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Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression.

The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations.

School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach.

It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change.

The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.

In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the ‘Keeping Connected: Young People, Identity and Schooling’ project. The purpose of the study is to consider the social connection and schooling of young people who have experienced long‐term chronic illness. While the research involves both quantitative and qualitative elements, the qualitative component is the largest and involves the most researcher time and diversity. At an early stage of the project, three of the researchers working on the qualitative team consider why the study was framed as a series of case studies rather than as ethnography. The second issue considered in this paper is the different approaches to data collection, data analysis and truth claims we might take.

A striking feature of Jaques' work is his “no nonsense” attitude to the “manager‐subordinate” relationship. His blunt account of the origins of this relationship seems at first sight to place him in the legalistic “principles of management” camp rather than in the ranks of the subtler “people centred” schools. We shall see before long how misleading such first impressions can be, for Jaques is not making simplistic assumptions about the human psyche. But he certainly sees no point in agonising over the mechanism of association which brings organisations and work‐groups into being when the facts of life are perfectly straightforward and there is no need to be squeamish about them.

IF work study principles are being applied rather belatedly to the organisation of clerical duties it is doubtless because the area, being much smaller, is recognised as a less profitable one in which to effect substantial savings. There is, however, an increasing use of such techniques in offices.

EVERY so often somebody who claims to speak with the voice of authority or knowledge warns us that the inevitable result of advanced technology — or, rather, its adoption by employers, whether private or state — will be enhanced unemployment.

The purpose of the paper is to critically question conventional views of the one‐dimensional, mechanistic and negative image of human nature of Scientific Management. Both for worker behavior and for managerial behavior positive aspects of an image of human nature are reconstructed in organizational economic terms.

Through institutional economic reconstruction, drawing on the methods and concepts of organizational and institutional economics, the portrayal of workers and managers by Scientific Management is critically assessed.

It is suggested that a conceptual asymmetry exists in Taylor's writings regarding the portrayal of human nature of workers and managers. Whereas for workers a model of self‐interest was applied (through the concepts of “systematic soldering” and “natural soldiering”), Taylor portrayed managers through a positive, behavioral model of human nature that depicted the manager as “heartily cooperative”. The key thesis is that by modeling managers through a rather positive image of human nature Taylor could no longer methodically apply the model of economic man in order to test out and prevent interaction conflict between potentially self‐interested managers and workers.

The paper focused on Scientific Management to advance the thesis that the portrayal of human nature has been ill approached by management and organization theorists who were apparently pioneering an institutional and organizational economics. Future research has to broaden the scope of research to other pioneers in management and organization research, but also to critics in behavioral sciences, such as organization psychology, who may misunderstand how economics approaches the portrayal of human nature, in particular regarding self‐interest.

Taylor's portrayal of managers as naturally good persons, who were not self‐interested, caused implementation conflict and implementation problems for Scientific Management and led to his summoning by the US Congress. By modeling managers as heartily cooperative, Taylor could no longer analyze potentially self‐interested behavior, even opportunistic behavior of managers in their interactions with workers. Scientific Management had thus no remedy to handle “soldiering” of managers. This insight, that managerialism needs to be accounted for in a management theory, has manifold practical implications for management consultancy, management education, and for the practice of management in general. Students and practitioners have to be informed about the necessary and useful role a model of self‐interest (economic man) methodically plays in economic management theory.

The paper reconstructs the portrayal of human nature in early management theory, which seemingly anticipated the advances – and certain pitfalls – of modern institutional economics. The paper unearths, from an economic perspective, conceptual misunderstandings of Taylor regarding his image of human nature of workers and managers.