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After a long period of decline in the Global North, migrant worker policies are making a comeback on the agenda of the European Union and several of its member states. Inspired by Iris Marion Young and Nancy Fraser's accounts of structural injustice, this article argues that such policies cannot be reconciled with the principle of equality between migrant and national workers enshrined in international legal instruments such as the Convention on Migrant Workers and the EU Seasonal Workers Directive. To make this point it draws on a selection of UK based empirical literature as well as primary data from a recent study on domestic workers admitted to the UK under temporary visas since 1998. Results suggest that such visas tend to push migrants' working conditions downwards (exploitation); prevent them from changing employer, enforcing rights in court or mobilising in unions (domination); and ultimately exacerbate racial conflict and stereotyping (stigmatisation).
Received: 10 February 2021Accepted: 14 May 2021

Women's employment in industrial trades was a highly contested issue
in Britain during the second half of the nineteenth century. Nowhere
was this more evident than in women's attempts to gain a foothold in
printing. This article explores the campaign that Victorian feminists
waged to enable women to enter the industrial workforce in the face of
increasing opposition by male workers and labor organizations. Trade
unions cast woman printers as a threat to the family wage; in response,
women founded their own printing organizations. Started in 1876,
the Women's Printing Society employed both working- and middle-class
women as printers. Unable to join male-run printing houses because
of the restrictions that the London Compositor Unions imposed, the
Society created a place for women in the industry by basing their
business on a system of shared profits that benefited both employees and
investors. These businesses issued one of the first sustainable challenges
to gendered hierarchies of work by reforming capitalist business practices
in order to provide new opportunities for women workers.

AbstractCorporate social responsibility (CSR) plays an increasingly significant role in business and can impact organizational performance and sustainability. However, the degree to which stakeholders see the organization as legitimate may depend on the perceived authenticity of CSR processes and practices. As internal stakeholders, employees have a strong influence on organizational outcomes. CSR, in turn, has been found to positively influence several employee outcomes. To examine the mechanisms of this relationship, this study questioned when and how CSR enhances employees' perceptions and results in affective commitment. Drawing on a time‐lagged sample of 317 full‐time employees in Australia, we found that substantive CSR is positively associated with affective commitment mediated by meaningfulness through work and strengthened with embeddedness, while symbolic CSR is not. Through assessing and controlling for endogeneity threats in analysis, this study provides more accurate empirical insights into the importance of CSR authenticity, offers theoretical contributions to the field, and presents practical implications for organizations in enhancing their CSR planning and practice.

This study set out to investigate the effect of social support on the psychological well-being of academically stressed students in the University of Buea. The study was based on the premise that university students often come with a replete of academically stressed circumstances that often also lead to psychological breakdown. A major contention was that social support could serve as a major framework for the psychological wellbeing of such academically stressed students. We hypothesized that social support systems such as parent/family support, peer acceptance, teachers' support and the availability of learning resources could lead to the psychological wellbeing of academically stressed students. The purposive sampling technique was used to select a sample size of 374 academically stressed students. The instrument used to collect data was the questionnaire. The data collected were analyzed using the Spearman's correlation test. The findings revealed that parent/family support (r=0.160; P=0.000), peer acceptance (r=0.140; P=0.000), teachers' involvement (r= 0.205; P=0.000), and the availability of learning resources r= 0.417; P=0.000) affected the psychological well being of academically stressed students in the university of Buea. It was concluded that social support has a significant explanatory power over the psychological well-being of academically stressed students. In that case parents and significant others ought to spend time listening to students' concerns and giving advice to those currently dealing with difficult issues.

Open Education practices (OEP) have emerged as a transformational force in higher education. Whereas, higher education promises to be an instrument for economic and social mobility, in reality our institutions reinforce existing inequalities: Achievement, engagement, and persistence are closely tied to affordability. Our claim to be student-centered is likewise hypocritical as faculty pressures, accreditation requirements, and budgetary constraints influence or dictate the structure and content of learning experiences. Open Educational practices support teaching, learning, and publication in an increasingly diverse faculty and student body. OEP encompass the creation, adaptation, and adoption of open educational resources, open course development, and even the design of renewable, real-world assignments where students are empowered as co-creators of knowledge. These practices leverage learning beyond socio-economic disparities and put engaged, active student (and faculty) learning at the center. These practices champion academic freedom, pedagogical innovation, applied approaches, and innovation. OEP represents learner-centered and learning-together approaches to education that radically enhance both agency and access. This presentation draws on a diverse set of examples to make a case for why the shift away from traditional (closed) practices is not only desirable but also inevitable, and how OEP support the modern universitys mission by serving academic achievement, faculty and student engagement, diversity & inclusion, pedagogical innovation, and the universitys Land-grant mission. This event was part of Virginia Techs Open Education Week 2018 Symposium. Presenter: Dr. Rajiv Jhangiani https://thatpsychprof.com/about Rajiv Jhangiani is Special Advisor to the Provost and a faculty member in the Psychology Department at Kwantlen Polytechnic University, British Columbia. He earned his Ph.D. in Social & Personality Psychology in 2009 from the University of British Columbia and has published articles and chapters in political psychology, the scholarship of teaching & learning, and open educational practices. The most recent of his two books is Open: The philosophy and practices that are revolutionizing education and science published in 2017. He is also the author of two open textbooks and editor of a third in psychology. Dr. Jhangiani also serves as an Ambassador for the Center for Open Science in Charlottesville, VA, Senior Open Education Research & Advocacy Fellow with BCcampus, British Columbia, and is an Associate Editor of Psychology Learning and Teaching. He previously served as an OER Research Fellow with the Open Education Group, a Faculty Fellow with the BC Open Textbook Project, a Faculty Workshop Facilitator with the Open Textbook Network, and the Associate Editor of NOBA Psychology. He is a well known and highly regarded expert, dynamic speaker, consultant and strong advocate of diversity and inclusion in academics, open educational practices, and the scholarship of teaching and learning across Canada and the United States. ; University Libraries

This article presents an analysis of risk perception among chain newspaper CEOs in Scandinavia. Based on in-depth, semi-structured interviews, the analysis finds that risk is perceived in relation to public trust, corporate expansion and contentious government regulation. We discuss these themes in relation to their uncertainty, and the potential gains and losses that accompany them. The aim of the study is to sharpen the distinction between risks, uncertainties and threats as they are mobilized in research on the news industries, contributing to the research on strategic media management at the firm level. The contribution of the study is furthermore to demonstrate how CEOs' risk perception can be seen as boundary work performed at the corporate level. ; publishedVersion

This paper engages with the challenge of re-imagining higher education. We start from the position that the ascent of the increasingly corporatized university is deeply problematic precisely because of the neoliberal realist position on 'the future' that it assumes and perpetuates: the view that there is no alternative to neoliberal capitalist market principles, that present and future realities can diverge only to the extent permitted by existing market forces and rationales (Amsler, 2011). In this context, 'education' takes the form of preparing and socializing the next generation of workers: a future focus severely limited in the possibilities it considers. Thus we are faced with a mutually-constitutive relationship where constrained visions of future needs and demands serve to constrain present educational offerings; a dynamic which becomes self-reinforcing and which admits little disruption. In this paper, we draw on the concrete body of practice known as action research to consider how we might prize open spaces for thinking much more expansively about what 'the future' might entail, and what forms of education are necessary in the present to keep open, rather than shut down, diverse possibilities and democratic debate around this. We focus on Critical Utopian Action Research (and to a lesser extent Systemic Action Research) as illustrative of key qualities of prefigurative and critical utopian engagement with educational presents and futures. We conclude that the capture of the university by neoliberal logics can be resisted and challenged through radical methodologies, like action research, which explicitly set out to be ongoingly anti-hegemonic, necessarily critical, self-reflexive, pluralistic, and non-recuperative (Firth, 2013; Garforth, 2009).

Purpose: This study aims to examine problems related to the existing education management in Muhammadiyah schools in Indonesia. Methodology: The present study is qualitative research, data obtained from observation, interview, and documentation. The results of the study show that Muhammadiyah, one of the private and independent institutions, has engaged in various fields, among which one of them is education. It has more than 4500 elementary, middle, and senior high schools spreading throughout Indonesia. In addition, the situations and conditions of education management at the Muhammadiyah School have different characteristics with public schools run by the government. Results: The results of the study can be used to increase the quality of education, which directly affects other public schools. Implications: The present research can help schools to provide the best educational services and produce competent and competitive graduates. Novelty: This research has focused on the Muhammadiyah Schools, particularly its management and administration approach.

Abstract
The present study investigates the psychological factors affecting the public's attitudes towards social workers. The study was based on the theory of human values and aimed to investigate the role of personal motivational goals reflected in values on attitudes towards social workers. In addition, we tested the contact hypothesis in the context of social work. The study was conducted in Israel using a stratified representative sample that included individuals who had no contact with social workers during the last 3 years (n = 303) and those with such contact (n = 220). In the inexperienced population, values affected the perception of social workers indirectly through the opinions of others. In the experienced population, personal experience with social workers affected their perception and support of their struggle. Finally, a higher preference for self-transcendence vs. self-enhancement values was associated with stronger support of the social workers' struggle to improve their working conditions in both the experienced and inexperienced populations. The results of the present study advance the theory of human values and the contact hypothesis in the context of social work. In addition, they have important implications for social work practice, permitting social workers to understand their clients better.

We explore the relationship between educational attainment and social interaction using individual level data from the British National Child Development Study. To be specific, we analyze whether an intergenerational aspect to this relationship exists by examining the relationship between the educational attainment of children and the degree of formal social activity undertaken by their parents. Our results suggest that children's scores in reading, mathematics and vocabulary tests are positively associated with the extent of their parents' formal social interaction, and this relationship is robust to alternative definitions of social interaction.

M.J. Mulkay traces the development of certain recent versions of functionalism and exchange theory in sociology, with special attention to ''theoretical strategy''. He uses this term to refer to the policies which theorists adopt to ensure that their work contributes to their long range theoretical objectives. Such strategies are important, he believes, because they place limits on the theories with which they are associated. He shows how each of the theorists he studies devised a new strategy to replace the unsuccessful policies of a prior theory in a process of ''strategical dialectic''. Thi