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This study examines which dimensions of a business environment are most important for attracting globally mobile self-initiated expatriates to a country. The authors use secondary data from the World Bank, the World Economic Forum, IMD and the World Population Review to test eight hypotheses involving six macro-contextual factors that prior studies suggest attract internationally mobile skilled professionals, such as self-initiated expatriates, to a country's business environment. The macro-contextual factors examined are socio-cultural, economic, natural, ecological, technological clusters and legal and regulatory.

The authors use secondary data from the World Bank, IMD, World Population Report and the World Economic Forum to test eight hypotheses concerning macro-contextual factors that attract self-initiated expatriates to a country's business environment.

The study finds that factors such as the ease of hiring foreign labor, the use of English, macroeconomic stability, the diversity of the workforce and the quality of life in a country positively influence the attractiveness of its business environment to self-initiated expatriates. The study also finds that a business environment's socio-cultural, natural, economic and legal and regulatory macro-contextual attributes make it attractive to self-initiated expatriates.

To reduce common source bias, the authors use secondary data from four sources to examine which of six macro-contextual factors make a sample of 63 national business environments attractive to self-initiated expatriates. This study is one of the few to examine the impact of business environments on global mobility.

The purpose of this paper is to outline and discuss the opportunities and challenges of using social media in medical and health care.

The paper is predicated on practical rationality and adopts a commentary approach from a professional standpoint that is supported by informed findings from the extant literature and publicly accessible sources of information (e.g. daily news and governmental reports) to deliver the objective of this paper.

The paper presents three prospects that social media can offer to medical and health care practices, namely, enhancement in participatory medicine, quality of care, and emergency management and preparedness. Several challenges and risks of social media use in medical and health care are also put forth, including defamation, privacy, accuracy of information, and blurring of professional boundaries.

The identified benefits should propel an increase in social media adoption to improve the delivery of medical and health care while the highlighted pitfalls can help practitioners to avoid inappropriate use of social media in medical and health care.

The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community.

The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed.

This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting.

This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

The purpose of this paper is to explore whether, how and why ethical investment practices of charities differ between two countries with quite different ideological and institutional frameworks – Norway and the UK.

The paper uses mixed methods and a cross-sectional field study design to explore the ethical investment practices of 300 of the largest charities by investments in the UK and Norway. Practices are theorized using the dual lens of institutional theory and social origins theory.

The paper provides evidence on why charities established the practice of ethical investment. The results show that large charities were more likely to have an ethical policy; that charities with moderate public sector funding were more likely to have an ethical policy. In line with institutional theory some Norwegian charities with public sector funding mimic the policy of the Government Pension Fund, and the ethical investment policy of Norwegian charities was more influenced by donors. Institutional entrepreneurs (charity founders) had a more prominent influence in UK charities.

The paper highlights that more research is needed on sovereign wealth funds, their investment practices and how they affect charities.

The findings of this paper highlight the potential role that the ethical investment practices of sovereign can play a soft regulatory function in changing the behaviour of other investors.

To the extent that ethical investment practices are construed as having a positive social impact, then this study shows how a government sovereign wealth fund can influence the spread of ethical investment practices.

This paper, which sits at the nexus of the charity and corporate social responsibility (CSR) literatures, contributes by responding to calls for more research on charity practices in different countries and CSR practices in different countries. This comparison also contributes to the development of institutional theory by shedding light on the institutional influence of a sovereign wealth fund and its impact on others. The paper will be of value to academics, policy setters and regulators.

This paper explores the economic and social effects of human capital investment in the 20th century. As well as drawing on census data and statistical yearbooks in Australia and Aoteoroa/New Zealand, the paper develops its argument by an intersection of scholarly work in sociology, economics and the history of education to consider the effects of increased human capital investment on economic growth but also on the experiences of childhood, work discipline and the present climate crisis.

This paper considers the implications of what economic historian Claudia Goldin has described as the “human capital century” for the history of school and university education. By reconsidering education in the settler colonies, especially Australia and Aoteoroa/New Zealand, as “stimulus”, this helps explain key aspects of contemporary human capital investment, which the paper argues should be understood as constituted by children's and young people's free labour at school, university and across the economy.

This research argues that children's and young people's free labour, performed in educational institutions, constitutes a large portion of Australia and Aoteoroa/New Zealand's national investment in human capital. At key points, this investment has acted as an economic stimulus, promoting surges of profitability. The effects were not confined to young people. Systematised, educational expansion also became the foundation of environmental degradation, labour market exploitation and a relentless increase in service-sector productivity that is worn on professional bodies. Productivity increases have been associated with reduced professional autonomy as a managerial class coerced professionals into working harder, though often under the guise of working “smarter” – a fiction that encouraged or coerced even greater personal investment in collective human capital. This investment of personal time, effort and selfhood by children and the professionals they grew into can thus be seen, in Marxian terms, as a crucial vector of capitalist exploitation in the 20th century.

The paper concludes by suggesting that a reduction of managerial influence in educational settings would improve learner and professional autonomy with improved labour and environmental conditions.

The paper makes a unique contribution to the history of education by exploring education as stimulus as a key component of education’s role in 20th and 21st century capitalism. It interrogates exploitative aspects of human capital investment, especially in the midst of environmental catastrophe and the recent COVID crisis.

THE great advantage the contemporary librarian enjoys is the opportunity of meeting his fellows at so many library assemblies. It might almost be wondered whether, in such opulence, the one great Conference in September is really necessary: a wonder that is immediately modified by the thought that no other meeting can give a representation of what the profession as a whole is doing or hoping to do; the many parts of the whole come together briefly then. It is the more necessary that the Conference makes this annual revelation, and does it manifestly. This is “much easier said than done”. Looking back on the almost complete disregard by the Press of the Folkestone meeting, in spite of our own statement that we had sought publicity for at least half a century in vain, we are compelled to think that renewed efforts should be made to attract the newspapers, radio and T.V. in the service of libraries. We are assuming that such notoriety is desirable, an assumption which some deny. If it is, our programmes must be ready sooner, advance matter of papers should be in the hands of editors before they are read, paragraphs for the B.B.C. and other public address organizations should be prepared and distributed even longer, before the newspapers get them. All this, however, must be based upon the proceedings themselves which, as we have affirmed often, should with a few inspirational exceptions be based upon the programme of service every type of library gives to the community.

The objective of this paper is to scan flagrant cases of uncertainty and hesitation in the conception of plans and strategy and to assess new results in risk management.

The paper uses outstanding examples, present and past (and some future), of both risk taking and risk aversion and their concrete consequences – whether action follows or is blocked by lack of certitude or perhaps confidence.

The paper shows that the wilful overcoming of missing assuredness may incur, in its turn, hazardous risk.

The paper illustrates the roles of knowledge, precautions wisely taken, and being willing or hesitating to risk the sometimes long shot.

The purpose of this paper is to provide language and meaning to open up silence around traumatic boarding school memories through the symbolic aura (Nora 1989) surrounding key memory objects. The secondary aim is to illustrate to historians the importance of paying attention to interviewees’ discussion of material objects as clues to uncovering deeper, unexplored memories.

The approach draws on Vamik Volkan’s (2006) understanding of “linking objects” – significant objects preserved or created by traumatised people. Traumatic emotions become linked with loss and grief associated with the object, turning it into a tightly packed symbol whose significance is “bound up in the conscious and unconscious nuances of the relationship that preceded the loss” (Volkan, 2006, p. 255). The experiences of the two authors are examined as exemplars in this process.

The exemplars illustrate how complicated and long term the process of remembering and understanding is for those who experience boarding school trauma and the power of “linking objects” to open up memory surrounding it. The case studies also alert educational historians to how emotionally fraught revealing what happened can be and how long it may take to confront the events.

Linking objects have not previously been used in relationship to surfacing boarding school trauma. The paper is also unique in offering deep analysis of boarding school trauma undertaken by skilled educational researchers who incorporate reflections from their own experience informed by broad theory and pertinent psychological research.

The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful political connections, made any difference to access, equity, and exclusivity in relation to the transition into secondary education. It undertakes this purpose as a historical investigation of Junction Park State School in the early twentieth century combined with statistical analysis of family backgrounds of scholarship holders and their cohorts from 1915 to 1932.

The socio-economic study uses a published list of scholarship holders from Junction Park State School for the years 1924-1932. The study compares the scholarship groupings with their different school cohorts for the same years using the data on parental occupations, extracted from the Junction Park State School Admission Records 1915-1931. After refinement the study examines a cohort data set of 4,531 pupils which includes 287 scholarship holders. Parental occupations are categorised into socio-economic groupings with high and low occupational ends. There were 237 parental occupations described among the cohort, 1915-1931, from the admission records.

The statistical chance of obtaining scholarship is increased for a pupil from “commercial low” and “industrial low” background when the school starts with a cohort that has a large representation from such backgrounds. Pupils who were at the lower end of the socio-economic scale at Junction Park State School did much better in scholarship outcomes than for the state. However, pupils whose family background was at the high end of the professions did marginally better than the state result. For the school between 1915 and 1932, in most socio-economic groupings, the boys outperform the girls in the like-to-like comparisons.

The numeric value is excessively low for the primary producers (high) category and numbers in cohort groupings vary. This study deliberately applied like-to-like comparisons: the number of scholarship holders compared to their own gender for the same socio-economic cohort. Percentile in relation to the study’s total was not used due to numeric variations between cohort sizes. The study is a historical investigation of a formative period before Junction Park State School developed its reputation as a scholarship school in the 1940s, and historical factors relating to the post-Second World War era would have different results for a similar statistical analysis.

The paper presents a case study of particular historical significance; however, a generic principle that institutional status can change access and equity opportunities can be tested within the historical setting. The paper claims that historical investigation provides the groundwork to establish the distinctive actuality. Historical investigation picks up on unusual patterns over time, not necessarily to disprove the sociological model, but more to test the model against actual events.

The Queensland social history is connected to the study’s statistical analysis. The data are considered from a perspective that, first, Junction Park had a diverse population of pupils from different socio-economic backgrounds. Second, the school had a solid reputation as a leading school, partly from the political standing of the school leadership, and partly from the strength of its scholarship teachers. Together these factors suggest that pupils at Junction Park State School from the socio-economic backgrounds less inclined to foster educational values were given greater support to achieve better scholarship outcomes.

Statistical analysis is rarely brought to academic history work. There are greater risks in misinterpreting the data. There is also a difficult enterprise of extracting the required information. Nevertheless, the reward from this paper is an insightful view of a large and an innovating Queensland primary school, picking up the details in the life experience of pupils. In that historical process there is a greater degree of accuracy and better interpretive value which can be applied to the sociological model.