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PurposeGiven the proliferation of United Kingdom (UK) media headlines around the recent financial meltdown and the subsequent allocation of blame to government, bankers, the Bank of England and the Financial Services Authority, it is clear that there is disquiet amongst the public as to how the crisis has been handled. Business schools, both in the UK and worldwide, have been accused of failing to address issues of governance in their curricula. Can the assumption be made that current curricula will have prepared students to evaluate this key concept critically? This paper seeks to address these issues.Design/methodology/approachTaking a case study approach, this work sets out to explore the attitudes of a cohort of 43 final‐year undergraduate students studying in a UK business school. It focuses on an analysis of their written work on the sourcing of copper from Chile and its procurement by the UK Royal Mint for coinage.FindingsThe findings indicate that students valued the inclusion of corporate social responsibility in its widest context, and would welcome earlier inclusion within their curricula.Originality/valueThis is a timely point in their academic studies, as the students are preparing for study at Master's level or for the job market. The coursework required research into the production process of raw material at the copper mines in Chile, as well as the ethical decision‐making process of a UK governmental agency. Although this is a small‐scale study, it does offer some interesting insights into student perspectives. The paper concludes with recommendations for future curriculum development.

Higher Education Institutional digital strategies are a contested area. On the surface, well-versed narratives of digital strategies, institutional culture change and technical infrastructure to drive innovation are well documented in University public plans; however, the UCISA/JISC (2019) digital leadership in Higher Education report cites 70% of IT leaders expressing concerns about significant barriers to successful digital rollout. Organizational culture is the most significant, and one-in-four cite the of lack sponsorship from institutional executive teams. Changing the working practices of academics is of particular note in the literature, and thus models that can frame the changes and offer an evidence base drawing together national and international drivers are essential. Two of these, the European Union (EU) and JISC digital competency frameworks have been revised, and include for the first time some limited considerations around lifelong learning, wellbeing and self-development. Thus student digital wellbeing has finally making it onto the digital frameworks. It is timely to share the findings of our three year 'ontology of digital toolkits' study. Taking a mixed methods approach, and comprising a survey of TEL leaders (n=36), in-depth interviews and content analysis from seven UK HEIs, our findings identified 4 common themes; the role of the educator in engaging with TEL; the development of TEL toolkits as an institutional norm; a schism where educators are perceived as providers and students as receivers; and finally the gap identified by learners, both staff and students, as they struggle with archaic HEI structures which fail to acknowledge desires for lifelong learning and address digital wellbeing. Our findings indicate that staff attitudes to Technology Enhanced learning (TEL) remain problematic; students are not yet being fully developed as digital co-creators, and digital wellbeing is an area poorly covered sector wide. Current commercially created resources on digital wellbeing tend to be a series of apps and webpages, (often using images of white, female, middle aged women holding cups of tea, see https://learndigital.withgoogle.com/digitalgarage/course/digital-wellbeing) that typically (and paradoxically) suggest ways of digital detox, as if disconnection somehow magically produces 'digital wellbeing'. Such resources typically do not address, what the EU project on wellbeing describes as "peer pressure, cyber-bullying, oversharing of personal information [which] can all cause significant problems, inhibiting a young person's development as a confident online learner and citizen." (EU Digital Wellbeing 2019) We reflect on the possibilities going forward to support institutions as they continue to shape their policies toward the digital, offering a Digital Learning Maturity Model (DLMM). This model enables self assessment and benchmarking and encompasses the new dimension of institutional compassion, co-designed and with our learners. Our presentation explains the origin and purpose of the DLMM, provides information on how institutions can assess themselves against the five level of maturity and makes the case for institutional compassion as a key element in digital strategies. The presentation will be of interest to those institutions wanting to benchmark their digital strategy and those seeking to provide greater prominence to staff and student wellbeing.

Eight online study activities that included elements of digital competences identified by the European Union Digital Competence (DIGCOMP) framework were delivered via an institutional Virtual Learning Environment (VLE) to examine whether the participants possessed the digital skills necessary for their studies and check whether the needed skills should be offered as a separated training course or be embedded in the normal curriculum. Designed along Gilly Salmon's 'e-Tivity' model the activities were offered to 102 first-year Midwifery students as a part of their first-year study module taught by a number of tutors under the co-ordination of the module leader in two different campuses; the eight sessions comprised of: a) a pre-course bespoke, self-assessment questionnaire to establish the digital-competence potential across the groups and identify areas of interest, b) six technology-enhanced e-tivities representing short problem-based tasks on midwifery-related content aimed at revealing different aspects of digital competences and c) the final activity focussed on reviewing the student experience through short reflective diaries. The majority of the participants reported that they gained or refreshed skills, characterised the tasks as 'interesting', 'enjoyable and motivating their learning', and declared their preference for the use of multimedia. Some of them liked the honing of self-directed learning skills and only a small number reported that the activities did not stretch enough to enhance the already possessed skills. A few reported distracted by non-facilitated online delivery of the activities and required clarification about the depth and the breadth of the needed detail. The same participants often expressed positive and negative experiences deriving from technology-use, appreciation for the increase of communication channels on offer, referred to self-awareness, to the impact of new technological developments, the social media, and the impact of challenging tasks; however, others thought that technological skills could be time-consuming to manage and that the availability of technology did not necessarily result in its increased use in demanding situations. It was extensively agreed that training and support for the use of technology were very important. As to the provision of feedback positive experiences summarised the need for meaningful and timely feedback, while others complained about the lack of direct communication with the tutors and requested examples to enable their better understanding on the nature of the work that had to be done. Group work was appreciated as it allowed acquaintance with the peers, the sharing of knowledge and skills, the exchanging of ideas and other. Networking and socialising with colleagues were well received, group-work tasks were seen as an ice-breaker and team-formation dynamics were identified when people were asked to work together; difficulties in participation were reported only by those who lived far from the university campus. From a pedagogic perspective comments were positive for information and research literacies, information dissemination and critical evaluation of the sources; only few stated preference for a standardised list of resources. Although the VLE was found easy to use, some problems reported when dealing with video files. The utilisation of various digital devices mainly concerned the participants' needed technological skills and at the beginning some felt discouraged by the quality of work their more technically able peers presented. In conclusion two factors should be carefully examined: a) the lack of protected time within the curriculum delivery to undertake the activities and b) the lack of an accreditation scheme.

Examines the impact of restructuring on the career progression of women transport and logistics managers. Research to date has indicated that restructuring can have detrimental effects on women managers, as middle management levels are reduced through delayering and as the organisation takes on a more competitive and "masculine" culture. Results from this survey on women transport and logistics managers indicate that restructuring can have positive effects. While women experience longer working hours and increased workloads, they encounter fewer career barriers and a more positive attitude to women managers in the organisation. This may point to greater opportunities for training in a changing organisation and a higher probability of new posts and positions being created, as proverbial "dead‐wood" is shaken out. Perhaps more importantly, the climate of change may help to "unfreeze" and challenge entrenched attitudes and to create a new meritocracy, in which women can compete on a more equal footing with men.

Delivering a rigorous Nursing and Midwifery Council (NMC) accredited academic and professional curriculum is complex; the government call for final year student nurses to fast-track their degree completion and enter clinical practice six months early as a response to the pandemic added a further challenging dimension. Distinctive features of teaching and learning in this department of Nursing Science are a curriculum built on the theory of humanisation (Todres, Galvin and Holloway,2009) and values-based teaching and learning(Shulman, 2005; Crookes, Else and Lewis, 2020),informed by Wenger's (1999) communities of practice. This underpinning philosophy informed the support mechanisms introduced to support this complex scenario of online study and rapid pandemic-related deployment into clinical practice.

Digital wellbeing is one of the fast-emerging 'hot topics' for HE, evident in its new prominence in the Jisc' digital capabilities framework. JISC, the UK's expert body for digital technology and resources in Higher Education, Further Education and research defines wellbeing as: "a term used to describe the impact of technologies and digital services on people's mental, physical, social and emotional health." How can digital competency frameworks offer a different approach to conceptualising student wellbeing? Mirrored by the EU digital capabilities framework, digital wellbeing is now starting to influence policy at national and pan-European level. An analysis of these two frameworks was carried out by Biggins, Holley and Zezulkova (2017); their work identified ways in which more nuanced approaches to policy implementation would pay dividends in terms of wellbeing outcomes for students. Notably, their work suggests that human learning, underpinned by technological tools, needs to be partnered by a focus on lifelong learning and continuous professional development. At institutional level, McDougall et al (2018) argue human-centred approaches prioritising staff and students' immediate and lifelong wellbeing are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. Digital wellbeing has taken on new dimensions and arguably greater importance in the adjustments being made to teaching and learning and to everyday life in response to Covid-19. Numerous opportunities now exist for connecting, for socialising, for protesting, and for studying using online platforms; yet underneath there are challenges of the digital world for young people. These unfold in a myriad of ways: trolling and online-bullying; increased peer pressure for an instagram 'perfect' life and body image; and access and isolation. Through our teaching and learning endeavours we know about inequalities in access to technology tools, and the health implications that studying on line can create, including the impact of social isolation on young people. We know there are increasing numbers of young people experiencing mental health challenges. An EU project has been set up to increase the capacity of lecturers and students to promote and practice digital wellbeing.

The EU policy framework (EU, 2020) is designed to encourage and support digital competency, offering this as a solution in addressing the huge gap in digital skills. Digital competence and capability are an essential for enhancing immediate and enabling life-long learning (EC DIGICOMP, 2013). Measuring Digital Skills across the EU (2014) estimated 39% of the workforce had insufficient digital skills, while 64% of those in disadvantaged groups have insufficient digital skills for the workspace. This policy agenda is reflected in UK Government policy documents, the House of Lords (2015) reports that 2.2 million people can be categorised as 'digital muggles'. Yet Labour force studies (UKCES, 2015) indicate 300,000 recruits are needed to invent and apply new technologies. This reflects earlier work by Frey and Osborne (2013) whose model shows that as technology adaptation and use speeds up, low-skill workers will be replaced. The challenge for Higher Educational Institutions is how best to embed these skills, and enable and facilitate institutional change? Heppell (2016) states: 'the use of digital technology in education is not optional'. This paper draws from the experience of a single university and evaluates their approach to managing change. Our methodology is located within an action research framework (Norton, 2009). Informed in conjunction with a 'Panel of Experts', thought-leaders drawn from industry and academia, and incorporating a strong student voice, we believe this approach is relevant for complex and policy based studies, as the framework can encompass a mixed methods technique (Johnson and Onwuegbuzie, 2004). Findings indicate that strong research and technological leadership, building internal alliances with key stakeholders, focusing on the 'middle out' (Bryant, 2016a) and a partnership approach to working with the Students Union all contribute to a transformational and shared approach to institution-wide change at a time of complexity and contestation in Higher Education policy.

PurposeIn the UK, higher education (HE) is being positioned as the new global business, and the power relations between its various stakeholders – society, the business community, management, staff, students – makes this not only uncharted, but also contested ground. This paper aims to map the new terrain with a focus on, and analysis of, one key government policy document: The Harnessing Technology (2005).Design/methodology/approachCritical theory and textual analysis are used to research and analyse power relations as inscribed in policy discourse – the structures, the language, and the voices. The document is explored particularly in relation to its impact on prime stakeholders within the new contexts of today's HE; a HE that is embracing information communications technology (e‐learning) – "for business".FindingsHarnessing Technology boasts a heteroglossia and the capturing of many authentic voices in its composition which should open up a dialogic between its stakeholders; in fact power is revealed as refined, unified – deferring to centralised authority. Textual analysis reveals HE as a journey into silence for the student as stakeholder, where the voices that are not repressed are those with economic and institutional power. This analysis shows the student is constructed as either silent or deficit and the conclusions suggest that rather than a discourse of transformation, "regulation not education", is the real goal of the dominant educational stakeholders.Originality/valueThe critical approach to policy analysis in the paper can be adapted by others seeking to critique policy in a variety of different policy contexts. This is particularly significant where policy is not interrogated, but where nevertheless it influences institutional mission statements and the seepage pollutes practice.

For our analysis we draw upon Macherey's essay 'The text says what is does not say' (in Walder 1990) where he argues for the legitimacy of interrogating a text for 'what it tacitly implies, what it does not say … for in order to say anything there are things which must not be said' (Ibid 217, his italics). As with society, all works have their margins – the incompleteness that reveals their birth and production … ' What is important in the work is what it does not say … what the work cannot say … because there the elaboration of the utterances is acted out in a sort of journey to silence' (Ibid 218). Our critical analysis of the Government e-learning strategy (2005) reveals that rather than harnessing technology to empower the typically disenfranchised within the educational debate, it is those very stakeholders at the margins who are silenced whilst the interests of those with institutional and economic power are given voice. Our analysis will show that rather than creating a stakeholder society, Government through its policy documents positions the already disempowered as either silent or deficit and our conclusions suggest that rather than a discourse of transformation, 'regulation not education' (Lillis 2001), is the real goal of the dominant stakeholders.

In the United Kingdom Higher Education is propelled by Government policy and monitored by university recruitment, retention and teaching and learning strategies — and yet when (international) students arrive at these publicly funded and accountable institutions the results can be "horrid, very very horrid". Exploring the relationship between Government influence and corporate behaviour within the Higher Educational (HE) context of the United Kingdom (UK), this paper provides an overview of current Governmental policy towards resourcing higher education, and considers the impact of these policies for 'Widening Participation' students, including international students. The paper concludes with the experiences of one student, who narrates his "story" and as the story unfolds, we start to view the "system" of Government, University and Course through the eyes of an 'outsider'. (Sinfield, Burns & Holley 2004). This personal narrative illustrates how systems — Governmental, Institutional and at Course level — can totally fail an individual.

This paper examines the impact of restructuring within the transport and logistics sector on women managers working at senior and less senior (middle/junior management) levels of the organization. The majority of women experienced increased performance pressures and heavier workloads as well as an increase in working hours. At the same time, there were pressures to work at home (i.e. weekends and evenings) and reduced opportunities to work from home (i.e. during normal office hours). Management level emerged as an important factor in how these changes were interpreted. Senior managers perceived more positive outcomes in terms of increased motivation and loyalty. Despite a longer working week, they were less likely to report low morale as an outcome from long hours. In fact, irrespective of management level, women working shorter hours were more likely to report low morale as an outcome. Results are discussed in relation to literature on restructuring and careers, in terms of perceptual framing and in relation to different levels of investment in the organization.

This paper responds to the Alpine Rendez-Vous "crisis" in technology-enhanced learning. It takes a contested area of policy as well as a rapid change in the National Health Service, and documents the responses to "information overload" by a group of general practitioners practices in the North of England. Located between the spaces identified by Traxler and Lally as "competitive industrialisation" and web 1.0, and the consumer/ customer focus and ubiquitous ownership enabled by portable and devices and web 2.0, in this work we see the parallels of the responses of publicly funded bodies moving towards privatisation as part of a neo-liberal agenda. Interviews with health professionals (HPs) revealed marginalised spaces for informal learning in their workplaces, and a desire to build a community that would enable them to overcome the time/space barriers to networking. The EU Learning Layers Integrating Project develops mobile and social technologies that unlock and enable peer production within and across traditional workplace boundaries. Through the HP narratives, we capture insights into their daily life, which enable the articulation of their needs for an online "Help-seeking" networking service, underpinned by their desire to consult what Vygotsky calls "the more capable peer."