between SI and operations performance and that the moderating roles of product complexity and competition intensity are significant, but product complexity does not have significant moderation effects on the relationships between joint decision making and product quality/cost reduction.

The moderators of product complexity and competitive intensity are not comprehensive. Future study into how and under what circumstances SI has the greatest effect will be of benefit.

This study makes theoretical contributions by exploring the strategies of SI through a relational view, and examining the effects of SI through the moderating roles of product complexity and competition intensity.