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This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

The Social Responsibility Journal (SRJ) celebrates 15 years of publication in 2019. The purpose of this study is to map the development in the publication, citation and themes of SRJ articles between 2005 and 2019.

This study uses the Scopus database to analyze the highest contributing authors, institutions and countries published in SRJ. It also identifies the most cited SRJ articles, journals citing SRJ and journals cited by SRJ. This study conducts a performance analysis using bibliometric indicators to analyze the publication and citation structure of SRJ, in addition to science mapping using bibliographic coupling to analyze the themes of SRJ. Further, this study provides a temporal analysis of SRJ publishing across three different time periods over its 15-year run.

From 2005 to 2019, SRJ increased its annual publication from 23 to 63 articles. The citations have followed a similar trend, with an increase from zero citations in 2005 to more than 1,200 citations in 2019. Authors from all around the world have contributed to the journal on themes like business ethics, corporate social responsibility, corporate governance, firm outcomes and stakeholders. Attention to themes related to corporate social responsibility, corporate governance and their influence on firm outcomes has increased across different time periods, while themes related to business ethics and stakeholders have garnered continuous – if not increasing – attention across different time periods.

This study is limited to data acquired from the Scopus database.

This study provides the first overview of SRJ’s publication and citation trends alongside its thematic structure.

The chapter explores the value of dialogue and the dialogic for developing student and staff agency, “voice” and ethics in the context of a first-year undergraduate module of the BA Hons Education Studies, an undergraduate course at The Sir John Cass School of Art, Architecture and Design and a Postgraduate Certificate of Learning and Teaching in Higher Education module, at London Metropolitan University, United Kingdom. The authors take a case study approach, making use of Freire’s ideas of critical pedagogy, to reflect on their personal learning and teaching experience as well as the feedback received from students and staff. The aim of the chapter is to explore how to empower (non-traditional) students and staff – and bridge the gap between students’ and teachers’ understanding of what this might entail. Rather than trying to bring students “up to speed” to prepare them for successful study and a professional career, or better “train” staff to deliver policy and strategy, we argue that we need to welcome them for the people they are as we help them to navigate a Higher Education system in need of humanizing.

In the United Kingdom Higher Education is propelled by Government policy and monitored by university recruitment, retention and teaching and learning strategies — and yet when (international) students arrive at these publicly funded and accountable institutions the results can be “horrid, very very horrid”. Exploring the relationship between Government influence and corporate behaviour within the Higher Educational (HE) context of the United Kingdom (UK), this paper provides an overview of current Governmental policy towards resourcing higher education, and considers the impact of these policies for ‘Widening Participation’ students, including international students. The paper concludes with the experiences of one student, who narrates his “story” and as the story unfolds, we start to view the “system” of Government, University and Course through the eyes of an ‘outsider’. (Sinfield, Burns & Holley 2004). This personal narrative illustrates how systems — Governmental, Institutional and at Course level — can totally fail an individual.

This paper proposes a systems framework for the analysis of economic exchange and development. Exchange is examined in the context of a social system in which actors have differential control over resources and different action opportunities and positions in a structure of social relationships. Exchange activities in a social system have ramifications in different spheres (economic and non‐economic) of social life. We focus on those ramifications which relate to social differentiation in terms of power‐unequal or differentiated action capabilities and different structural positions of actors in the social system of interaction. This perspective on exchange leads to the consideration of factors important to the emergence and maintenance of systemic, uneven development of action capabilities and to unequal dependency relationships among actors in a social system. In sum, what we wish to do in this paper is to develop a more systematic model that indicates the mechanisms whereby initial imbalances of the sort mentioned above generate social processes‐non‐economic as well as economic‐which tend to institutionalize the imbalances and perpetuate them in a self‐reinforcing manner.

This paper sets out to report on a study of the Roundtable on Sustainable Palm Oil (RSPO) as an instance of “partnered governance” oriented to advance sustainable development in a supply chain. After briefly discussing the conceptualization of partnered governance, its social organizational features, and its drivers, the paper aims to outline the history and structure of RSPO and then to assess the effectiveness, efficiency and level of legitimation of this innovative governance structure. The paper points out several of the limitations as well as potentialities of partner governance arrangements such as that of RSPO.

The paper shows through a focused multi‐method case study how the RSPO developed as consumer‐oriented businesses partnered with civil society organizations and palm oil producers to address what was seen as a long‐term threat to rain forests, on the one hand, and to financial interests, on the other.

In the case of deforestation caused by oil palm expansion, national government intervention was absent and international regulation could not be mobilized. While the RSPO's system of partnered governance may have many shortcomings, the paper stresses that there are few real alternatives that have been as successful in addressing this type of sustainability issue. A major structural problem with such partnerships for sustainability is that their emergence and development typically depend on powerful players.

The originality/value of the paper lies in its identification of several of the strengths and weaknesses of partnered governance based on a focused case study, and suggests ways in which partnered governance can be developed and optimized in addressing sustainability issues.

The social, economic and political context of African societies in the wake of various European intrusions has set the scene for post‐independent western‐African relationships. The purpose of this paper is to examine the intentions and policies of developed countries and international agencies to the third world, using as an example a report evaluating aid to Mozambique. A textual analysis of the report will further explore the relationship between aid policies and western‐Mozambican relationships. It will be argued that however destructive pre‐independence relationships with colonial powers were for African societies, post‐colonial demands by western powers in return for aid were far more intrusive, requiring more total subversion of traditional economies to western neo‐liberal economic models.

This paper aims to offer a critical biography of Joan Woodward, often considered the founder of contingency theory. This paper examines Woodward’s background to develop a more complete understanding of the factors that influenced her work.

This paper draws on insights gained from personal correspondence with two colleagues of Woodward, one who recruited her to the Imperial College where she conducted her most prominent work and one whom she recruited while at the college. In addition, Woodward’s original work, academic literature, published remembrances and a plethora of other secondary sources are reviewed.

By connecting these otherwise disparate sources of information, a more complete understanding of Woodward’s work and its context is provided. It is argued that Woodward’s education, training, brilliance, values, the relative weakness of British sociology and the need to improve the economy helped to make Woodward’s work both original and practical.

The originality of this work is to examine the work of Woodward through the lens of critical biography. Despite Woodward’s contributions, Woodward remains an underappreciated figure. The purpose is to provide her contribution against the backdrop of the British industrial and educational sphere.

In the UK, higher education (HE) is being positioned as the new global business, and the power relations between its various stakeholders – society, the business community, management, staff, students – makes this not only uncharted, but also contested ground. This paper aims to map the new terrain with a focus on, and analysis of, one key government policy document: The Harnessing Technology (2005).

Critical theory and textual analysis are used to research and analyse power relations as inscribed in policy discourse – the structures, the language, and the voices. The document is explored particularly in relation to its impact on prime stakeholders within the new contexts of today's HE; a HE that is embracing information communications technology (e‐learning) – “for business”.

Harnessing Technology boasts a heteroglossia and the capturing of many authentic voices in its composition which should open up a dialogic between its stakeholders; in fact power is revealed as refined, unified – deferring to centralised authority. Textual analysis reveals HE as a journey into silence for the student as stakeholder, where the voices that are not repressed are those with economic and institutional power. This analysis shows the student is constructed as either silent or deficit and the conclusions suggest that rather than a discourse of transformation, “regulation not education”, is the real goal of the dominant educational stakeholders.

The critical approach to policy analysis in the paper can be adapted by others seeking to critique policy in a variety of different policy contexts. This is particularly significant where policy is not interrogated, but where nevertheless it influences institutional mission statements and the seepage pollutes practice.

The purpose of this paper is to investigate the imputed “fall” and subsequent “reinvention” of the BBC during the 1990s, relating a managerialist “politics of forgetting” to the broader ideological narratives of “the post bureaucratic turn”.

The paper draws on a wide range of primary and secondary sources, combining case study analysis with long‐term historical perspectives on organisational change.

The paper shows the ways in which public sector professionals contested “post bureaucratic” pressures for marketisation and organisational disaggregation.

The paper shows the ways in which large‐scale technological, regulatory and organisational change was mediated by cultural continuities and recurrent “surges” of managerial control.