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Hysteresis is one of the main concepts used in Layard, Nickell and Jackman′s book, Unemployment: Macroeconomic Performance and the Labour Market. Attempts to clarify the concept of hysteresis, from its formal representation to its empirical applications. Emphasizes the idea that hysteresis refers back to a given set of formal properties, independently of the phenomenologies within which it is liable to be encountered. In economics, the fields concerned may indeed vary a lot (labour market, foreign trade, etc.). By highlighting all the formal properties of hysteresis, shows how the assimilation of phenomena characterized by a zero eigenvalue for linear systems (or unit‐root systems for discrete‐time processes) is wrong and, moreover, how the imprecise use of the concepts can lead to the particular constraints affecting unit‐root econometrics being overlooked.

In this chapter, adopting a civil society perspective, the author is reflecting on the development of equality legislation in the European Union and its (lack of) impact on racial equality at the workplace. Presenting the development of the European Network against Racism and its organization, he highlights the thought process that led anti-racist activists to depart from a purely legal approach to discrimination and inequality to engage in a constructive conversation with public and private employers about diversity management. Since 2009, this organization has been through a long cycle of learning and exploration of the challenges of racially and ethnically diversifying a workforce and articulating business cases to that effect, while seeking to remain faithful to its founding principles of inclusion and equality. The author touches upon a variety of issues emerging from the practice of its organization: the difficulties, sometimes reluctance of HR managers to confront racism, their quest for tools, the blockings around equality data collection, the ambivalent role of trade unions as well as post-modern tensions between standardization and individualization which lie at the heart of diversity management.

Purpose – The purpose of this chapter is to show that cooperative banks’ values and finalities are not identical to capitalist banks, which are solely geared toward the maximization of short-term financial returns.

The idea that has been widely trumpeted since the beginning of the cooperative movement is profoundly “democratic” due to the fact that it is based on the idea of one person=one vote and because the concept of “collective property” remains topical to this day.

This raises questions as to the best way of conceptualizing the fact that some executives of banking institutions operating in the social economy have in recent years prioritized the development of growth strategies whose only goal is to constantly increase their power and adopt the same ultimate goals as capitalist banks do.

Results – This chapter highlights the reasons for cooperative banks’ deviations and suggests a return to the original mindset of the social and solidarity ideal. It specifies what the terms “market” and “competition” refer to and also suggests a reshaping of two categories derived from neoclassical thinking: “free and self-determined individuals” and “enterprise.” Lastly, it identifies the institutional conditions underlying the generalization of cooperative finance so this is no longer viewed as something marginal or isolated.

This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspective, and critical thinking, can lead to their training as future globally responsible leaders in New Business Schools for Societal Studies.

An international political sociology perspective, applied to the interpretation of globalization trends, and a critical thinking approach to education allow for a questioning of the values and contents of mainstream business learning.

The new proposed transversal, postcolonial and interdisciplinary pedagogical approach regarding business education is conducive to closely related operational tracks: on the one hand, how to improve the skills and systemic understanding of students’ global environment; on the other hand, how to lead, organize and manage the coherent “GRH”-driven business school.

The originality of this paper stems from the combination of critical works issued from the social and human sciences realms to revisit business education.