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The purpose of this article is to look in detail into the collapse and its subsequent implications of the London and County Securities bank (L&C) in 1973, one of the most significant UK corporate fraud scandals and regulatory failures in recent decades.

The article is a case study drawing on the report on L&C by the Department of Trade (DT) inspectors and the national and trade press, interviews with and the private papers of some of the major participants.

The study identifies and explains the nature of the fraud, the shortcomings of the auditing of the bank, the poor performance of the DT inspectors, and the weaknesses of the subsequent changes in the regulatory system.

The implications of the article's findings are: that commentators, and the regulatory and legal system need to distinguish between different types of fraud; that commercial pressures impact adversely on the audit process; that DT inspections conducted by accountants are not independent in their judgements; and that self‐regulation is always likely to be ineffective.

The findings are likely to be of interest to accounting academics and historians, practitioners and regulators.

Provides an insight into the collapse of the London and County Securities bank.

This paper aims to report on a project re-imagining of a Level 1 English-model broad vocational curriculum for low-attaining youth. The project, funded by Rothschild, has sought to develop a knowledge rich and engaging curriculum, which is more consistent with notions of social justice than contemporary low-level vocational curricula.

The project utilised a participatory, action-research model of curriculum development informed by a theoretical framework drawing on concepts of social justice.

The findings suggest that a broad, project-based curriculum, supported with a wide range of extra-curricular activities (enrichment) is effective in supporting secure and sustainable transitions into further education and/or meaningful employment for low attaining young people.

This paper extends understandings about curricula approaches in low-level vocational education. There is a paucity of research into the curriculum at the lowest mainstream levels. Students engaging with education at that level are similarly under-researched. This paper seeks to fill that gap.

The study aims to analyze the development of Omani heritage legislation against the UNESCO World Heritage Convention (WHC), 1972 and WHC Operational Guidelines (WHC-OGs) to predict the possible effects of the recent developments on the management of the World Heritage Site in Oman.

This study discusses the development of the heritage protection legislation in Sultanate of Oman since 1970; it analyses the Omani Cultural Heritage Law 35/2019 against the recommendations of the UNESCO WHC as well as the requirements of the World Heritage Operational Guidelines. Moreover, the research investigates the possible effects of the recent heritage legislation developments on the management of Bahla Fort and Oasis in Oman, which is the first Omani World Heritage Site and the only site with special management regulations.

The paper outlines the effects of both the Omani Cultural Heritage Law 35/2019 and the Special Management Regulations 81/2019 on the implementation of the Bahla Management Plan. Additionally, the research establishes how the customization of heritage legislation as a special heritage management regulation facilitates the implementation of national legislation to solve specific local problems.

The study establishes the significance of developing comprehensive legislation to protect and manage the rich Omani cultural heritage and World Heritage Sites in alignment with the WHC and the WHC-OGs.

The purpose of this paper is to identify the drivers of absenteeism and gives information of the relationship between absenteeism and personal and organizational characteristics in the Nordic countries.

The theoretical assumptions are tested empirically on data from a survey carried out in Denmark, Norway, Sweden and Finland. 10.748 employees from randomly selected households participated. Differences were examined using analysis of variance.

Among the findings are that Danish employees are less absent than employees in Norway, Finland and Sweden. Employees working in the public sector, more specific the municipalities, have a higher level of absence compared to the private sector. According to the personal characteristics, women are more absent than men in all Nordic countries, but the effect of age differs according to the country in question. If the manager however is a woman and the employee likewise, then the level of absence is higher in Denmark, Norway and Finland compared to the other gender constellations.

Because of the lack of international comparative studies of absenteeism in the Nordic countries, this paper brings new and a deeper understanding of the area as a basis of further empirical research and/or management concern.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.

Recent emphasis in research and theory building on compassion in organizations has not yet received sustained attention by organization development and change scholarship. Compassion at work, however, has been reported as instrumental in coaching, ad hoc organizing, prosocial behavior during challenging times, and other processes central to developing and changing organizations. It also has been theorized to bring about an untapped organizational capability, contribute to fostering a climate of workplace forgiveness, and to facilitate development of social entrepreneurship. In this essay, we begin to outline what the recent advances in the compassion literature offer researchers and practitioners of organization development and change. We briefly review how compassion is defined across different contexts, how it can be seen through a positive lens and within broader lines of inquiry on social and emotional dynamics at work, and how interpretive approaches to studying compassion might fit with the study of change. Seeing compassion scholarship as more than a specialized trend in positive organizational behavior, we offer ample opportunities for diverse and novel inquiry into development and change at work.

Modernism and postmodernism may be thought of as either moments or movements. We argue for thinking of them as moments, essentially related to each other, rather than movements that literally have historical specificity. From this perspective what is modern and what is postmodern is always shifting, such that their nature is problematic, essentially contested and shifting. Rather than use contemporary examples to make these points, we prefer to refer to quite historical examples, because the modalities become much sharper and can be seen in clearer focus. Hence, we discuss Machiavelli and Caravaggio as precursors of the postmodern and Hobbes and Boyle as precursors of the modern. Obviously, there is an irony in our intent: given the claims to currency of the debates with which we frame the paper then reference to some classical sources serves to hose down debate and fix it in a sharper, cleaner form. While it will become evident that our sympathies are not with “modernism”, it should become equally clear that we hold much of the representation of “postmodernism” to be as much at error as we do the fixing of the modern in the frame of the empiricist, the positivist, and the scientific. For us, all these terms are equally problematic, and have been so ever since we began to first think we might be modern – whether in art, social science or science. We conclude by addressing why, in the present, these classical debates should have migrated to the study of organizations.

The full ‘storytelling’ paper was written in 1978 and was influential in its time. It is reprinted here, introduced by an Author's reflection on it in 2014. The chapter describes the author’s early disenchantment with traditional approaches to educational research.

He regards educational research as, at best, a misnomer, since little of it is preceded by a search. Entitled educational researchers often fancy themselves as scientists at work. But those whom they attempt to describe are often artists at work. Statistical methodologies enable educational researchers to measure something, but their measurements can neither capture nor explain splendid teaching.

Since such a tiny fraction of what is published in educational research journals influences school practitioners, professional researchers should risk trying alternative approaches to uncovering what is going on in schools.

Story telling is posited as a possible key to producing insights that inform and ultimately improve educational practice. It advocates openness to broad inquiry into the culture of the educational setting.