Search results

Adopting an EU policy lens, this chapter primarily addresses the proposed pivotal role of firm-level innovation capability (FLIC) in small and medium-sized enterprises (SMEs) as a stimulant of sustainable development (SD) and green growth in Ireland/Wales. The chapter specifically examines the scale and scope of the green economy (GE), and considers the importance of organizational inherent “green” innovation capabilities (GICs) to achieve it. Underpinning the study is the methodology and concept of utilizing a facilitated cross-border multi-stakeholder learning network to enable knowledge transfer and exchange practices to flourish between partners, acting as a significant predictor of the development of SME GICs structures. Specifically, against the backdrop of the Green Innovation and Future Technologies (“GIFT” hereafter) INTERREG 4A Project, the research assesses how academic–industry partner exchange and inter-group learning and cooperation facilitates the development of GICs in smaller enterprises to realize a sustainable smart green economy in Ireland.

The authors of this volume present a wide range of perspectives, case studies, and theories on partnerships for international development. The authors discuss the leadership approaches, principles, frameworks, and elements needed to develop effective university partnerships for international development. In the age of globalization, these types of international partnerships are an essential element to drive political reform, social development, and economic growth, and as such, they have become an essential element in today’s global system of higher education. Within the context of a rapidly changing higher education system, international collaborations encourage diverse and inclusive learning environments. Readers of this volume will also understand the principles for making international joint activities structurally sound and socially oriented.

In this chapter, we focus on expatriate CEOs who are assigned by the parent company to work in a subsidiary and compare them to those who themselves have initiated to work abroad as CEOs. Since we do not know much about these individuals, we direct our attention to: (1) who they are (demographics), (2) what they are like (personality), and (3) how they perform (job performance).

Data was sought from 93 assigned expatriate CEOs and 94 self-initiated expatriate CEOs in China.

Our findings demonstrate that in terms of demography, self-initiated CEOs were more experienced than assigned CEOs. With regard to personality, we found difference in self-control and dispositional anger: Assigned expatriate CEOs had more self-control and less angry temperament than their self-initiated counterparts. Finally, we found assigned expatriate CEOs to rate their job performance higher than self-initiated CEOs.

Although there may not always be immediate benefits, career consideration often plays a role when individuals choose whether to become an expatriate. For many years, organizations have used expatriation to develop talented managers for high-level positions in the home country. Recently, however, a new trend has emerged. Talented top managers are no longer expatriated only from within parent companies to subsidiaries. Self-initiated expatriates with no prior affiliation in the parent company are increasingly used to fill top management positions in subsidiaries.

Clinicians working in UK child mental health services are faced with several challenges in providing accurate assessment and diagnosis of attention deficit hyperactivity disorder (ADHD). Within the South London & Maudsley (SLaM) NHS Trust, community Child & Adolescent Mental Health Services (CAMHS) are developing structured pathways for assessing and diagnosing ADHD in young people. To date, these pathways have not been formally evaluated. The main aims of this evaluation are to evaluate all ADHD referrals made to the service in an 18-month period, including the number of completed assessments and proportion of children diagnosed with ADHD; and investigate adherence to the National Institute for Clinical Excellence (NICE) guideline for diagnosing ADHD in children and young people.

Retrospective data analysis was performed using service databases and electronic patient records. Adherence to the clinical guideline was measured using the NICE data collection tool for diagnosing ADHD in children and young people. All completed ADHD assessments were compared to four key recommendation points in the guideline.

Within the time frame, 146 children aged 4-17 years were referred and accepted for an ADHD assessment. Of these, 92 families opted in and were seen for an initial appointment. In total, 36 ADHD assessments were completed, of which 19 children received a diagnosis of ADHD and 17 did not. Aside from structured recording of ADHD symptoms based on ICD-10 criteria (69%) and reporting of functional impairment (75%), adherence to all guidance points was above 90%. The study also found that although a greater proportion of children referred to the service were male and identified as White, these differences narrowed upon receipt of ADHD diagnosis.

Relationship to the existing literature is discussed in relation to the assessment process, demographic characteristics and rates of co-occurrence.

The findings demonstrate that in child mental health services, gold standard practice for diagnosing ADHD should be the adoption of clear, protocol-driven pathways to support appropriate access and treatment for young people and their families.

This article is unique in that it is, to the best of the authors’ knowledge, the first to describe and report clinician-adherence to a structured pathway for diagnosing ADHD in young people within a community CAMHS service in South London.

The annual sessions of the United Nations Commission on the Status of Women offer many opportunities for feminist social change despite challenges of access and space. Commission sessions focus on producing an outcome document, the Agreed Conclusions, that sets global norms for governmental behavior toward women and girls. Feminist advocates can influence the norms-setting process through written and oral statements, side events, briefings, and direct communications with UN member states. In addition to official meetings that are open to non-governmental organizations with accreditation to the United Nations, a parallel conference of events takes place that is open to all. The parallel conference allows feminist advocates to raise issues such as violence against women, make connections to understand the dynamics of gender inequality, promote feminist language, and learn to use UN tools to advance the well-being of women and girls. In the ferment of discussion and interaction, a global feminist collective consciousness is formed, nurtured, and promulgated. This paper will discuss the feminist origins of the UN Commission on the Status of Women, practices of Commission sessions, and limitations to non-governmental participation in the Commission negotiating process. It will offer suggestions for a more democratic United Nations that opens up sessions to feminist advocates and expands space available for Commission and non-governmental events.

This paper aims to add information on how women's voices enriched American social entrepreneurship in the Progressive era. While most discussions of women as social entrepreneurs have centered on white middle class women, this article profiles two female agents for change and innovation who came out of the white working class and Boston's Black elite, respectively. These additions provide an analysis of female participation that takes account of issues of intersectionality and positionality, important concepts in contemporary critical theory.

This article extends our understanding of women's role as social entrepreneurs in the early twentieth century by offering biographies of Rose Schneiderman and Josephine St. Pierre Ruffin based on extensive examination of sources from Progressive era documents to contemporary scholarly analyses. Inclusion of Progressive era sources enables the narrative to suggest how these social entrepreneurs were viewed in their own day.

Biographies of Rose Schneiderman and Josephine St. Pierre Ruffin indicate the broad range of women who developed new organizations to serve traditionally marginalized populations in the Progressive era. The article shows the types of obstacles each woman faced; it enumerates strategies they used to further their aims as well as recording some of the times they could not surmount class- or race-based obstacles placed in their paths.

At a time when issues of intersectionality and positionality have become more prominent in management discourse, this article expands the class and race backgrounds of women specifically proposed as icons of social entrepreneurship. It represents an early attempt to link these concepts with the study of entrepreneurship.

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959), and Martin Bronfenbrenner (1914–1997). What we know about what and how they taught varies. Interestingly, little or no effort has been made to preserve records that might inform us about what college and university economists taught their students and when and how new ideas and issues found their way into the teaching of economics. This thought first came to me in the years immediately following my joining the UW-Madison faculty in January 1965. I realized that many of us who gained experience in the policy arena while on leave in Washington DC during the 1960s incorporated that experience into our teaching at all course levels. This meant our students benefited from being on the cutting edge of emerging policy issues, such as poverty, negative income tax, human capital, military draft, and the all-volunteer army, the Kennedy round trade negotiations, tax policy, and cost–benefit analysis. We regularly incorporated these issues into our teaching, usually a half-dozen years before they made their way into the next edition of the textbooks and thus reached a wider student audience. Once incorporated into textbooks, these issues became much less interesting to teach because they had been boiled down to pedestrian textbook-style prose.

Research suggests that individuals with autistic spectrum disorder (ASD) are inconsistently supported throughout the criminal justice system (CJS) in the UK. Bradley (2009) recommended the introduction of criminal justice liaison and diversion (L&D) teams to bridge the gap between the CJS and mental health services and provide a more consistent and improved quality of support for individuals with vulnerabilities, including those with autism. This study aims to explore the experiences of staff working in L&D teams who encounter individuals with ASD.

Interviews were conducted with ten L&D team members. Interpretative phenomenological analysis was used to gain insight into their lived experiences of working with autism in the CJS.

Interpretation of individual transcripts resulted in three super-ordinate themes: “feeling helpless and helpful in the system”, “transition to knowing” and “impact on self”. Each theme encapsulated a number of sub-themes depicting the limitations of services, difficult environments, making a difference, lack of understanding, developing understanding and the impact of these experiences on staff’s confidence, attitudes and well-being.

Criminal justice services are limited for people with autism. There is a lack of autism awareness by staff. Lack of awareness impacts staff attitudes and confidence. Training in autism should be provided to criminal justice staff.

This research highlights the limitations of services available for individuals with autism and the widespread lack of autism awareness. These concerns directly impacted participants’ confidence, attitudes and well-being. Recommendations are proposed to guide future practice and research including increasing availability of access to ASD services, enforcing mandatory autism-specific training for staff and routinely collecting service-user feedback.