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This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

I argue that the official story about the collapses of the Twin Towers and building 7 of the World Trade Center, according to which the collapses were caused by fire – combined, in the case of the Twin Towers, with the effects of the airplane impacts – cannot be true, for two major reasons. One reason is that fire has never, except allegedly three times on 9/11, caused the total collapse of steel-frame high-rise buildings. All (other) such collapses have been produced by the use of explosives in the procedure known as “controlled demolition.” The other major problem is that the collapses of all three buildings had at least 11 features that would be expected if, and only if, explosives had been used.

I also show the importance of the recently released of 9/11 Oral Histories recorded by the New York Fire Department. With regard to the Twin Towers, many of the firefighters and medical workers said they observed multiple explosions and other phenomena indicative of controlled demolition. With regard to building 7, many testimonies point to widespread foreknowledge that the building was going to collapse, and some of the testimonies contradict the official story that this anticipation of the building's collapse was based on objective indications. These testimonies further strengthen the already virtually conclusive case that all three buildings were brought down by explosives.

I conclude by calling on the New York Times, which got the 9/11 Oral Histories released, now to complete the task of revealing the truth about 9/11.

A reciprocal relationship between fairy tales and psychoanalytic theories is at the heart of this chapter and the focus is on the mother's point of view in the well-known tale type ‘Snow White’ (ATU709), from an interdisciplinary viewpoint. ¹ This tale type deals with the mother–daughter relationship, on the change the mother goes through as her daughter reaches adolescence.

I have chosen to focus on versions deriving from a Muslim-Arab source, most of them archived in the Israel Folktale Archives (IFA). My assumption was that versions of this tale type could provide fertile ground for a deep look into motherhood and its representation in the psyche, and the subjective experience of mothers in face of their daughters' puberty in particular.

I have found that through creative means, this story depicts feminine experiences that psychoanalytic theory has not yet conceptualised. I divided the process undergone by mothers into three phases: (1) A defining moment (2) A fantasy of reversal (3) A new horizon for feminine development in adulthood.

In midlife, women experience physical, mental and social changes that can feel devastating at first and may lead to destructive reactions. However, the process described in this chapter exemplifies how women in general and mothers in particular can develop as they age from denial of reality and sorrow about the loss of their beauty, youth and fertility, to acceptance of the change and a realisation that there is room for further development as a woman and as a mother.

This chapter explores the role that social media can play to support entrepreneurs in managing complex interfirm communities. As companies increasingly operate in highly connected environments, it is important to move beyond corporate networks, and understand and build corporate social communities (CSCs) that underpin organizations.

The authors conducted 14 case studies at member firms of GS1 Australia — a not-for-profit association dedicated to the development, implementation, and promotion of information technology standards to improve supply chain management.

The gathered data illustrate a number of common challenges managers typically encounter in their supply chain operations. In response to these challenges, the authors propose distinct ways in which CSCs can leverage and transform interfirm relationships and support operational goals.

The empirical investigations were limited to the supply chain context, and Australian companies. The benefits pertinent to CSCs were only explored conceptually. Further studies should address these limitations.

We provide empirical evidence supported by theoretical insights that CSCs are powerful tools that community designers and managers can leverage to transform business-to-business (B2B) relationships.

The originality of this study resides in advancing theoretical understanding and providing practical managerial guidance on how to best deploy CSCs in a supply chain context. Additionally, we consider the role CSCs play in different stages of B2B relationships, and the reasons why most managers are hesitant to adopt CSCs.

This chapter explores the potential for the classroom to be a space for activism and hope within the contemporary business school. Drawing on the extant literature, a reflexive account of our own teaching and learning practice, and a small number of interviews with academics using feminist material in their teaching in business schools, we explore the challenges, opportunities and joys experienced in the feminist classroom. We suggest that engaging in feminist teaching practice and theory can offer an opportunity for academics to engage in the critical management studies practice which is often said to be lacking within management research. We begin by setting out the extant positioning of Critical Management Studies, moving to an analysis of the educational context. Interwoven through this are our own perspectives. Our own reflections do not reveal the identities of students.

Wages have been spreading out across workers over time – or in other words, the 90th/50th wage ratio has risen over time. A key question is, has the productivity distribution also spread out across worker skill levels over time? Using our calculations of productivity by skill level for the United States, we show that the distributions of both wages and productivity have spread out over time, as the right tail lengthens for both. We add Organization for Economic Co-Operation and Development (OECD) countries, showing that the wage–productivity correlation exists, such that gains in aggregate productivity, or GDP per person, have resulted in higher wages for workers at the top and bottom of the wage distribution. However, across countries, those workers in the upper-income ranks have seen their wages rise the most over time. The most likely international factor explaining these wage increases is the skill-biased technological change of the digital revolution. The new artificial intelligence (AI) revolution that has just begun seems to be having similar skill-biased effects on wages. But this current AI, called “supervised learning,” is relatively similar to past technological change. The AI of the distant future will be “unsupervised learning,” and it could eventually have an effect on the jobs of the most highly skilled.