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The purpose of the paper is to propose that stakeholder scholarship should take its rightful role in the acknowledgement of stakeholder value production, the enhancement of stakeholder voice and public stakeholder advocacy. Its focus is on low‐wage workers particularly, although the analysis holds for dependent stakeholders generally.

This paper analyses and develops extant stakeholder theory with regard to employer treatment of low‐wage workers. A general point is made about the need for stakeholder research, writing and advocacy to take more explicit normative stances. This is achieved in three stages: by explaining why low‐wage workers are dependent stakeholders; by considering the strengths and weakness of stakeholder theory as an explanatory framework for low‐wage workers; and by identifying how stakeholder theory should be developed in order to provide an explicitly normative account of low‐wage workers that leads to pragmatic action.

Labour and industrial relations scholarship would benefit from the integration of stakeholder language and scholarship, as the stakeholder concept has gained currency and legitimacy among academics in a variety of fields. Stakeholder theory scholarship would benefit from explicit consideration of power, which is common to work in labour and industrial relations scholarship.

Stakeholder theory can benefit from labour and industrial relations scholarship and practice. Likewise, industrial relations can benefit from understanding and integration of the increasingly ubiquitous stakeholder concept. It is believed that the integration of stakeholder theory with insights from labour and industrial relations scholarship helps further work in both fields.

Purpose – This chapter presents a preliminary conceptualisation of the effects that unequal power relationships have on the integrity of social science research and the safety of researchers.Methodology/approach – We begin by presenting a review of the current literature on risk to research outputs and researcher safety. In this review, we offer a conceptual framework of the factors of safety and autonomy of researchers developed in conjunction with extent stakeholder theory scholarship.Findings – We argue that, in the event of a threat to researchers’ autonomy while complying with university ethics committee requirements, or when faced with uneven power differentials between the researcher and various stakeholders, one of two actions may occur: (1) the researcher may alter the project in order to comply or (2) the researcher may feel so compromised that the research project is abandoned. In both of these instances, research that addresses power/structural inequalities is avoided. In the event of a threat to the researcher’s physical and emotional safety, three actions can result if the researcher is harmed: (1) the incident may not be reported, which in turn may result in further harm to the researcher; (2) counselling may be undertaken to resolve and debrief emotional stress; or (3) a worker’s compensation claim may be lodged.Social implications – As academics, research is the core business of the organisations of which we are members. The issues introduced and discussed in this chapter are serious; however, our conceptualisation requires further research. We outline why this set of issues is significant and deserving of more study than it has previously received.Originality/value of  chapter – Previous research that links research in the area of protection for researchers and research autonomy is very limited in Australia, and therefore our conceptualisation provides value to the research agenda on this topic. We also propose that the issue of researcher safety and autonomy is common to most academic environments and merits further academic study.

This chapter suggests that there are at least five main challenges to the development of stakeholder theory as it currently stands. We need more research on understanding what counts as the total performance of a business; accounting for stakeholders rather than accounting only for investors; explaining real stakeholder behavior; formulating smart public policy given stakeholder theory; and rethinking the basics of ethical theory. The chapter explains the issues involved in each challenge and suggests ways to meet the challenge. It is a preliminary report of research in progress as well as a blueprint for how others may join the conversation to develop a more useful stakeholder theory.

Susanne Bahn is a Senior Lecturer in the Centre for Innovative Practice, School of Management, Faculty of Business and Law, at Edith Cowan University, Western Australia. Her interests lie in Occupational Health & Safety practice and processes, risk management, middle management change processes, and vocational educational training in the construction and mining industries.

The 19th annual Australian Association for Professional and Applied Ethics (AAPAE) conference was held at St. John's College at the University of Queensland, 28 June–1 July 2012, and was hosted by Rev. Professor John Morgan. This was the third time that John Morgan hosted an AAPAE conference. The Association is very grateful for his support.

Specialist CAMHS provide skilled assessment and interventions for children, young people and their families who have mental health disorders. The training needs of the staff who work in specialist CAMHS are not always clear or prioritised, due to the complexities and differing contexts in which specialist CAMHS are provided. The aim of this paper was to establish stakeholders' experiences of service complexities and challenges that affect training within specialist CAMHS. The project employed interviews to gain wide‐ranging consultation with key stakeholder groups. The sample consisted of 45 participants recruited from policy departments, professional bodies, higher education providers, commissioners, service managers, and practitioners. The participants identified a number of themes that limit training, and put forward solutions on how these could be facilitated in the future. Emerging themes related to leadership and the role of service managers, strategic management of training, commissioning, levels of staff training, resources, impact of training on service users, and availability of training programmes. The findings emphasise the need for the strategic workforce planning of training to meet service delivery goals. Policy, commissioning, workforce training strategies, service needs, and delivery of training should be integrated and closely linked.

The purpose of this study was to examine the results of a deliberate psychological and educational intervention with at-risk youth (placed in a detention center) that have been identified as having the potential to benefit from a behavioral program.

The program provided systemic behavioral health assessments using trauma-informed care guidelines and then linked the participants to mental health and substance services to increase the children’s access to key health services and reduce the risk of recidivism. The program also provided psychoeducational resources to stakeholders including parents, judges and corrections officers. Comparisons were made between participants receiving the intervention to determine pre and post results.

Recidivism rates were also examined. Study participants included 395 at-risk youth between the ages of 13 and 17. In summary, the findings supported the use of this multi-pronged program with juveniles residing in detention centers.

All work on this research project was completed by the listed authors.

The purpose of this paper is to explore how logo design characteristics influence consumer response based on visual representation. Logos in different areas may have different characteristics that impact liking a logo. The logos of youth education brands were explored in this study.

The Kansei engineering (KE) method was employed in this research. In total, 115 logos of youth education brands were collected and classified into three categories: abstract, natural and text mark. Then 12 of these logos were selected as representative samples. A set of 171 Kansei pairwise image words was collected, and 14 of them were chosen for further investigation. The psychological projection experiment was conducted based on a five-point Likert-scale questionnaire with 120 participants. Three statistical methods including cluster analysis, factor analysis and correlation analysis were combined for the data analysis.

The results show that four factors affect liking a logo including a sense of contemporaneity, a sense of esthetics, a feeling of interest and a sense of style. Accordingly, the weights of these four factors are proposed. The positive correlation between logo characteristics and liking a logo was also verified. In addition, the classification results of this study confirm the wide use of natural and English text mark logos in youth education brands.

The results could guide designers and managers in selecting or modifying logo design for achieving a positive effective response. This is the first research on logo design characteristics linked with industry domains. This study also contributes to the KE approach to investigate the relative impact of logo characteristics on liking a logo.