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This chapter focusses on the ethical issues raised by different types of surveillance and the varied ways in which surveillance can be covert. Three case studies are presented which highlight different types of surveillance and different ethical concerns. The first case concerns the use of undercover police to infiltrate political activist groups over a 40-year period in the UK. The second case study examines a joint operation by US and Australian law enforcement agencies: the FBI’s operation Trojan Shield and the AFP’s Operation Ironside. This involved distributing encrypted phone handsets to serious criminal organisations which included a ‘backdoor’ secretly sending encrypted copies of all messages to law enforcement. The third case study analyses the use of emotional artificial intelligence systems in educational digital learning platforms for children where technology companies collect, store and use intrusive personal data in an opaque manner. The authors discuss similarities and differences in the ethical questions raised by these cases, for example, the involvement of the state versus private corporations, the kinds of information gathered and how it is used.

For much of its 43-year history, the community college sector in Jamaica has been plagued by perceptions of inferior status and mediocre tertiary education offerings. The Jamaican colleges have responded to the criticisms by aggressively pursuing quality assurance initiatives such as program accreditation, expanded course offerings, and ongoing curriculum review. This chapter traces the birth and development of the community college movement in Jamaica and the Caribbean and acknowledges the significant achievement of the Jamaican colleges in increasing access to tertiary education. The chapter also examines threats to the open access policy that may have serious implications for education equity and quality. These include inadequate funding, limited infrastructure to support the curriculum, low enrolment of specialized groups, and unsatisfactory completion and graduation rates. Recommendations for policy and practice are proposed.

This chapter serves as the introduction to the edited collection, calling into focus the diverse ways in which ‘Australia’ is asserted in the spaces, scenes and practices of Australian heavy metal. This chapter responds to earlier quandaries in the sparse research on Australian metal which question if there is anything definitively ‘Australian’ about the characteristics, themes and narratives demonstrated within Australian heavy metal scenes. In response to this challenge, the author uses this chapter to establish critical foundations for addressing how Australianness has been represented ‘Downunderground’ (Phillipov, 2008, p. 215) – historically, musically and geographically, as work in this collection affirms. This introduction foregrounds the concerns of the edited collection at large, which addresses how national identity has been imagined and constructed in ways which can at once celebrate problematic patriarchal nationalist symbolism, yet also call into focus the resistant and subversive ways in which metal scenes have deconstructed, critiqued and renegotiated the parameters of what it means to be ‘Australian’. This chapter asserts that any interrogation of the ‘Australianness’ of Australian metal must problematise the notion of a singularly ‘Australian’ identity in the first instance. Here the author argues that ‘Australian metal’ as a consolidated signifier must be problematised to instead come to an understanding of the multisited ways in which ‘Australianness’ is experienced within scenes. In doing so the author establishes the critical trajectories for the edited collection at large – to track the genealogies of Australian metal as a component in a wider global scene, and consider the plurality of its contemporary manifestations.

Recent neuroscience research shows that two large-scale cortical networks are involved in organizational behavior. These two networks are naturally antagonistic – when one is active the other tends to be suppressed. The focus of the chapter is to apply the opposing-domains hypothesis to problems associated with: (1) trying to balance creative thinking and global processing with analytic reasoning and focused attention; (2) avoiding ethical dangers associated with an imbalance in task positive network (TPN) and default mode network (DMN) thinking; and (3) properly motivating and incentivizing employees so as not to lead to an imbalance between the TPN and DMN. We contend that the opposing-domains hypothesis can inform organizational and leadership theory in areas where single-dimensional dual-process models are inadequate.

In the periods, following the First and Second World Wars, colonial states across the British empire underwent waves of reforms that were geared toward improving human well-being, from enhancing social conditions, such as health and education, to expanding opportunities for economic and political engagement. The literature on the colonial state typically traces these state-building efforts to the agency of European colonial officials. However, evidence from a historical analysis of Trinidad and Tobago reveals a different agent driving state reform: the colonized. A local labor movement during colonialism forced the colonial state to construct a number of state agencies to ameliorate the economic, political, and social conditions in the colony, thereby resulting in an increase in state capacity. This study, therefore, provides critical intervention into the colonial state literature by showing that the agency of the colonized, as opposed to just the colonizers, is key to state-building, and specifying the mechanisms by which the subaltern constrained colonial officials and forced them to enact policies that improved colonial state capacity.

This chapter forms the introduction to the book and offers an overview on the main aspects of leadership development that require explanation and further consideration. The current poor state of much development is considered and evidence provided of the deficiency in our understanding of organisations and how they function in actuality.

The misunderstandings about how people behave and how they really manage or lead are explored. One of the most important of these is the assumption of transferability, not just between national and regional cultures but within societal cultures, sectors, industries and organisations. This assumption applies equally to learning interventions which can have contradictory forms by being based on criteria external to the company and the individual leaders within it. The dominance of university business schools is also questioned.

The introduction concludes with an overview of the two-part format of the book and provides a pen picture of each chapter.

This chapter presents digital reverse mentoring as a novel kind of human and technological resource management intervention. It presents a case study of digital reverse mentoring at a large metal multinational. It highlights the various design elements of digital reverse mentoring that contribute towards achieving digital transformation and rebuilding of mindsets in the company. Through the case study the chapter also suggests that HRM needs to look beyond adoption of technological tools to actively participate in addressing the strategic concerns of digital transformation in a company.