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The introduction of a People’s Academy (PA) within the School of Health and Social Care (HSC) at London South Bank University has created ripples across the pond that is Higher Education. The paper aims to discuss this issue.

Working as a coproduction innovation hub, the PA celebrates inclusion of those with a lived experience of HSC services into the academic community as valued members of the teaching and learning team. In its second year the PA has gained attention and achieved a “highly commended” status from external regulating bodies.

In this paper the authors report on aspects arising from an entrepreneurial education approach. First, is the work-based learning experience students achieve within the Higher Education Institution (HEI) setting, preparing them for clinical placements and client encounters. Second are ripples of activity the PA work streams have sent throughout the academic staff via critically creative working practices as a process of entrepreneurial education. Conclusions focus on a sustainable approach to recovery and resilience (whether physical or psychological) and overall well-being that PA members recognise as a raised level of compassion for sustainable health and well-being for all.

The work and enthusiasm of the PA as an authentic social engagement process rippling across the “University” experience; whether for students in the classroom or when working alongside academic staff, is identifiable in all aspects of academic activities. Most importantly is a positive gain in terms of knowledge, skills and confidence for the PA members themselves and their own well-being enhancement.

The PA approach to entrepreneurial education and work-based learning across the HEI setting is one of the first of its kind. This paper outlines core practices to achieve innovative coproduction approach that others may wish to replicate.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb028505. When citing the article, please cite: Warren Turner, Brian H. Kleiner, (1996), “What Managers Must Know to Conduct Business in Brazil”, Management Research News, Vol. 19 Iss: 11, pp. 58 - 63.

Before conducting business in Brazil, a business person should become familiar with its commercial and economic environment as much as possible. This entails attaining a general knowledge of its culture, its laws, level of development, and how these factors affect one's ability to transact business there. Brazil is the largest and most developed country in Latin America. Its uniqueness demands respect for its complexity. No‐one should take it for granted by assuming that it is nothing more than another third world country of overcrowded slums.

In 1976, in a speech at Ruskin College, Oxford, Prime Minister James Callaghan asked ‘Why is it that such a high proportion of girls abandon science before leaving school?’ (Gillard, 2018). Little has changed over the last 40 years; a recent report from the National Audit Office (2018, p. 28) stated that only 8% of science, technology, engineering and mathematics (STEM) apprenticeships were taken up by women in 2016/2017 and that the shortage of STEM skills in the workforce is a key UK economic problem. However, just as the Aldridge marriage has been the source of considerable interest and the site of significant financial investment in terms of designer kitchens and expensive holidays, so has the issue of ‘girls in science’ been a consistently debated topic and taken up a large chunk of government and industry spending. Research (Archer et al., 2013) suggests that although children enjoy their science experiences in school, too few pupils aspire to a STEM career. It reveals that the pupils most likely to aspire to careers in science are those whose families have high ‘science capital’ which ‘refers to the science-related qualifications, understanding, knowledge (about science and “how it works”), interest and social contacts (e.g. “knowing someone who works in a science-related job”)’ (Archer et al., 2016, p. 3).

Episodes of The Archers are full of scientific talk, from herbal leys to plate meters. This chapter looks at how the science capital in Ambridge is shared. Why is Alice Carter an engineer and not Emma Grundy? Will Kiera Grundy choose physics A level? Who are the female STEM role models? How can the concept of science capital help us to understand the career paths of Ambridge residents? Will the young girls of Ambridge remedy the gender imbalance in STEM careers?

Efforts to make the television landscape more equitable for people of color have been evident both within and outside the industry as early as the 1940s. These advancements made by individuals within broadcasting were an attempt to allow more people of color to get opportunities to prove themselves competent in front of and behind the scenes in broadcast television. While these early attempts were ultimately unsuccessful, they laid the groundwork for future diversity initiative efforts. The purpose of this chapter is to expose the landmark events that introduced changes in diversity policy that eventually resulted from diversity initiatives at NBC despite the racial barriers within its corporate structure. This chapter will show that the trajectory of these early events exhibits that the diversity initiatives seen today resulted from decades of pressure from the government, the press and outside citizen activist groups.

Keal argues that Europeans began formulating their modern system of international laws in conjunction with their colonial projects in the early 1500s. The colonial projects gave rise to several key legal debates regarding: (1) European claims on territories in what we now know as the Americas, and (2) proper conduct of relationships of conquest between indigenous peoples and Europeans (Keal, 2003, pp. 84–87). Initially, competing territorial claims between Spanish and Portuguese interests were settled through a series of Papal Bulls that gave Spain a larger share of Central and South America. The Dutch, English, and French pursued their interests through military and mercantilist means, reconfiguring Spain's initial hold on the majority of the Central and South America (Burkholder & Johnson, 2010).

This paper aims to problematise the notions of both “corporate social responsibility” and “stakeholder theory”. In particular, it seeks to challenge the promises it claims to hold regarding social responsibility and community engagement.

The paper provides a discussion of indigenous stakeholders’ activism in Sarawak, Malaysia.

It is shown that despite the rhetoric of corporate social responsibility and stakeholderism, there is a clear failure of the state government and corporations to actively involve local affected communities. In so doing, both the state and corporations have rendered the local indigenous peoples, a significant and legitimate stakeholder, powerless, redundant and inevitably compromised both the development and management process. The paper also suggests that community engagement can be problematic for indigenous peoples and for it and stakeholderism to be efficacious, they need to involve the discourse of rights and activism within Sarawak and Malaysia.

The paper offers insight into the indigenous peoples at Sarawak resistance against the state Government and corporations, Focusing on stakeholder activism.

Since the early 1980s, breakaway training has been synonymous with many prevention and management of violence and aggression (PMVA) training programmes in social care and NHS settings. However, for almost three decades, this community has continued to accept a training approach that has been largely unsupported by a robust underpinning methodology or evidence base. The validity of this historical training approach will be examined in context with the available literature, and will seek to identify the fundamental flaws that have been inherent in the traditional system. This paper will conclude by making some practical suggestions on how the efficacy of personal protective training may be improved, based on the emerging findings from other scientific fields.

This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for responsible leaders who respect democratic norms and pursue policies to benefit people and protect the vulnerable don’t help much. The issue goes well beyond library contexts, but it is important that those in libraries think through our role in democracy as well. Micro-targeting library-centric problems won’t be effective and don’t address the key issue of this volume. The author can only address the future if we recover an understanding of the present by building up an understanding of actually-existing democracy: (1) the scope must be narrowed to accomplish the task; (2) the characteristics of the retreat from democracy should be established; (3) core working assumptions and values – what libraries are about in this context – must be established; (4) actually-existing democracy should then be characterized; (5) the role of libraries in actually-existing democracy is then explored; (6) the source and character of the threat that is driving the retreat from democracy and cutting away at the core of library assumptions and values is analyzed; (7) the chapter concludes by forming a basis of supporting libraries by unpacking their contribution to building and rebuilding democratic culture: libraries are simultaneously less and more important than is understood.