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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.

This study provides a comprehensive framework of adaptation in triadic business relationship settings in the service sector. The framework is based on the industrial network approach (see, e.g., Axelsson & Easton, 1992; Håkansson & Snehota, 1995a). The study describes how adaptations initiate, how they progress, and what the outcomes of these adaptations are. Furthermore, the framework takes into account how adaptations spread in triadic relationship settings. The empirical context is corporate travel management, which is a chain of activities where an industrial enterprise, and its preferred travel agency and service supplier partners combine their resources. The scientific philosophy, on which the knowledge creation is based, is realist ontology. Epistemologically, the study relies on constructionist processes and interpretation. Case studies with in-depth interviews are the main source of data.

Stakeholder theory has been accused of being an umbrella concept rather than a distinct theory per se. Recognizing the stakeholder concept as an essentially contested concept subject to multiple competing interpretations, this chapter presents a systematic meta-level conceptual analysis. This chapter aims to contribute to the optimal development of stakeholder theory by clarifying the conceptual confusion surrounding its central construct to help prevent stakeholder theory from developing into an accumulation of disparate ideas. Multi-contextual contributions to stakeholder theory are analysed via an unparalleled bounded systematic review of 593 stakeholder definitions. Determinants of the stakeholder concept have been deconstructed and analysed to establish how definitional variables relate to variants of stakeholder theory. These determinants have been sorted, filtered and ordered to produce a comprehensive, multi-dimensional classification of stakeholder theory based on four hyponyms which relate to 16 definitional categories. The classification was then subjected to empirical testing with positive results. This evaluation of the stakeholder concept illustrates how contributions are aligned and interrelated, thereby prescribing what is acceptable (unacceptable) as inclusion within stakeholder theory. An invaluable overview of what we know about stakeholder theory is presented within a single model, drawing the conclusion that stakeholder theory is indeed a single theory.

Australian Pupil Control Ideology (PCI) studies have generally utilized small samples in an endeavour to establish significant relationships between teacher/administrator control orientation, and a variety of person‐specific variables. The present study examines the tenability of a number of American biographically‐derived hypotheses in the Australian context. The explanatory power of the combined biographical variables of teacher age, experience, sex, organizational status and academic qualifications for variances in PCI is seriously questioned since as little as 6 percent of PCI variance may be explained by reference to these particular variables. Some potentially more fruitful avenues of enquiry for future PCI research are proffered.

This paper, which is a structural‐functional attempt to explain a restricted domain of interpersonal perception within the school as an organization, presents some of the author's findings as a clue to one possible effect of the hierarchically contrived authority system of the school on certain of the organizational participants' perceptions of one another. If the findings and theory are valid, they may help to explain one of the explicit ways in which the school may he exploitive of the individual—exploitive in the sense that not all of the individual's interpersonal needs may be equally relevant to the organization's strivings towards goal attainment. The economy necessarily associated with organizational goal attainment and the resulting expediency for an adequate flow of organizational authority may operate to induce a lack of organizational recognition of certain of the individual's vital interpersonal needs. The author proposes his notes toward a theory in an effort to explain how and why people come to perceive certain other people as they do within the context of the school as an organization.

This Society, originally known as “The National Pure Food Association,” has been reconstituted under the above title. The objects of the Society are to assist as far as possible in checking the widespread evils of food adulteration, for this purpose to bring about a public realisation of the admittedly serious character of food frauds, and, under expert advice, to co‐operate with constituted authority in effecting their repression. The policy of the Society is directed by a representative Council, and, the Society being thus established on an authoritative basis, cannot fail to become a powerful and valuable organisation if adequately and generously supported by the public. The governing body of the Society is constituted as follows:—

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

The purpose of this chapter is to investigate the question of whether corporate social responsibility (CSR) can be used as a link of trust between business and society, and which role CSR plays in recovering distrust in businesses. It uses a mixed methods study of processes of moving businesses within the Danish water sector from a general trust-breakdown to trust recovery from 2003 to 2013.

Trust recovery is found to depend on stakeholders’ mutual engagement with each other and their willingness to share knowledge and learn from each other’s professional and institutional cultures and languages. An alignment of vocabularies of motives between regulation and voluntary CSR is found to be useful for building trust between conflicting parties. Furthermore the findings shows that the more stakeholders’ languages, motives and logics can coexist, the more trust can be recovered.

The research is limited by a study of one business sector in one country and the findings have implications greater than the local contexts of which it is researched, because it is usable in other sectors that suffer from severe trust-breakdowns such as government systems in both the public and private sectors.

This chapter suggests a theoretical extension of Bogenschneider and Corbett’s (2010) Community Dissonance Theory to embrace multiple stakeholders each having their own complex and unique culture and communication modus based on their institutional, professional or individual comprehensive language universes. This includes knowledge-sharing and educative diffusion of the stakeholders’ language universes’ vocabularies including its important nouns, verbs, terminologies, semantics, taxonomies and axioms as well as the stakeholders’ motives and logics implemented into these universes.

UK supermarkets need to be able to assess the current efficacy of the budget they allocate to promotional activities aimed at boosting sales. Therefore, the main objective of this article is to investigate consumer response to the four different promotional deals most commonly used in UK supermarkets: coupons, price discounts, samples and “buy‐one‐get‐one‐free”. Multi discriminant analysis was used on a study of 160 respondents to analyse whether there was an association between the four consumer promotional approaches and respondents’ reported buying behaviour. The findings indicate that only price discount promotions proved to be statistically significant on consumer’s reported buying behaviour. Purchase acceleration and product trial are found to be the two most influential variables related to a discount. For “buy‐one‐get‐one‐free”, while the result is not significant, the two variables, brand switching and purchase acceleration are statistically significant.