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This paper examines the extent of bargaining concessions in recession through investigating the effects of union bargaining on pay, job security and workforce composition.

Drawing on an original survey (n = 400) of workplace level trade union bargaining units in England, the authors employed latent class analysis to establish three groups of bargaining units on the basis of pay outcomes achieved. Linear regression analysis with moderation effects investigated whether pay rises at or above inflation in conjunction with shifts in bargaining priorities was associated with decreases in perceived job security and changes in the composition of the workforce.

Around a quarter of sampled units, concentrated mostly in decentralised bargaining units in the private sector, achieved pay rises at or above the inflation rate during an economic downturn. Pay rises at or above inflation in workplaces severely affected by recession triggered changes in bargaining priorities requiring some concessions, notably in terms of employees' job security. That said, across the sample, achieving pay rises was associated with improved perception of job security and lesser use of contingent labour.

The findings uncover a subset of bargaining units able to secure positive outcomes for workers against a hostile economic tide, whilst demonstrating that concession bargaining is not inevitable but rather contingent on the micro-environments in which union bargaining takes place.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.