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William Baumol is best-known as an academic. He was a prodigious researcher and publisher of texts on microeconomic theory, and a highly regarded educator with roles as head of the Department of Economics at Princeton University, director of the C.V. Starr Center for Applied Economics and director of the Berkley Center for Entrepreneurship and Innovation at New York University. Less well-known were his engagements as a corporate consultant, notably for the telecommunications monopoly AT&T. Baumol’s work as an advisor, expert witness and theorist for AT&T spanned three decades from 1966. His relationship with AT&T arguably forms the context within which we can better understand his work on contestability theory, which he developed with a team of economists working for AT&T’s Bell Telephone Laboratories in the 1970s. Contestability theory was later deployed as a policy tool to justify industry deregulation and even advocate for monopolies and oligopolies on the ground that they were optimally efficient industry structures if potential competitors faced low barriers of entry. Baumol’s intellectual contribution to contestability theory was arguably influenced by the Chicago school and by AT&T’s drive toward the technological integration of telecommunications. Contestability was a rebellion against economic orthodoxies concerning competition and government regulation, and the status quo within AT&T which opposed market competition on the ground that it threatened the technological integration of the Bell system. The outcome was a revolution in industrial organization that would pave the way for the emergence of platform business models incorporating multi-sided and two-sided markets as exemplified by Amazon and Uber.

The ideal of an open, all-inclusive, and participatory internet has been undermined by the rise of gender-based and misogynistic abuse on social media platforms. Limited progress has been made at supranational and national levels in addressing this issue, and where steps have been taken to combat online violence against women (OVAW), they are typically limited to legislative developments addressing image-based sexual abuse. As such, harms associated with image-based abuse have gained recognition in law while harms caused by text-based abuse (TBA) have not been conceptualized in an equivalent manner.

This chapter critically outlines the lack of judicial consideration given to online harms in British courts, identifying a range of harms arising from TBAs which currently are not recognized by the criminal justice system. We refer to non-traditional harms recognized in cases heard before the British courts, assessing these in light of traditionally recognized harms in established legal authorities. This chapter emphasizes the connection between the harms suffered and the recognition of impact on the victims, demonstrated through specific case studies. Through this assessment, this chapter advocates for greater recognition of online harms within the legal system – especially those which take the forms of misogynistic and/or gendered TBA.

In this chapter, we argue that the four songs we hear on 3rd April 2016 serve as both background music and a means of revealing the inner world of Helen and Rob.

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.