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This chapter addresses two main questions; firstly, whether the public sector should seek to play an entrepreneurial role in its local economy and, secondly, what kinds of roles it could undertake. This chapter addresses these questions through an engagement with Cooke and Morgan’s (1998) concept of the animateur. The chapter uses examples drawn from Leicester City Mayor’s 100 Days in office programme to illustrate how the public sector provides a ‘breath of life’ to defunct areas in the City’s built environment and its economic activity. In this way, the animateur is a mode of engagement appropriate to characterize public sector entrepreneurship.

The chapter takes a case study approach drawing on the author’s previous research in Leicester and current involvement in the governance structures in the City.

The chapter examines the ways in which the public sector may be seen to be ‘entrepreneurial’. It argues that while the public sector should be seen as a legitimate entrepreneur in local economic development, their focus should be on innovative use of space and infrastructure. Here the role of the public sector should be to provide the ‘urban plumbing’ that would not be a cost-effective role for the private sector to undertake. The chapter uses the example of Leicester in England where the public sector has attempted to use culture and heritage to drive economic development in the City. Here the City authorities used these industries as a mechanism for the physical regeneration of large parts of the City Centre and have created spaces for private sector enterprises to flourish. The chapter argues that the success here was due to the City Council and the LEP understanding their role in entrepreneurship as an enabler rather than driver.

Policy-makers need to better understand the role the public sector can play in local entrepreneurship. This role should not be restricted to physical regeneration projects as the public sector should also be an innovative leader in the governance of enterprise and entrepreneurship at the local and regional tiers.

Purpose – The purpose of this chapter is to explore the differing ways in which emancipation is conceived by (Burawoy, 2004) four types of sociology: professional, public, critical and policy. The chapter argues that taken in isolation these sociologies generate issues in research that can only be resolved by reference to the activities of other branches of the sociological enterprise.

Approach – The chapter starts with a conflict of values in public sociological research, where the researcher is confronted with respondents whose ‘voice’ is characterised as racist.

Findings – The chapter argues that whilst public sociology attempts to provide voice to marginalised social groups it often makes arbitrary judgments over the palatability of certain voices, preferring voices sympathetic to the sociological enterprise over populist voices. The nuance here is illustrated as a tension between public and critical sociology that is often overlooked in the literature.

Research implications – The chapter argues that to successfully make sociological judgments to marshal between divergent voices, public sociology needs to re-discover its relationship with professional sociology, in terms of its engagement with political normativity and uses of evidence. Ultimately, for the sociological enterprise to be emancipatory it has to have a functioning interdependence between its four main activities.

In this chapter, the authors explore emotional discomfort and the use of live polling to enable business leaders on executive education leadership programmes to move beyond their emotional comfort zones, to facilitate self-awareness and enhance reflective practice. Openly acknowledging and discussing one’s leadership weaknesses produce emotions which are not always easily shared, especially among business leaders. Yet, identifying emotions and acknowledging discomfort is key for reflective practice and a common failure in many leadership development programmes (LDP). The authors reflect on their experience in designing and delivering a custom LDP commissioned by a UK-based corporate client. The authors draw on the pedagogy of discomfort, emotions in leadership development, and the use of audience response system (ARS) technology to enable and facilitate the development of learner self-awareness.