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This chapter aims to encourage and guide smart industry HRM-related research by addressing upcoming challenges developed using a job design lens.

The challenges are constructed based on a developed overview of the existing body of work related to job design and a description of smart industry.

The challenges are meant as an indication of the issues that arise within job design due to smart industry and, in so doing, suggest directions for future research in this specific field. Additionally, through laying out challenges for this particular example, the chapter encourages scholars to consider the possible impact of smart industry within other HRM areas.

The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.

The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.

The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.

The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.

This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

The paper aims to report the main findings of a study for the Dutch Regulatory Authority for the Telecommunications sector OPTA to explore how the new European “cookie rules” in the ePrivacy Directive impact on behavioral advertising practices via the storing and reading of cookies. The paper identifies the main dilemmas with the implementation of the new European rules. The Dutch case provides a valuable reality check also outside The Netherlands. Even before the amendment of the directive, The Netherlands already had an opt‐in system in place. From the Dutch experience important lessons can be learned also for other European countries.

After a brief analysis of the legal situation in Europe and in The Netherlands (section 2), section 3 reports about the findings of a survey among the main providers of targeted advertising in The Netherlands to explore the current use of cookies and targeted advertising practices. Section 4 describes the findings of a qualitative survey among Dutch internet users with the goal to define their level of skills and knowledge, acceptance of and behavior towards the placing and reading of cookies. A concluding section (section 5) summarizes the main findings and identifies implications for the future policy debate.

The results show that the majority of the surveyed parties involved in behavioral advertising do not inform users about the storing of cookies or the purposes of data processing of the subsequently obtained data, neither have they obtained users' consent for the storage of cookies. The authors also found that the majority of users lack the skills and knowledge to handle cookies.

The findings critically question the wisdom of the “informed consent regime” that currently lies at the heart of Europe's ePrivacy Directive. The paper concludes with reflections about the concrete policy implications of the study, and a number of concrete suggestions of how to approach the future debate with regard to the regulation of online tracking and cookies.

The approach of the paper is original in that it combines legal analysis with two surveys: one among behavioral advertisers and one among online users. This approach permits us to better understand the efficacy of the new legal rules, to make predictions regarding the level of compliance with the new rules and identify areas in this highly topical debate that require further attention.

Grassroots activists leverage innovative, justice-oriented strategies to address wide-scale problems like climate change, life-threatening poverty, threats to Indigenous land rights, and racialised incarceration while simultaneously navigating highly localised issues like food insecurity. In the United States, urban activists are associated with large-scale demonstrations and social justice campaigns, yet rural community leaders have been campaigning against inequality and racism for decades, rarely receiving similar nuanced attention. Beyond differences in awareness and recognition, rural and urban activism generally operate independently from one another. However, more robust alliances across community types are needed more than ever to tackle today’s most pressing social problems. In this chapter, the authors draw on their scholarship on urban and rural activism to show that both varieties share common features, including a critical, political, and sociological consciousness with a core mission of social justice through community mobilisation. From this, the authors discuss common differences between urban and rural activism, reflect on the role of activist scholars in supporting (more unified) struggles for justice, and address some critical issues regarding academics who wish to study or work with activists and social movements.

Since independence in 1968, the Mauritian economy has moved from a monocrop economy to a more diversified middle-income economy. In addition, women’s emancipation in the 1983–2001 period has contributed to an upliftment to the business panorama. Attitudes and behaviours of people engaged in business transactions were mainly regulated by traditions, culture and values stemming from their inherent religious beliefs. In Mauritius, the four predominant religions are Hinduism, Christianity, Islam and Buddhism. Each one upholds traditional rituals and festivals which serve to maintain certain business decorum in the country and establish strong corporation and business trades. Nowadays, there are business dealings which are increasingly being scrutinised by the public and independent bodies for transparency and accountability, a situation not obtrusive in the past.

This study adopts a phenomenological approach to gain insights into the evolution of tradition, values and culture during the past 50 years. A survey questionnaire was administered to seven (n = 7) purposive participants and one of them was selected for a structured interview for triangulation purposes. The findings suggest a clear decline in the contribution of religion, tradition and culture in modern-day business dealings, especially in the advent of technology and a gradual increase of corrupt practices triggered principally by sociocultural groups mushroomed around religions. The nexus between these groups and the governing bodies further fuels unethical and obscure practices. It is believed that a digitalisation of the business ecosystem would provide some relief and restore business ethics.

Disasters significantly reduce the accessibility of justice particularly in rural locations. The bushfires, which ravaged three states in the south-east of Australia in late 2019 and early 2020, have had catastrophic social and economic impacts on people, animals and places in rural areas. In the aftermath of disasters, people by necessity must inevitably avail themselves of legal advice and services: to negotiate new business contracts; re-mortgage property; access wills and testaments; attend court; and for a host of other matters. In rural communities, where access to legal services is already limited by distance and circumstance, disasters create increased demand, and access issues are accentuated. This chapter explores access to justice issues in post-disaster context and as they relate to rural, regional and remote communities. It draws upon post-disaster experiences nationally and internationally, outlining responses to improve access to legal services past and present, identifying effective responses. It argues that rurality creates additional barriers and reduces access to justice, and that disasters exacerbate existing access issues as well as creating new challenges.

Digital collections are becoming more commonplace at libraries, archives and museums around the world, creating potential for improved accessibility to information that may otherwise remain hidden and further support for intellectual exploration. As a result of the growing potential for digital collections to inform and influence, the conversation surrounding ethics and digital collections needs to be continually examined and adapted as technologies evolve, user expectations change and digital information plays an increasing role in our everyday lives. In this context, this paper presents an overview of multifaceted ethical realities that impact the how, why and what digital information is created, accessed and preserved.

Written from the perspective of a digital collections librarian, this paper relies on existing research in presenting ethical considerations and complements that research with professional observations in providing subsequent reflections on addressing challenges in the age of digital information.

There are and should be considerations given to not only what information is contained in a given collection, but also how that information is selected, accessed and consumed by the public. The conclusions offered are designed to provoke reflection on the evolving and interconnected nature of information and ethics in the context of digital collections.

Information ethics is multifaceted, with one of those facets relating directly to digital collections. This paper demonstrates that digital collections are more complex than simply a collection of digitized documents and photographs. As the field of information management continually evolves and adapts, so, too, do the ethical realizations identified in this paper, all of which go beyond the (virtual) walls of a library, archive or museum, and carry the potential to have a long-term impact concerning information and its integrity, equity and access.

The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China.

This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China.

It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country.

The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site.

Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality.

This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.

First, a little background to contextualize my research: Today, through expanding media coverage, most people are at least minimally aware of the plight of children and adolescents in foster care. Here are some of the major trends. Currently, over a half a million children in the United States live in foster care, with 124,000 of them living in my home state of California (Adoption & Foster Care Analysis & Reporting System (AFCARS), 2007). They are placed in foster care for a variety of reasons – mainly child abuse, neglect, and parental substance abuse (American Academy of Child Adolescent Psychiatry, 2005; Simms, Dubowitz, & Szilagyi, 2000). Nearly half these children are adolescents (AFCARS, 2007); most have been in care for over 2 years, with many spending the duration of childhood in foster care (AFCARS, 2007). And most experience multiple placement transitions which results in numerous caregivers, school changes, and loss of a variety of relationships (Harden, 2004; US General Accounting Office, 1999). Further, there is an overrepresentation of minority children in foster care, especially African Americans (Chibnall et al., 2003).

Currently, leadership is a recurring theme in the field of education. There is also a number of research that examined school leadership from different perspectives. Some of these studies pay greater attention on school leadership policies while others focused on the key role of school leadership. Leadership is, as will be shown in this chapter, key to developing school practices that support schools to become effective organizations. Although, researchers usually defined leadership according to their individual perspectives and the aspects of the phenomenon which is of interest to them, some perspectives have been more influential than others. In this sense, these authors see leadership as a process which encourages staff at variety of levels take on leadership role. This approach of leadership not only synthesizes distributed model but also provides an opportunity to capture how leaders encourage and manage school improvement in practice. With this mind, this chapter examines the nature of leadership in one school in the UK to see whether it facilitates distribution of leadership. The data was collected using semi-structured qualitative interview with the headteacher of the school. The data collected was analyzed by reading the interview transcript many times, highlighting what was considered important. From the headteacher’s responses, recurring school practices – collaboration, shared leadership, learning culture, school connection with communities, and school response to SEN children – emerged. However, these findings should be considered with caution because the study was carried out in one school. A reasonable number of schools would have possibly provided more corroborated evidence. However, the findings can possibly further thinking in other schools with similar situations.