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Lundin Petroleum spent over twelve years exploring for oil in Sudan, Ethiopia, and in Kenya. During this period it was faced with an armed conflict in Sudan, the risk of rebel activity in Ethiopia, and tribal clashes in Kenya. This meant the company had to consider operations in remote countries not only from a geological and commercial perspective, but also to take into account ongoing conflicts. This required considering political issues and developing mechanisms to ensure the sustainability of its operations. To this end it developed a corporate responsibility framework which emphasized stakeholder engagement, seeing oil revenues as potentially acting as a catalyst for peace and development.

AbstractTeachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students' learning, students' prospects, and, therefore, educational justice. We conclude that if teachers endorse the role of mentors—instead of that of gatekeepers—focusing on the development of their students' knowledge, they can promote deep study, long‐term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.

Strategies, Markets and Governance addresses governance concerns at firm, industry, country and international levels. How do regulatory authorities deal with new business models, organizational structures and blurring market relations? What limits regulatory control and what are the implications of corporate self-regulation? What drives the spread of new regulation and what limits its effectiveness? How does 'the organized public' shape political and corporate interests and what is its legitimacy and impact on business? How do corporate strategies turn tighter regulation into profit opportunities, deliver public benefits in the face of predatory states and when is exit the only option left? The contributing authors are leading researchers on governance and public policy, and present assessments of these questions in a variety of institutional and international contexts. The book is ideally suited to advanced students of business, public policy and business regulation, as well as practitioners and policy makers

This is the final version. Available on open access from Wiley via the DOI in this record ; Data availability: Data, code, and materials are available at the following link: https://osf.io/5uxc7/ ; The relationships between subjective status and perceived legitimacy are important for understanding the extent to which people with low status are complicit in their oppression. We use novel data from 66 samples and 30 countries (N = 12,788) and find that people with higher status see the social system as more legitimate than those with lower status, but there is variation across people and countries. The association between subjective status and perceived legitimacy was never negative at any levels of eight moderator variables, although the positive association was sometimes reduced. Although not always consistent with hypotheses, group identification, self‐esteem, and beliefs in social mobility were all associated with perceived legitimacy among people who have low subjective status. These findings enrich our understanding of the relationship between social status and legitimacy. ; Center for Intercultural and Indigenous Research ; European Union Horizon 2020 ; Center for Social Conflict and Cohesion Studies ; Fondo Nacional de Desarrollo Científico y Tecnológico ; Spanish Ministry of Economy and Competitiveness ; Czech Science Foundation ; Institute of Psychology, Czech Academy of Sciences