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The purpose of this chapter is to describe the First Contact Pilot Program carried out in collaborative work between ISAGEN, a partly government-owned firm within the energy sector, and Universidad EAFIT, a private university in the city of Medellin.

The First Contact Pilot Program was developed following an existing model implemented at the Universidad Externado de Colombia, a private university located in Bogotá. Nevertheless this pilot program took methodology elements from ISAGEN and its suppliers relationship policy. Additionally content concerning the Global Compact and its principles was provided within the subject “Senior Seminar.” Students from this subject were voluntary participants in the pilot program.

The chapter provides a brief survey conducted by ISAGEN wherein some findings are visible. In this survey the First Contact Pilot Program participating entrepreneurs were asked about their motivations in order to voluntarily be part of the program and they recognized the great importance of this initiative for their businesses to change lots of practices and to become part of a global market culture.

This first version of the program was at the same time a way to invite other big organizations in the city of Medellin to take part in such activities. Massive participation, not only from the big players but also from small and medium enterprises, is necessary to achieve the goal of spreading the Global Compact’s principles. In the longer run it assures the creation of a fairer market place where all players in all sizes contribute to respect and promote a core of best practices in business.

One of the most remarkable implications by designing and implementing the pilot program was the fact of having interactions between International Business Students and local small and medium firm managers together talking about the Global Compact and the way it may improve many aspects within the firm and toward stakeholders.

A particular feature of this chapter to be considered as original and valuable is the establishing of networks for the dissemination of the Global Compact’s principles. Collaborative work among private and public sectors and with higher education institutions in fostering the transformation of business practices to achieve a fairer global market place constitutes the aim of this particular pilot program. At the same time this pilot program embodies the spirit of the UN PRME in giving the students of International Business the opportunity to develop their capabilities to become the future managers aware of the sustainability value for business.

This chapter sets out to examine the role of masculinity in the development of a gendered organizational culture over time. The development of images of masculinity within one company—British Airways—is examined through content analysis of company newsletters, advertising copy, annual reports, internal memoranda, and written rules and regulations. Exploring the notion of “multiple masculinities,” the chapter traces the prominent forms of masculinity that emerged in British Airways and assesses their impact on the ways that organizational practices were developed, maintained, and understood. Four key corporate images of masculinity are examined—the pilot, the steward, the engineer, and the “native boy”—and it is argued that those images contributed to the exclusion of women and people of color from those occupations by laying down cultural rules about the ideal typical characteristics of the job holder. The chapter concludes by raising questions about the value of a multiple masculinities focus in explaining changing and contradictory practices of discrimination; the primacy of extra-organizational over organizational practices; and the relationship between multiple masculinities and hegemonic masculinity. Further research is suggested into the extent to which hegemonic masculinity is undermined, over time, by changing and contradictory forms of masculinity within definite sites of gender construction.

This chapter discusses the power of trade unions within the UK civil aviation industry, focusing specifically on the British Air Line Pilots’ Association (BALPA) that represents flight crew. The deleterious effects of the contemporary legislative and competitive environment of air transportation on the ability of BALPA to exact concessions from airline management are discussed as are the changes to the nature of work of flight crew that impact on the structural dimensions from which BALPA derives its power. These are weighed against the associational dimension of BALPA's power base, in particular the willingness of pilots to engage in active militancy. The chapter also considers possible organizing strategies for BALPA in order to challenge managerial prerogative in the industry.

Only 5 per cent of commercial airline pilots worldwide are women and women who enter the profession may experience negative attitudes and differential treatment on account of their gender. Although a growing body of research has focussed on the experiences of women pilots once they are hired, there is a need to examine women’s experiences during their initial (ab initio) training when their personal and professional identities are being developed and contested. Drawing on empirical fieldwork of the experiences of both women and men ab initio pilots undergoing training at two UK-based Flight Schools, this chapter reveals that women cadets not only perceive elements of their professional identities differently from men but that they actively adopt a range of strategies to negotiate potential conflicts between their developing personal and professional identities. The chapter makes a theoretical and empirical contribution to existing studies of gender-dominated professions and offers recommendations to Flight Training Schools and airlines who are seeking to encourage more women to enter the airline pilot profession.

This is a modified version of the 2022 George Herbert Mead Lecture that I delivered at the Annual Meeting of the National Communications Association in New Orleans, LA. Drawing upon ethnographic research with Mississippi River pilots, I outline the strengths and weaknesses of Mead's conceptualization of “mind” as a means to develop the “great cooperative community” he envisioned. I argue that although we possess the cognitive capacity to take the attitude of a multitude of others, even during complex and evolving scenarios, there are also material incentives for some groups to impede the emergence of the mind via the construction of “closed-networks.” I identify one example of a closed-network – professional associations – to demonstrate how and why they attempt to prevent outsiders from role-taking with members of their group. Although the persistence of closed networks hampers Mead's vision of a more co-operative society, it is only by understanding the origins of such barriers to mind that we can address the root causes of their construction.

We identify the key social and political forces that brought about the Self Managed Attendant Service Direct Funding Pilot (SMAS-DFP). Attendant Services are services for people with physical disabilities (PWD) to assist with daily activities. Direct Funding means that individuals obtain funds through direct funding mechanisms and/or through third parties. Self-direction refers to consumers who know their attendant service needs and can instruct workers to meet these needs. Self-management refers to (PWD) who are employers under the law and are legally responsible for hiring, training, scheduling and paying their attendants. Our analysis of the success of the SMAS-DFP is based on pre-conditions and facilitating elements. The pre-conditions were the: (1) existence of social movements; (2) precedents to direct funding programs; (3) prior experience with the governance of attendant services; and (4) government health reform. Five elements facilitated the SMASD-FP: (1) a clear vision by the community; (2) a core group of leaders; (3) supporters of the SMAS-DFP came from inside and outside of the community; and (4) supporters provided key resources to be used and to deal with barriers. PWD successfully led the pilot (1994–1997) and continue to administer the expanded government program (began 1998).

This chapter describes and discusses the main results of the successful off-hour delivery (OHD) pilot test in the city of São Paulo, Brazil, which took place between October 2014 and March 2015. The pilot engaged major stakeholders in urban distribution, including local authorities, shippers, carriers, and receivers, with the aim to determine what are the main requirements, constraints, opportunities, and threats for establishing a public policy related to shifting deliveries to late night in order to mitigate traffic congestion.

Differently from the former City of New York OHD pilot, here all participant companies were volunteers, with no need for cash incentives. The primary focus in São Paulo was on the issues of safety and noise, besides productivity aspects of travel time, truck speed, and delivery time.

The pilot was very successful, with no registered complaints of noise or security incidents. Travel speeds were obtained from global positioning system (GPS) tracking data and internal delivery systems. The chapter compares daytime and night operations and shows that productivity in some chains would improve significantly, but noise and safety must be carefully controlled to guarantee the expansion of the concept.

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.