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This chapter focuses on diversity issues in France. It shows how these issues came historically in the French context and how the main tensions generated, notably the equality-diversity and universality-diversity tensions, are not understandable without a knowledge of the French Republicanism which gives to the foundations of the French social fabric its peculiarities.

This paper examines adolescent’ money attitudes in the USA and France. It introduces and validates an 18-item scale for assessing adolescent money attitudes, explores the symbolic values that American and French teens attach to money, identifies the major segments of teens based on their attitudes toward money and assesses the importance that these groups place on price, novelty and brand name.

Twenty-eight in-depth interviews were initially conducted to explore adolescent’ money attitudes, assist in the development of measures and provide a context for interpreting subsequent results. Exploratory factor analysis (among 90 French and 70 American adolescents), followed by confirmatory factor analysis (among 332 French and 273 American adolescents) indicated that six dimensions captured money meanings. These dimensions were used in a subsequent cluster analysis to group teens into segments.

Six dimensions (worry, achievement, status, security, budget and evil) captured teenage money attitudes among French and American adolescents. A cluster analysis based on these dimensions yielded three groups: no worries, success and security. These three groups varied in their attitudes toward money and the importance that they placed on price, brand and novelty in purchasing.

This study provides measures for assessing adolescent money meanings and presents a preliminary segmentation of USA and French adolescents based on their attitudes toward money.

The results explore the impact of money attitudes on adolescent consumption preferences, demonstrate the utility of measuring adolescent’ money attitudes and segmenting adolescents based on these attitudes and emphasize the importance of both cultural and individual differences.

This review arises from a series of multidisciplinary Franco‐British workshops which were supported by a grant from the Economic and Social Research Council (ESRC) and the Agence Nationale de la Recherche (ANR). More than 30 participants from a range of institutions and agencies were involved in compiling the material in this review (Appendix I). The workshops offered an opportunity to exchange ideas from research on the relationships between migration, health and well‐being in Britain and France. In the following discussion we compare and contrast experiences in the two countries, with the aim of assessing the importance of international, national and local contexts, in their various cultural, social and political dimensions, for the relationships of interest. Drawing on these ideas, we suggest the definition of a future international research agenda.

In response to an identified information need about entrepreneurial teaching methods employed in the European higher education system, aims to investigate whether this type of experimentation could make a difference – an activity traditionally considered individualistic within a collectivist society – and, second, to evaluate the project in terms of its appropriateness.

Examines an innovative case of entrepreneurship teaching at a French grande école, the ESC Rouen. In line with the purpose of this investigation a number of interviews were conducted with the project manager, the students' opinion was sought and a questionnaire survey was carried out among the participants. In addition, the author herself has been actively involved as a teacher and tutor for entrepreneurial projects.

Finds that an entrepreneurial project such as the one presented here can indeed make a difference in creating a societal acceptance for entrepreneurial activity. Engages a large number of students in activities which range from creative thinking and practical activities such as conducting market surveys and researching potential competitors to developing communication skills vis‐à‐vis their fellow group mates. Highlights that there are significant barriers to entrepreneurship and enterprise creation in France.

Concludes that, although the Projet Entreprendre has not yet led to any enterprise creation at the management school, it could be an appropriate pedagogical tool in line with present government aims and objectives. Suggests that the entrepreneurial project is of particular interest as it is one of the rare instances that such a project within a French grande école environment is being discussed.

A very useful source of information and reference point for entrepreneurial projects.

This paper aims to study historical intercultural transfer by examining the case of the Mouvement Desjardins, a Quebec, Canada-based cooperative bank founded in 1900 by Alphonse Desjardins. The aim of the cooperative was to support the hitherto marginalized French–Canadian population and to initiate their economic and entrepreneurial activities.

The authors focus on a historical single-case analysis. This conducts them to analyse primary data from letters exchanged between Alphonse Desjardins and European actors, as well as company documents of the Groupe Desjardins.

The intercultural transfer of the cooperative bank model and its implementation in North America as a successful, self-sustaining model is owing to recontextualization and strategic decisions of the social entrepreneur Alphonse Desjardins based on intensive written correspondence with European bank directors who promoted the cooperative system.

This research instigates an impulse to extend our knowledge of intercultural transfer by looking into other historical cases to provide validation or add subtleties to our understanding of intercultural transfer dynamics.

This paper expands the current understanding of intercultural transfer and its powerful influence, namely, how an implemented cooperative bank system can contribute through successful recontextualization to institutional change and societal improvements. It also provides new insights into the creation and growth of social enterprises based on shared values within communities and coordinated strategic intentions across communities.

As a fountainhead of postcolonial scholarship, Edward Said has profoundly impacted multiple disciplines. This chapter makes a case for why sociologists should (re)read Edward Said, paying specific attention to his warning about the inevitably violent interactions between knowledge and power in historic and current imperial contexts. Drawing on Said and other postcolonial theorists, we propose a threefold typology of potential violence associated with the production of knowledge: (1) the violence of essentialization, (2) epistemic violence, and (3) the violence of apprehension. While postcolonial theory and sociological and anthropological writing on reflexivity have highlighted the former two dangers, we urge social scientists to also remain wary of the last. We examine the formation of structures of authoritative knowledge during the French Empire in North Africa, the British Empire in India, and the American interventions in Iraq and Afghanistan during the “Global War on Terror,” paying close attention to how synchronic instances of apprehension (more or less accurate perception or recognition of the “other”) and essentialization interact in the production of diachronic essentialist and epistemic violence. We conclude by calling for a post-orientalist form of reflexivity, namely that sociologists, whether they engage as public intellectuals or not, remain sensitive to the fact that the production and consumption of sociological knowledge within a still palpable imperial framework makes all three violences possible, or even likely.

Since Richard Florida’s book The Rise of the Creative Class published in 2000, our attention has been drawn towards a peculiar characteristic of the cities where such a creative class thrives, and that is tolerance. We intend to explore in this paper whether one can use Hofstede’s “Uncertainty Avoidance” dimension to ponder if societies that are “Uncertainty avoidant” can provide a nurturing soil for a creative class to emerge within their bosom. To discuss this question, we examine the case of the Province of Québec (Canada) and most specifically, that of the city of Montréal, a city that has been dubbed by many observers as a creative city. In other words, our question is can a creative class thrive in a city that is located in an “Uncertainty avoidant” cultural and political unit?

Environmental justice activism is increasingly globalized, multi-faceted and multi-scaled (Bickerstaff & Agyeman, 2009; Walker, 2009a, 2009b). The existence or perception of injustice triggers the development of social activism in increasingly diverse contexts. The present contribution seeks to assess the explanatory value of resources in understanding activism (Freeman, 1979). In place of justice, the under-studied social movement theory of resource mobilization is explored as a complementary and partly oppositional account of justice activism. The highly controversial anti-GMO movement in France is selected as an invigorating context for evaluating activism. The perceived injustice of lifting restrictions on the importation of GM maize into France inspired the mobilization of a nationwide movement. In sharp contrast to existing literature, ideology is considered as a resource that effectively promotes or hinders social activism. Significant conclusions are developed for environmental justice activism research around emphasizing instability, heterogeneity, cultural sensitivity and above all, the limitations of agency-centric arguments.

Henri Fayol is undoubtedly best known in the English‐speaking world for his book Administration Industrielle et Générale. His subsequent activities in promoting the development of management studies and education as a a means of improving both industry and public service performance are less well known. One of his more significant initiatives in this area was to establish the Centre for Administrative Studies (CAS) in 1917. Relates the founding of the CAS to Fayol′s activities at the time, identifies its goals and activities, summarizes some of his contributions to the development of what ultimately became the formalization of management studies in both Europe and North America and notes the Centre′s demise almost concurrently with Fayol′s death. Reveals Fayol′s own reasons for delaying the publication of parts 3 and 4 of Administration Industrielle et Générale.

IF we count the University of Strathclyde School of Librarianship as a “new” school—rather than simply an old school transferred from a College of Commerce to a university—then four “new” schools were established between 1963 and 1964, three of the four in universities and the other closely linked with a university, though remaining independent. All four schools have their special features but I consider the more significant of Belfast's features to be its right, from the outset, to conduct all its own examinations for graduates and non‐graduates. Queen's was also the first British university to provide non‐graduates with courses in librarianship. (Strathclyde is the second.) All successful students are eligible for admission to the Register of Chartered Librarians (ALA) after they have completed the prescribed period of practical experience.