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The purpose of this paper is to examine the life and work, both fiction and nonfiction, of the American author Upton Sinclair, for the purposes of better understanding his impact on management theory and practice.

Critical biography is a historiographical approach that analyzes aspects of an individual’s life events and the context that surrounds those events to better understand the contributions of an individual. In this case, this paper analyzes Sinclair’s biography, his work-related fiction and nonfiction and his interactions with business leaders and management thinkers of the day, including scientific management founder Frederick Winslow Taylor, auto industry leader Henry Ford and safety razor magnate King Gillette.

This paper identified four themes which are related to management and workplace history that pervade his fiction and nonfiction writing and link these events to the events of his life as well as the context of the times.

Although others have cited certain aspects of Sinclair’s work for specific purposes, this paper presents a systematic review of Sinclair’s broad oeuvre and its relevance to management and workplace history using a critical biography approach.

I examine Bogdanov’s notion of Tektology within the context of modern communication systems and political agendas.

The practicality of Tektology from the perspective of 21st century sensibilities.

I argue that, like the implications of creating a suitable environment in Red Star, the practicality of enabling tektology in the 21st century is unlikely.

Tektology was an idea created in the early 20th century and the social conditions of that era-especially in Russia. The work associated with it is Stafford Beers VSM – an idea of combining the two was suggested by Jackson in 2023. Clearly, the early ideas rely on the source material of that era which are taken within the context of now. A mixture of early 20th and 21st century references are referred to. To limit such a topic as this to the word limits of the journal necessitates reducing discussion, for example the link between Tektology and Happiness.

It is not possible to test these ideas in a practical sense. The discussion relies upon what Tektology proposes and the way in which ICT is used in the 21 century. The only practical attempt of using technology as a major control system is that of Beer’s Chilean project but Tektolgy was more ambitious; it was aimed at creating a new society. The paper can only relate to observations about the way ICTs are used and controlled presently

The paper highlights the way that communication platforms are used and controlled in western society and elsewhere.

While attempts have been made to link Tektology to modern communication technologies few consider it within the context of 21st century cultural, political and media experience.

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.

The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).

The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.

The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

Through Bourdieusian sociology, this study aims to interpret a globalized symbolic environment ward by the States and dominated by organizations through the States’ Nobilities enticing and the Euro-American influences disseminated by the cultural circuit of capitalism in the inculcation and incorporation of a class habitus conniving with this logic of domination.

This study has developed a theoretical essay based on the contributions of Bourdieusian sociology to discuss and understand the following concepts and their respective relationships: symbolic environment, globalization, organizations, State, State Nobility, Euro-American influences, cultural circuit of capitalism and class habitus.

The arguments built throughout this theoretical essay recognized how class habitus on environment contributes to organizations establishing themselves as a space that consolidates and replicates the domination logic. As indicated, the State Nobility is an intermediary element between dominant organizations and the State, as dominated.

This theoretical essay signals that less harmful alliances between organizations, the State Nobility and the State could culminate in social, environmental and economic scenarios provided with more inclusion, diversity and preservation.

This study presents an in-depth conceptual analysis to hold power structures responsible as direct and indirect drivers of environmental problems, with their different proportions and severity levels, affecting the planet.

This study proposes an alternative lens to debate and question how much the results presented by the contemporary world order compensate (if in any way) the damage that invades and deteriorate environmental assets.

This study defines and critically analyzes Korean high modernism using the Sewoon Sangga project as a case study, as it has significant value in Korea's urban and architectural history.

The methodology applied for this study was a theory-interpretive analysis. This study examines the modernization process of Seoul based on the concept of “high modernism,” in that the theory-interpretive analysis method analyzes historical phenomena centered on a specific concept.

As a form of national belief, the various ideas that give birth to modern cities are defined as “high modernism.” As a Korean megastructure, the Sewoon Sangga project is significant in the history of Korean urbanism and architecture because it is the archetype of Korean high modernism and is representative of South Korea's compressed economic growth. However, soon-to-be-demolished Sewoon Sangga signifies the failure of Korean high modernism. This study identified the critical characteristics of Korean high modernism through the Sewoon Sangga project.

This study analyzed a representative Asian city through the specific concept of high modernism. It transpired that high modernism, which played an important role in the birth and development of modern cities, should be transformed for future cities and architectural development. This study has significance in that it expands the study of the history of urbanism and architecture centered on the West to the same in Asia.

This paper has aimed to systematically review the existing literature regarding the role of fantasy in heritage conservation, establishing a research gap and investigating the different facets of fantasy that contribute to a conservation undertaking.

This systematic literature review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model with literature from the SCOPUS-indexing database.

This review has indicated a lack of input from Eastern scholarship, the absence of quantitative research, the lack of discussion concerning fantasy within the architecture discipline and the lack of attention towards fantasy's role in architectural heritage conservation.

A better understanding of the role of fantasy within architectural heritage studies would improve conservation practice, specifically the existing cultural significance value evaluation framework and the management of stakeholders' expectations.

The present paper serves as a preliminary insight into the value of fantasy within the architecture discipline, allowing for more empirical-based research and knowledge to be added in this domain in the future.

In countries where disclosing and reporting matters on sustainability are optional, what are the drivers promoting voluntarily disclosing information related to social responsibility and environmental sustainability corporate environmental and social responsibility? Exploring drivers promoting the demand for voluntarily disclosing information related to social responsibility and environmental sustainability in Saudi Arabia, where regulatory and professional bodies have not mandated information on corporate environmental and social responsibility, motivates this study.

A total of 48 individuals voluntarily participated in the survey.

Findings reveal that creating a better social, ethical and mental image, building a public relations image for the company, improving stakeholder trust in the company, signaling to investors the company’s care for the earth to meet the ethical motivation of stakeholders, enhancing corporate social responsibility awareness and exhibiting surpasses the mere generation of profits, all derive such disclosure. Such disclosure also signifies the firm’s value as well as improves the overall firm’s economic performance.

Regulatory and professional bodies must issue and adopt reporting models for entities, principally private companies, whether publicly traded or not, of the content. Their reports should aim to inform users and stakeholders about fulfilling the social and environmental responsibilities of entities toward society and its members.

Out of the drivers for the demand, perceptions of elders toward meeting ethical motivation of senior management significantly differ from that of younger.

Few studies have been attempted on drivers of the demand for reporting environmental sustainability and social responsibility in an environment where such reporting is not mandated. This study offers insight from Saudi Arabian corporate reports.

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

With the help of a quasi-natural experiment on Chinese policies, this study aims to understand the actual contribution of Smart City (SC) policies to the development of information and communications technology (ICT) in different cities. It also discusses the social and digital differences that such policies may generate, with a particular focus on the potential for exacerbating urban inequalities.

To achieve this, the study employs a principal component analysis (PCA) to develop an ICT development indicator system. It then employs a difference-in-differences (DID) model to analyze panel data from 209 Chinese cities over the period from 2007 to 2019, examining the impact of SC policies on ICT development across various urban settings.

Our findings show that SC policies have significantly contributed to the enhancement of ICT development, especially in ICT usage. However, SC policies may inadvertently reinforce developmental disparities among cities. Compared to less developed areas, the benefits of SC policies are more pronounced in economically booming cities. This is likely due to the agglomeration of the ICT industry and the strong allure of developed urban centers for high-caliber talent.

This study contributes to the related literature by explaining the role of SC policies in driving ICT development and by focusing on the often-overlooked impact of SC policies on urban inequality. These findings can provide guidance to policymakers on the need to recognize and address existing urban inequalities.

In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.

This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.

The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.

This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.