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The purpose of this paper is to understand the strategic role of third-sector agencies, with a history that often left them “sidelined” by the public sector, showing how all agencies involved can be respected and trusted, with conflicts of interest around commissioning services well managed. It highlights how power differentials between agencies/sectors influence behaviour and how a voluntary council can promote the voice of users and carers.

A case study considering the nature of voluntary sector activity in Cwm Taf, referring to learning from elsewhere, confirming and challenging the experience. It draws on the experiences of two key third-sector workers and draws on local survey data, as well as the experiences of community co-ordinators.

The importance of “being there” in policy development, implementing change and taking action; “being at the top table” was critical in developing a stronger third sector and user voice, supporting the ambitions of Social Services and Well-being (Wales) Act 2014. Third-sector agencies have been good and mature partners, honest brokers/commissioners, completer/finishers and critical friends.

Power and influence are significant in changing the way that older people receive a different offer – not, “what can we do for you?”, but, “help us to understand what will make a difference to your life”. Third-sector agencies are crucial change agents, better at representing users and carers than public sector agencies doing it alone. It explores the concept of interdependence, as more energising for older people and agencies.

bydd y papur hwn yn archwilio rôl strategol a gweithredol asiantaethau’r trydydd sector yn datblygu gwasanaethau integredig. Mae asiantaethau’r trydydd sector yn aml yn cael eu diystyru gan asiantaethau’r sector cyhoeddus am nad ydynt wedi eu cynnwys yn y byd ‘proffesiynol’. Bydd y papur yn gwneud synnwyr o’r gwahaniaethau mewn pŵer sydd bron bob amser i’w canfod o fewn a rhwng asiantaethau a’r ffordd y maent yn dylanwadu ar ymddygiad; ymddygiad sy’n dylanwadu’n sylweddol ar graddau’r ymddiriedaeth sydd yn gorfod datblygu rhwng asiantaethau a phobl sy’n gweithio mewn asiantaethau, er mwyn i ni allu symud i ffwrdd o feddylfryd ‘silo’ ac ymddygiad ‘silo’, nad ydynt yn manteisio i’r eithaf ar brofiad ac arbenigedd yr holl randdeiliaid allweddol.

Mae’r papur hwn yn astudiaeth achos sy’n defnyddio ymchwil a phrofiadau o fannau eraill sydd yn cynnwys asiantaethau’r trydydd sector. Mae’n ystyried natur gweithgaredd y sector gwirfoddol yng Nghymru ac yng Nghwm Taf yn benodol.

mae pwysigrwydd ‘bod yno’ yn ganolog i chwarae rôl allweddol yn natblygiad polisi ac mae’r papur yn amlygu sut mae bod ar frig y tabl wedi chwarae rôl allweddol yn cael llais trydydd sector cryfach. Mae hwn yn ei dro yn rhoi mwy o fynediad i lais defnyddwyr a gofalwyr ac mae’n cefnogi uchelgais y prif newid deddfwriaethol yng Nghymru, Deddf Gwasanaethau Cymdeithasol a Lles (Cymru) 2014.

mae’r papur hwn yn ymwneud â dangos grym a dylanwad sylweddol trafod ar gyfer newid yn y ffordd y mae pobl hŷn yn derbyn cynnig sydd bellach yn ddim i’w wneud â ‘beth allwn ni ei wneud i chi?’ ac yn fwy am wahodd pobl hŷn i’n ‘helpu ni i ddeall beth fydd yn gwneud gwahaniaeth i’ch bywyd chi’. Gall asiantaethau’r trydydd sector chwarae rhan hanfodol yn cefnogi’r newid hwnnw, o bosibl yn cynrychioli buddion defnyddwyr a gofalwyr yn well na’r traddodiad o asiantaethau’r sector cyhoeddus yn ceisio gwneud hynny ar eu pen eu hunain. Mae’r papur hefyd yn archwilio’r cysyniad iachach o ryngddibyniaeth, fel nod ar gyfer pobl hŷn, yn ogystal â nod i asiantaethau ei gymryd yn eu perthynas â’i gilydd.

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.

The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.

This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.

Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.

This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

The purpose of this paper is twofold: first, the use of power in a business network context is investigated, in relation to companies’ environmental reporting and practice choices. Second, the environmental reporting-practice portrayal gap is examined, focussing on inter-organisational environmental practices (such as green supply chain management).

A network case study was undertaken in the Western Australian agrifood sector, with the two large, dominant supermarkets as focal actors. Data were drawn from 34 in-depth interviews from 2011 to 2013 and a document review including 15 years of supermarket reports.

The study showed the exercise of government power bases and its effect on supermarket and other supply chain actors’ reporting and practice choices. The data suggest a differential use of power by supermarkets with suppliers, depending on supplier type and environmental practice characteristics. The study revealed surprisingly transparent reporting of the lack of whole-of-supply-chain approach by the supermarkets and admission of shareholder power over reporting and practice choices. In addition, other reporting-practice portrayal gaps relating to inter-organisational environmental practices were found.

The study provides a unique network level analysis of how power relations interact and influence companies’ choices of environmental reporting and practice, thereby contributing to prior power and environmental reporting literature. Contributions are made to extant literature dealing with the reporting-practice portrayal gap by focussing on inter-organisational environmental reporting and practice.

Defines the pester power phenomenon as the repeated delivery of unwanted requests, arguing however that this is not the main driving influence in purchasing behaviour. Shows instead that a large number of highly successful products, notably Harry Potter, became popular not through marketing but via word‐of‐mouth, and the staying power (or stickiness) of a product like Pokemon illustrates the importance of social learning. Recounts the experiment of Stanley Milgram’s chain letter, and the Six Degrees of Kevin Bacon game, which shows the amount of connectedness in society. Relates this to diffusion research is central to word‐of‐mouth marketing, and also mentions viral marketing and coolhunting, both of which involve word‐of‐mouth.

Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.

This paper argues that UK business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organizations to be different. Our aim in this paper is to critically scrutinise and enable a consciousness raising in ourselves and our audience by highlighting what we understand as gender blindness within management, management research and education. However, the issue of whether this gender blindness results from “not seeing”, “being unaware”, “suppressing gender” or “gender defensiveness” remains problematic. We conclude with a call for an “unlearning” and a “rethinking” of gender blind management education and provide some examples of how this might be achieved.

Examines the thirteenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.

The underdetermination argument establishes that scientists may use political values to guide inquiry, without providing criteria for distinguishing legitimate from illegitimate guidance. This chapter supplies such criteria. Analysis of the confused arguments against value-laden science reveals the fundamental criterion of illegitimate guidance: when value judgments operate to drive inquiry to a predetermined conclusion. A case study of feminist research on divorce reveals numerous legitimate ways that values can guide science without violating this standard.