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Computing ethics represents a long established, yet rapidly evolving, discipline that grows in complexity and scope on a near-daily basis. Therefore, to help understand some of that scope it is essential to incorporate a range of perspectives, from a range of stakeholders, on current and emerging ethical challenges associated with computer technology. This study aims to achieve this by using, a three-pronged, stakeholder analysis of Computer Science academics, ICT industry professionals, and citizen groups was undertaken to explore what they consider to be crucial computing ethics concerns. The overlap between these stakeholder groups are explored, as well as whether their concerns are reflected in the existing literature.

Data collection was performed using focus groups, and the data was analysed using a thematic analysis. The data was also analysed to determine if there were overlaps between the literature and the stakeholders’ concerns and attitudes towards computing ethics.

The results of the focus group analysis show a mixture of overlapping concerns between the different groups, as well as some concerns that are unique to each of the specific groups. All groups stressed the importance of data as a key topic in computing ethics. This includes concerns around the accuracy, completeness and representativeness of data sets used to develop computing applications. Academics were concerned with the best ways to teach computing ethics to university students. Industry professionals believed that a lack of diversity in software teams resulted in important questions not being asked during design and development. Citizens discussed at length the negative and unexpected impacts of social media applications. These are all topics that have gained broad coverage in the literature.

In recent years, the impact of ICT on society and the environment at large has grown tremendously. From this fast-paced growth, a myriad of ethical concerns have arisen. The analysis aims to shed light on what a diverse group of stakeholders consider the most important social impacts of technology and whether these concerns are reflected in the literature on computing ethics. The outcomes of this analysis will form the basis for new teaching content that will be developed in future to help illuminate and address these concerns.

The multi-stakeholder analysis provides individual and differing perspectives on the issues related to the rapidly evolving discipline of computing ethics.

It's been three years since my previous survey in RSR. Superb reference books in pop music have been appearing so frequently that I've been having trouble keeping up. Let's hope “next year's” survey will only be 12 months in the making and not 36.

The first phase of Irish environmental campaigns had exploited the NIMBYist concerns of local communities in a manner that superseded the economic rewards of toxic multinationals promoted by the state. GSE's campaign extended that NIMBY frame by networking with other community groups concerned about the state's approach to waste management in the second phase of Irish environmental campaigning, which was concerned with the post-boom waste crisis and infrastructural sitings.

Environmental campaigns in Ireland can be divided into pre- and post-affluence phases of multinational-led economic development in Ireland between 1958 and 2002. I construct an ‘issue history’ (Szasz, 1994) that locates the GSE case within the context of a series of community challenges to toxic industries during that period. These cases are relevant to an understanding of environmental movement activity in the decades before GSE's own campaign, before the onset of economic growth, or in the post-boom years when issues such as landfilling and incineration were the subjects of disputes across Ireland. I examine some earlier cases that have parallels with GSE's case in terms of their primary focus on toxicity and health risks, but I also look at the emergence of landfill and municipal incineration disputes since the mid-1990s that can be traced to the explosion of waste as a by-product of Irish society's fixation with consumerism.

Recognition of potential for greater all‐Ireland cooperation, pooling of expertise, and sharing of knowledge led to the establishment of the Centre for Ageing Research and Development in Ireland (CARDI) in 2007. This paper seeks to outline the development of CARDI and in particular the delivery of its grants programme as a model for supporting ageing research to work across disciplines, sectors and borders.

Using CARDI as a case study, this paper charts the organisation's development and in particular focuses on the development and learning from its grants programme, established to support ageing research in Ireland, north and south.

CARDI has promoted and helped support the development of a community of researchers on ageing across Ireland via its grants programme, networking events and communication's strategy. There is growing momentum, interest and potential in an all‐Ireland approach to research on ageing and older people.

Research can and must play a vital role in informing future policies and services for our ageing population. This paper explores the development of ageing research in Ireland, illustrating a model for working across disciplines, sectors and borders when supporting and communicating research on ageing in Ireland, north and south, to the benefit of researchers, policy makers and older people.

The purpose of this paper is to explore the concept of group identity formation amongst school business managers in the English school system.

Data were generated via a research project that employed semi-structured interviews with school business managers as a means of exploring their experiences as a relatively nascent group, carving out their own territory within a school system traditionally led and managed by trained educationalists.

The findings provide insight into the enabling and inhibiting factors encountered by school business managers in establishing and negotiating a distinguishable group identity within the wider school workforce including their variable career trajectories and motives, the suitability of their qualifications and the diverse composition of their roles.

The paper throws light on the identity formation of a cohort of the school workforce in England who are not directly involved in educational leadership or classroom practice but nevertheless play a crucial role in the ecosystem of the school. While the research reported is situated within England, the issues raised can be applied to education systems in other contexts given the universal importance of financial and organizational management in schools.

The purpose of this chapter is to examine voice as an empowerment practice in a manufacturing company. The case study follows a qualitative approach to analyse employee voice and types of empowerment from a structural perspective. Findings suggest a variety of voice arrangements to empowering employees such as voice surveys, meetings, e-suggestions, opinion boxes and informal means such as casual meetings and walkarounds. In addition, employee voice is linked to types of empowerment such as information sharing, upward problem solving, task autonomy and attitudinal shaping. Further research would benefit from an exploration of employees’ feelings regarding voice mechanisms to examine the psychological perspective of empowerment.

Since 1990, the number of empirical and applied research dealing with employee empowerment has proliferated. This article will examine four dimensions of power: various resources to influence the outcome of decision‐making; controlling access to those processes; through hegemonic process to legitimize power through culture and norms; and determining the limits of power. A critical perspective from other behavioral sciences will present various designs. Foucauldian Theory will challenge the devolution of power via prior research attempts. Contemporary research on organization culture and structure will be examined via the validation of six hypotheses. Organizational characteristics facilitating empowerment such as vision, openness and teamwork, discipline and control, support and security will be discussed, along with the impact of leadership on an empowered workforce. Psychological dimensions of empowerment: choice, competence, meaningfulness and progress are examined in addition to trust issues. Some conclusions and recommendations will integrate the diverse theories.