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Eight propositions state how contexts shift citizen participation. Religion, consumption patterns, and varied political repertoires transform participation. Hierarchical, authoritarian contexts foster antiestablishment participation and protest activities. Trust only emerges from some contexts. Participation in the arts and culture vary with other contextual elements.

Purpose – This case study outlines, and critically reflects upon, Aston University's 10 year journey towards mainstreaming widening participation. It begins in 1999 when the institution had no Widening Participation Strategy or infrastructure, working towards the current position of a strategic and institution-wide focus on student diversity and inclusion. Critical reflection on this journey details key enabling factors, challenges faced and suggestions for practice.

Methodology/approach – The case study outlines the underlying principles of Aston's approach to widening participation. Key principles include a full student life cycle and evidence-based practice approach, inclusive practice for all, and staff development. These principles are illustrated through examples of practice such as the Student Peer Mentoring Programme, the Learning Development Centre and the Postgraduate Certificate in Professional Practice.

Findings – Practice has been informed through seeking to better understand the changing needs of an increasingly diverse student profile. Diversity goes beyond the student groups targeted through widening participation programmes.

Practical implications – The case study reflects on challenges and enabling factors for the management of change, and suggests practice which may be transferable to other HE institutions.

Originality/value of paper – Aston has adopted a full student-life cycle from outreach work with primary schools, through to pre-entry and transition support, learner development, and on to graduation and employment. This is in contrast to the more predominant focus within the HE sector, upon the early stages of the student life cycle. Aston University has also embedded widening participation within strategies for learning and teaching, and for employability.

Participation is a key concept in budgeting practice and research. While extant literature primarily focuses on the antecedents and modifiers of participation, here we focus on the measurement of participation.

Building on theoretical and empirical research on user involvement and influence from the information systems, decision–making, and organizational justice literature, we develop a new theoretical perspective on budgetary participation. This new perspective recognizes the complexity of participation and separates it into three dimensions: situational participation, intrinsic involvement, and influence. We provide evidence of these new insights by testing hypotheses based on the model via results from a survey.

Survey results from middle managers indicate that our three separate dimensions of budgetary participation impact motivation and satisfaction in different ways. Specifically, situational participation does not have a direct impact on either motivation or satisfaction; intrinsic involvement impacts both satisfaction and motivation; and influence impacts satisfaction, but does not impact motivation.

These new insights can enhance future budgeting research as well as help managers design participative budgeting processes to improve employee motivation and satisfaction to hopefully enhance organizational performance.

The current booming development of smart cities poses new requirements and challenges for their internal infrastructure development. This article aims to explore the questions of: What is the level of social sustainability of smart city infrastructure today? and What are the core contents and paths to improve this level?

With the theme of public participation in the social sustainability evaluation of smart city infrastructure in the context of big data, this study mainly makes a systematic literature review of the Web of Science's Science Citation Index Expanded and Social Sciences Citation Index databases. After collection and screening, 199 documents were finally obtained.

It is found that the level of social sustainability of smart city infrastructure is still low, and public participation can provide solutions to the difficulties and challenges involved in its development, while big data technology can broaden the channels for public participation and promote the development of smart city-related components in the process, including smart city infrastructure.

This article summarizes the internal mechanisms of smart cities at the theoretical level and analyzes the social sustainable development of smart city infrastructure. In practice, the shortcomings in this field are identified and suggestions are provided on how to carry out digital public participation, which has practical reference value.

Does civic participation, especially in the arts, increase democracy? This chapter extends this neo-Tocquevillian question in three ways. First, to capture broader political and economic transformations, we consider different types of participation; results change by separate participation arenas. Some are declining, but a dramatic finding is the rise of arts and culture. Second, to assess impacts of participation, we include multiple dimensions of democratic politics, including distinct norms of citizenship and their associated political repertoires. Third, by analyzing global International Social Survey Program and World Values Survey data, we identify dramatic subcultural differences: the Tocquevillian model is positive, negative, or zero in seven different subcultures and contexts that we explicate, from class politics and clientelism to Protestant and Orthodox Christian civilizational traditions.

This paper aims to clarify the meaning of children’s participation in the relationship between children’s individual action and the social treatment and consequences of this action. For this purpose, the paper explores the integration of different theoretical approaches that can shape research on children’s participation, looking at interactions, complex social systems that include interactions, and narratives that are produced in these complex social systems. This integration allows the understanding of the ways in which children actively participate in communication processes, social structures condition children’s active participation, and children’s active participation can enhance structural change in social systems, through the implementation of promotional communication systems. The paper highlights the following paradox: the relevance of children’s action for social change depends on the relevance of adults’ action in promoting children’s actions. This theoretical perspective is exemplified in the case of promotion of children’s active participation in the education system through the empirical analysis of cases of videotaped and transcribed interactions, highlighting facilitation systems of classroom communication. The analyzed data are based on a field research in Italian classrooms regarding a specific methodology of facilitation of communication. The analysis of these data shows the ways in which the facilitation system creates the paradoxical relationship between structures that condition children’s active participation and children’s active participation that enhances structural change. The paper highlights a new way of dealing with children’s participation, based on a social constructionist, systemic, and interactionist approach.

Last decades scholars in the field of human resource management (HRM) have intensely examined the contribution of HRM to organizational performance. Despite their efforts, at least one major research shortcoming can be identified. In general, they have devoted far too little attention to an aspect of HRM potentially beneficial for organizational performance: worker participation, and especially its indirect or representative forms. In contrast, for academics embedded in the industrial relations tradition, worker participation is a prominent theme, even though less emphasized in its relationship with company objectives. One might defend traditional scholars' reservations by arguing that participations main goal concerns workplace democratization and not organizational prosperity. However, several writers state that industrial democracy involving worker participation can channel conflicts of interest between employees and employers and stimulate desired employee attitudes and behavior, consequently enhancing organizational performance (e.g., Gollan, 2006; Ramsay, 1991; Taras & Kaufman, 1999). And, indeed, several studies have shown positive effects of both direct participation (e.g., European Foundation for the Improvement of Living and Working Conditions, 1997) and indirect participation (e.g., Addison et al., 2000, 2003; Frick & Möller, 2003) on organizational performance.

Nevertheless, to date, the absence of an integrated model explaining the connection between worker participation and organizational performance leads to the following question that still is in need of an answer: how do direct and indirect forms of participation – separate as well as in combination – affect organizational performance? This chapter aims to contribute to the filling of the aforementioned knowledge gaps. In so doing, we focus on direct and indirect, nonunion participation on the firm level, using a Western European and especially Dutch frame of reference.

This chapter takes as its focus a series of issues related to participation and the World Bank. First, it traces from 1980 to the present the trajectory within the Bank of thinking related to participation in development generally. Second, it unpacks the framework within which that thinking has been crystallized – namely, the Framework for Service Provision (FSP) delineated in the 2004 World Development Report, Making Services Work for Poor People. Third, it shows how the work done by the Bank in the education sector has both paralleled and furthered the concepts embedded in the FSP. Focusing on the education sector is essential because it is the sector in which the Bank has perhaps been most active in theorizing and most successful in implementing its conception of participation. As the chapter shows, a particular approach to decentralization is central to the way the Bank advances that conception of participation and to the way that it supports the realization of participation in practice, both generally and with regard to education governance. Lastly, the chapter reviews and discusses the results of Bank-supported education decentralization projects in light of the theory elaborated to promote them.

A general global wave of public participation is occurring. Students and researchers as well as civil servants, policy-makers, and NGO representatives are encouraged to study, propose, and engage in public participation. New innovative forms of participation are suggested, and experiments in participation are ongoing locally and nationally. Within the transport sector, most studies of participation focus on road infrastructure and other land use changes. However, for other areas within transport, studies are limited and fragmented. Based on this, we see a need for a volume on public participation in transport, aimed at practitioners, students, and researchers, in what are unarguably times of change. The overall aim of the volume is to provide examples of different forms of public participation in transport, which can work as a setting for further analyses and discussions of public participation in transport. Drawing on different cases, eight empirical chapters are presented covering three main themes: grass-roots participation initiatives, participation in unconventional areas, and public participation that throws up unexpected results. In this introductory chapter, we set the scene for later discussions and analyses of public participation in transport. This chapter also provides an overview of the structure and content of the volume.