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This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.

An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.

Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.

Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.

The field of broad-based employee ownership within corporations is a specific application of the foundational topic of property ownership. It is situated at the intersection of a broad range of scholarly disciplines including economics, law, finance and management. Each discipline contributes vocabulary and distinctions describing this field. That broad spectrum of disciplinary inquiry is a strength but it also lends a “ships passing in the night” quality to discussions of employee ownership. This paper attempts to unravel the narrative diversity surrounding this topic. Four meanings of ownership are introduced. Those meanings are in turn embedded within two abstract models of the corporation; the corporation as property and the corporation as social institution.

There is no experimental design The paper presents a conceptual overview and introduces a taxonomy of four meanings and two models of ownership.

Four meanings of ownership are introduced. The meanings are ownership as compensation, investment, retirement and membership. Those meanings are in turn embedded within two abstract models of the corporation; the corporation as property and the corporation as social institution.

No hypotheses are advanced. This is not a research paper. A conceptual overview that makes use of taxonomy of meanings and models is introduced to help clarify confusions abundant in the field of employee ownership. Readers may differ with the categories of meanings and models introduced in this conceptual overview.

The ambition of the paper is to describe the various meanings and models of employee ownership presently in use in both academic and applied settings. It is not necessary or desirable to assert the primacy of a single meaning or model in order to achieve progress. The analysis provided here surfaces a range of assumptions about ownership that have heretofore been implicit in both scholarship and in practice. Making those assumptions explicit should prove useful to both scholars and practitioners of employee ownership.

The concept of employee ownership enjoys a relatively broad appeal with the public. Among the academic disciplines that have trained their lights upon it, a more mixed reception prevails. Much of the academic and policy controversy derives from confusion about the nature and structure of employee ownership. This paper attempts to address that confusion by presenting a taxonomy of meanings and models that may prove useful for future research.

This study is one of the first efforts to comprehinsively map the various meanings and models of broad-based employee ownership.

Through a project of cooperation between the Ministry of Heritage and Tourism (MHT) and Sultan Qaboos University (SQU), a team including faculty members, technicians and students from the SQU department of civil and architectural engineering (CAE), was involved in the project of documentation, survey and the development of management plans of four (4) Omani Vernacular settlements (Harat). Such an experience was meant to initiate students from different levels in undergraduate programs of civil and architectural engineering to the fieldwork and professional practice in the field of built heritage studies. The present research aims to explore the effect of such an experience on the learning process and skills acquired by the involved students.

The research was undertaken with students of CAE undergraduate programs at SQU. The documentation method has been implemented in 4 different settlements with the same students. A questionnaire has been administered to the participating students after their graduation to collect their feedback regarding the benefits of this experience on their education and skills development. The data was complemented by active observation and semi-directive interviews with some students randomly selected among the respondents to the questionnaire.

The outcome of each documentation campaign as well as the results of the questionnaires administered revealed that this experience has raised students' awareness about the importance of studying the built heritage and safeguarding it. The research has shown that important soft skills, such as team-working, leadership and communication, have been consolidated. It has also revealed that this experience was an opportunity for students to discover the variety of options within the profession of architecture and its intellectual and ethical responsibilities. Such aspects are hardly grasped when taught within a “classical” teaching/learning setting.

The main limitations of this research were the hard working conditions during the summer in Oman and the direct interaction of the students with the buildings. Even cautious, such interaction represents a risk for an already fragile heritage.

The paper includes a detailed description of the architectural documentation tools and methods used in the case studies. These tools and methods can easily be applicable, with slight adaptations, in other architectural documentation projects involving undergraduate students. The documentation methodology and the generated corpus of 3D digital models can be used in other documentation projects and further studies such as architectural typologies, bioclimatic properties, natural ventilation patterns, daylight performance, etc.

This paper reports on the outcomes of the first experience of its kind in Oman and the Gulf region, where undergraduate students (predominantly females) were involved in an interdisciplinary project for the documentation of important vernacular settlements and their buildings. The added value of this research is that its methodology can be a reference for professors of Architecture and related specialties aiming to integrate research and field work with education.

This study aims to demonstrate what myths of and about science are reproduced in this popular cultural work (movie – “Oppenheimer”). This is done by examining the unconscious hegemonic positions supported by the reproduction of stereotypical and mythical images of science.

Content/Text Analysis: The conceptual analysis of a cultural text – a film (“Oppenheimer”) – through a theoretical apparatus (B. Latour’s theory).

The film demonstrates its reproduction of three distinct elements. Firstly, it exhibits classic scientistic clichés pertaining to technoscience. Secondly, it highlights the replication of the individualized monomyth about the (super) hero, leading to the exclusion of the intricate conditions of technoscience’s existence. Lastly, the film aligns with the Californian ideology, as proposed by Barbrook.

The value of the text is twofold: (1) To show that the classical approaches of Bruno Latour are still relevant. (2) To show what hidden premises and myths about technoscience are being propagated through a work of pop culture (the film “Oppenheimer”) and, in effect, to show what kind of influence of cultural hegemony is at work here.

The global financial crisis (GFC) has undermined the legitimacy of orthodox neo-classical economic assumptions, which nevertheless continue to frame the philosophical assumptions of teaching in business schools. The purpose of this paper is to make a case in favour of an expansion of the business school curriculum to incorporate behavioural economics. The paper will also contend that behavioural economics can be connected to social economics, as they are both heterodox in this study and analyse economic phenomenon outside of a neo-classical framework. The aim is to contribute to arguments for an expanded curriculum, beyond the framing assumptions of neo-classical rationalism. This paper will also support its case by reviewing behavioural economics to make the case that this literature can be connected to social economics. This assertion is based on shared connections, including the importance of Kantianism in behavioural economics and in social economics. These connections will be discussed as a common point of reference points, or ties that can serve to broker links between these two economic paradigms. Practical implications (if applicable) the GFC presents an opportunity to re-shape the business school curriculum to acknowledge the centrality of socio-economics and behavioural economics, and consequently to offer an alternative to the dominant ontological assumptions – taken from the economic understanding of rationality – that have previously underpinned business school pedagogy.

The paper presents an inter-disciplinary teaching case, which incorporates socio-economic and behavioural economics perspectives. The teaching case concerned a socio-economic understanding of corruption and white-collar crime. It was also inter-disciplinary to include inputs from business history and criminology. The teaching case developed an appreciation among students that corruption, white-collar crime and entrepreneurship can be analysed within a social economics and behavioural economics lens.

The teaching case example discussed an alternative socio-economic and behavioural economics understanding to core areas of the MBA curriculum with the potential to be included in other academic disciplines. This enabled students to apply a behavioural economic approach to white-collar crime. The findings derived from this case study are that behavioural economics has the potential to enhance the teaching of socio-economics.

The originality of this paper is to apply behavioural economics to a socio-economic teaching case, in core subject areas of the MBA curriculum.

The purpose of this research is to provide a critical review of the intellectual capital (IC) research in hospitality and tourism (HT) literature.

This study uses 141 research papers published on IC in HT between 2003 and 2021 to offer the findings of a systematic review of publications that cover the issue of IC as a holistic concept, rather than just a component of it, within the sector.

The progress on the topic is addressed. The authors' findings also reveal the related research productivity, main themes compared to other service sectors and methodologies applied in the knowledge field. In order to provide a tangible structure in the field, a research agenda is offered.

This study analyzed the development of IC research in the HT literature by focusing on journal articles in the Scopus database. The findings could aid researchers in (re)designing their study goals so they may add to both general IC literature and literature related to HT.

A strong positive relationship between IC and HT organizations’ performance has been demonstrated, but no study has previously mapped the research constituents of publications in IC research. To contribute to the endeavor of knowledge consolidation on this subject, the authors' paper covers the research that has been done so far on the under-researched issue of IC in HT from a new perspective.

This paper aims to study the origin story of Harvard Business School’s involvement with the Indian Institute of Management Ahmedabad to study the reasons for the spread of American management education. It introduces both the explicit influence of Cold War politics and Indian development imaginaries to the export of American management thought in the early 1960s.

This paper relies on archival research for its primary source material, drawing upon rich archives of documents found at the Baker Library of Harvard Business School.

Harvard’s role in Ahmedabad was explicitly influenced by the Cold War anti-communist foreign policy of the USA, but did so opportunistically and contrary to the Ford Foundation’s (FF) original plans. Vikram Sarabhai, who was a key player in the Indian national imaginary of development, invited Harvard on his own initiative and forced the foundation to follow his interests rather than being a mere “subaltern.”

This paper could additionally add to the historical debate about the scope and periodization of the Cold War and the role of non-state actors.

This paper covers new ground in exploring the early connection between the Indian development imaginary and business education. It concludes that the export of hegemonic US management education was not successful during Cold War, and the FF was not as dominant as it was made out to be.

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.

The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).

The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.

The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

The world is on the verge of entering the deglobalization age, and industrialized economies have ushered it in. However, there is still a scarcity of comprehensive and rigorous studies in this field. This research has tried to analyze the evolution and characteristics of deglobalization research.

The authors have employed bibliometric analysis for examining the existing evidence on accelerating deglobalization thinking based on a thorough analysis of articles published during a roughly 25-year span between 1996 and 2022. This study has used the TISM-P technique to study the relationship among the factors accelerating deglobalization thinking. This research reviews the articles on several dimensions of deglobalization using the “what”, “why”, “how”, “who”, “when” and “where” approaches.

The authors specify the critical factors, policy reforms, approaches and observed characteristics explored in this developing research area.

The authors have analyzed the factors accountable for rising deglobalization thinking and also suggested strategic recommendations based on the findings to minimize the adverse impact of globalization.

Although there is a wealth of literature on globalization, very little study has been done in the field of deglobalization. This is the first substantive review being done in the deglobalization domain. The contemporary research has used the bibliometric approach and the “5W and 1 H” framework to gain a comprehensive understanding of the changing paradigm.

This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.

Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.

The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.

This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.