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The use of performance management in the private sector was prefaced by the establishment of qualitatively new forms of corporate entities in the early years of the twentieth century, particularly in the United States. These vast new corporations involved increasing separation of ownership from control and the establishment of substantial corporate management bureaucracies to organise often technical and geographically diverse tasks and processes. As such, the use of performance management became a key corporate governance tool to extend control to disparate, highly hierarchical and complex organisations and business processes (Drucker, 1955; Kennerley & Neely, 2001, p. 146).

Purpose – This chapter engages critically with the ideas of corporate social responsibility (CSR) and irresponsibility (CSI) in order to examine their utility for the purposes of realizing more socially just and environmentally sustainable social and economic practices.

Methodology/approach – The chapter develops Marx's understanding of the twin pressures of class struggle and inter-capitalist competition in setting the limits of agency for corporate actors. It is thus theoretical and discursive in nature.

Findings – The findings of the chapter suggest that the scope for corporate agency in relation to responsibility/irresponsibility is severely limited by inter-capitalist competition and capitalist social relations. It therefore argues that those interested in social justice and environmental sustainability should focus on these structural pressures rather than theorizing corporate agency.

Social implications – The research suggests that the focus of academic and government attention should be on resolving the contradictions and exploitative social relations inherent in capitalism. Without this emphasis activism, corporate agency and government action will not eradicate the types of problem that advocates of CSR/CSI are concerned about.

Originality/value of paper – The value of the paper is that it contests and engages critically with the utility of the notion of CSR and the emergent concept of CSI. It asks proponents of these concepts to think seriously about the structural pressures and constraints within which business and policy makers act.

Purpose – This chapter introduces this volume's topics, purpose and key themes.

Methodology/approach – This chapter reviews literature and chapters and offers conceptual development.

Findings – The difficulties of CSR in theory and practice are mainly due to its incomplete conceptualisation because its inseparable counterpart CSI has been eventually neglected or ignored in the CSR theorising process. The CSI concept is as equally important as CSR. CSI offers a theoretical platform to avoid the vagueness, ambiguity, arbitrariness and mysticism of CSR. CSI deserves to be a serious subject of inquiry and demands more scholarly attention.

Practical/social implications – With the aid of the CSI concept, CSR becomes more realistic and effective, as it is now more focused, practical and operational. While CSI is clear-cut, CSR is clearly meant, at the very least, to do well by undoing CSI. It is easier to promote CSR by addressing CSI first. The concept of CSI may allow everyone, including business practitioners, to concentrate on resolving the most important and urgent issues of public concern. It also encourages people to address the root causes of CSI problems in a systematic way. Doing so undoubtedly expands and enriches the understanding of CSR.

Originality/value of chapter – The concept of CSI has been less developed in academic circles. While the contributors of this volume have made significant contributions to the understanding of CSI, this chapter adds fresh reasoning and explanations to the development of the CSI subject.

The fierce debate on CSR is often linked to different understandings of CSR from different perspectives. Although there is no strong consensus on CSR, Carroll's pyramid of CSR encompassing economic, legal, ethical and philanthropic responsibilities (Carroll, 1979) is a good starting point for discussion.

In 1974 the University of Newcastle, Australia, established a mature age access programme called the Open Foundation. Since that time, thousands of adults have entered university through the Open Foundation portal. This article explores the layers of context for the establishment of the Open Foundation in the early 1970s. It seeks to understand the reasons why the University of Newcastle, which already provided the means for direct entry for some adults, sought to widen participation for adults at that time by creating a year long pre‐tertiary programme. Pascoe’s explanation that matureage entry schemes in Australian universities were prompted by ‘pragmatic considerations’ such as the disruption to intakes due to the lengthening of secondary schooling in New South Wales in 1969 and the falling demand for university places in the late 1970s and 1980s, does not satisfactorily account for the establishment of the Open Foundation Programme. Rather this article argues that the Open Foundation was set up in response to a variety of international, national and local influences, and as a reflection of educational ideas that were flowing from overseas at the time, especially around the establishment of the Open University in the United Kingdom, and in which not only pragmatism, but also idealism figured.

Victoria Olufunmilayo Ajala (PhD) is Reader at Department of Human Communications, Bowen University, Nigeria, holds a BSc (1st Class honours), two MScs in Advertising and PR and PhD in Communication. She has published books and several research articles in local and international journals, and is Fellow of the NIPR, a member of the ACCE and the APRA.

In this chapter, I reflect on the impact my Estuary English accent has had on me, both personally and professionally as a former social worker, now social work academic, and the impact it appears to have on others. From parental chastisement for dropping my ‘T’s, attributions of being ‘Cockney’ and ‘Essex’, with associated assumptions made about my educational background, class and indeed my very moral character. My accent appears at times, to disrupt some peoples' presuppositions – about who or what I am. I discuss some of the linguistic features of my accent and some ‘critical accent incidents’. I reflect on the challenges of managing academia as someone with an accent that I argue, is underpinned by gendered and classist assumptions. I argue why a critical focus on accentism remains important, generally and within social work education. The chapter utilises theory from a wide range of disciplines, including cultural theory, linguistics, education studies and autoethnography.