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The Government appointed a Low Pay Commission to advise on the level of the initial rate, and subsequently accepted all the Commission’s recommendations in principle, while taking a more cautious line on young workers. The National Minimum Wage will make a real difference to around two million low‐paid workers, but without significant extra cost to businesses – an addition of around 0.6 per cent to the UK wage bill. Some critics have argued for a higher initial rate, based on a mechanistic formula. But a rate which takes no account of prevailing economic circumstances or the dynamic nature of the labour market will not help low‐paid workers. It is also important to listen to employees and employers, the low paid and the low paying and reflect their views. The Low Pay Commission, which embodies the principles of social partnership, played a key role in this process.

This register of current research in social economics has been compiled by the International Institute of Social Economics. The register does not claim to be comprehensive but is merely an aid for research workers and institutions interested in social economics. The register will be updated and made more comprehensive in the future but this is largely dependent on the inflow of information from researchers in social economics. In order to facilitate this process a standardised form is to be found on the last page of this register. Completed forms, with attached sheets as necessary, should be returned to the compiler: Dr Barrie O. Pettman, Director, International Institute of Social Economics, Enholmes Hall, Patrington, Hull, N. Humberside, England, HU12 OPR. Any other comments on the register will also be welcome.

The purpose of this paper is to focus on different types of university-based business school dean (BSD) in a context of insecurities within the business school business and more widely with changing business and educational models and disruptions such as the global financial crisis and Brexit. The position of the BSD is contextualised within the industry sector, institutionally, and in relation to individuals’ tenures to make sense of how BSDs are operating on a burning platform. A well-established middle management strategic role framework is applied to the empirical data.

In total, 50 one-to-one interviews were conducted with deans and their colleagues. Deans’ behaviours were analysed according to attention paid to “facilitating”, “synthesizing”, “championing”, and “implementing” strategic activities.

Behaviours from primary professional identities as scholars and educators were identified as prevalent. It is suggested that to achieve greater legitimacy in declining mature markets, future deans will need to re-negotiate their roles to champion as public intellectuals the societal impact of business schools more widely in a context of shifting business and educational models.

The study is relevant to current and aspiring deans and for those hiring and developing business school deans.

The dean is conceptualised as a hybrid upper middle manager besieged by multiple stakeholders and challenges. Novel first-order insights into a typology of strategists are highlighted.

The purpose of this paper is to de‐construct the traditional bifurcation of logic and emotion in the preparation of educational leaders which, following regnant business planning and management models anchored in economics, focuses almost exclusively on social science methodology and the tenets of normative decision theory in formal university based‐preparation programmes in the UK and the USA. This dominant approach has many drawbacks and does not reflect how educational leaders actually engage in decision making.

The paper is a conceptual/logical analysis of the apparent weaknesses in traditional preparatory curricula as well as a report of preliminary qualitative research derived from a non‐probability, convenience sample of 13 interviews in the UK and the USA of middle‐level managers in institutions of higher education.

The major findings lie in the development of an initial schematic that challenges the dominant binary in considered decisions in educational leadership. The binary regarding the separation of logic and emotion simply does not exist as emotion is always a factor in decision making. The schematic proposes a way to make emotion an inclusive part of considering decision making.

Traditional notions of effective decision making should be revised to include how decision makers come to understand the role their own emotions play in rendering educational decisions on the job, and university providers should begin to revamp courses and curricula which more accurately portray them.

The originality of the paper is in the analysis of decision making which suggests that the role of emotion is in fact, logical and rational, as opposed to non‐rational in educational decision‐making contexts. The value of this position is that it restores to decision‐making preparation a more “real world” perspective which is often not present when so‐called non‐rational variables are factored out in problem‐solving training in university preparation programmes.

Controversy has always surrounded business schools: they are almost regarded as a necessary evil. Their credentials have been impugned from within academia, and from the outside business community. Periodically committees are formed and reports written on how to overcome the perceived deficiencies. From contemporary literature themes emerge, and the opportunity is taken to both look back and to look forward. Globalisation, partly mediated through the Internet, presents even greater challenges, as do the rise of corporate and virtual universities, heightened competition among schools, finding and nurturing appropriate staff, achieving critical mass and serving the entire economy, working with relevant partners inside and outside the university setting, maintaining quality, and undertaking research meeting the needs of various constituencies. Schools cannot be all things to all people, and need to prioritise their mission objectives in the light of those stakeholders for whom they will decide to dedicate most of their energies.

The purpose of this paper is to explore the behavioural determinants of work-related benefits claimants’ training behaviours and to suggest ways to improve claimants’ compliance with training referrals.

Qualitative interviews were conducted with 20 Jobcentre Plus staff and training providers, and 60 claimants. Claimants were sampled based on whether or not they had been mandated to training and whether or not they subsequently participated. Along with general findings, differences between these groups are highlighted.

Claimants’ behaviours are affected by their capabilities, opportunities, and motivations in interrelated ways. Training programmes should appreciate this to better ensure claimants’ completion of training programmes.

Whilst past papers have largely examined a limited number of factors that affect claimants’ training behaviours, this report offers a synchronised evaluation of all the behavioural factors that affect claimants’ training behaviours.

This article examines the internationalisation of Tesco and extracts the salient lessons learned from this process.

This research draws on a dataset of 62 in‐depth interviews with key executives, sell‐ and buy‐side analysts and corporate advisers at the leading investment banks in the City of London to detail the experiences of Tesco's European expansion.

The case study of Tesco illuminates a number of different dimensions of the company's international experience. It offers some new insights into learning in international distribution environments such as the idea that learning is facilitated by uncertainty or “shocks” in the international retail marketplace; the size of the domestic market may inhibit change and so disable international learning; and learning is not necessarily facilitated by step‐by‐step incremental approaches to expansion.

The paper explores learning from a rather broad perspective, although it is hoped that these parameters can be used to raise a new set of more detailed priorities for future research on international retail learning. It is also recognised that the data gathered for this case study focus on Tesco's European operations.

This paper raises a number of interesting issues such as whether the extremities of the business may be a more appropriate place for management to experiment and test new retail innovations, and the extent to which retailers take self‐reflection seriously.

The paper applies a new theoretical learning perspective to capture the variety of experiences during the internationalisation process, thus addressing a major gap in our understanding of the whole internationalisation process.