Anatomy of a merger: a study of the merger process in British trade unions, with particular reference to the case of the GMB/Apex merger of 1989

The historic context, characteristics, effects of social and industrial determinants and the tendentious factors of trade union mergers are explored. The literature on trade unionism, its history and merger trends and styles, is reviewed with special reference to the relationship of staff and manual workers. The hypotheses developed concern the reasons for mergers, the capital / labour nexus, merger stiles, and the effects of both internal factors (trade union movement and individual trade union culture) and external (industry and societal) factors. This is then related to the particular merger of APEX/GMB: the significance of a staff union amalgamating with a general, ostensibly manual, union. The hypotheses are reviewed against the historic development, characteristics, structural changes and, more particularly, the culture of the unions. Reviewing the developed themes of culture changes, the actual merger details are analysed, drawing upon interviews of a relevant selected group of senior lay and full-time officials and internal documents. This case study also considers the earlier merger of the Boilermakers' Society and the General & Municipal Workers Union: itself significant in bringing together a craft and general union. Among other conclusions, it is asserted that the future development is the amalgamation - friendly style, managing change as part of the trade union critical application to merge, and the "Super Union", which is "conglomerate" in character. There is no monocausal determinant, however there are interdependent factors. This gives direction to probable development for the 1990s. Although concerned with the developing British trend it also points to the factors' relevance to a broader arena of the trade union centre, the TUC and Europe. (None of this work has previously been submitted for any other degree.

A psycho-legal perspective on sexual offending in individuals with Autism Spectrum Disorder

It is important to consider whether there are innate vulnerabilities that increase the risk of an individual with an autistic spectrum disorder (ASD), predominantly those defendants with a diagnosis of Asperger’s Syndrome, being charged and convicted of a sexual offence. The significance of such can be readily seen in recent English case law, with judgments on appeal finding convictions unsafe where there have been a number of failings in the Judge's summing up. In this article, we will consider the gravity of Judges omitting to highlight a defendant’s diagnosis of autism spectrum disorder and the necessity of detailed explanations to jury members regarding the condition and its effect upon thoughts and behaviour. Consideration will be specifically given to the necessity to prove sexual motivation in such offences and the judicial direction required in relation to whether the appellant's actions had been sexually motivated. Recognition of the social impairments inherent in ASDs are vital to this work and we shall consider whether the difficulty with the capacity to develop appropriate, consenting sexual relationships as a result of impaired social cognition may be one of the factors which increases the risk of sexual offending in individuals with ASD (Higgs & Carter, 2015)

Gait characteristics and falls in Parkinson's disease: A systematic review and meta-analysis

Introduction: Given the high rate of falls during walking in people with idiopathic Parkinson's disease (PD), identifying at risk individuals and developing targeted interventions to reduce falls incidence is paramount. Numerous studies have investigated gait-related risk factors for falls in PD, however findings are inconsistent across studies, and thus a synthesis of the current evidence is needed to guide clinical practice and the development of interventions to reduce falls risk. The objective of this study was to systematically review the literature regarding the association between walking biomechanics and falls in people with PD, and where possible, perform meta-analyses. Methods: The study was performed in accordance with the PRISMA guidelines. Databases were searched until January 2018 to identify articles that reported on the association between walking biomechanics and prospective or retrospective falls in people with PD. Results: Twenty-six articles were included (15 prospective studies, 11 retrospective studies). Articles reported on spatiotemporal and kinematic characteristics, and muscle activation patterns. Meta-analyses revealed slower walking speed, lower cadence, shorter strides and more mediolateral head and pelvis motion in those at higher risk of future falls. Findings from prospective and retrospective articles were largely consistent. Conclusion: Our findings identify spatiotemporal and kinematic characteristics of gait that are risk factors for falls in PD. Modification of these characteristics may have the potential to mediate falls risk, and future research to investigate this possibility is merited. The influence of body and ground reaction forces, and muscle activation patterns on falls risk in PD is currently under-researched

Positioning school business practitioners in the English school system

This article explores the increasing professionalisation of school business practitioners in the state school system in England. Often referred to a ‘school business managers’ or ‘school business leaders’, this cohort of the school workforce have been increasingly tasked with leading crucial site-based management functions in schools, such as finance and budgeting, human resources and school operations. As this area of practitioner activity has grown over the last two decades, ‘school business leadership’ has increasingly been positioned by education policy makers and professional bodies as a distinct field of practice within the school system. However, despite increasing recognition of the value of school business leadership within the school system, there is evidence of continued tensions around the inclusion of such practitioners in matters of leadership. Further, there is a paucity of scholarly research exploring school business activity and the increasing professionalisation of its practitioners. Therefore, this article serves to contribute to this gap by exploring the evolution of school business practitioners and their positioning within the wider field of education in England. It argues for further research in England and for knowledge exchange with other education contexts to share insight and explore future potential

Identity in practice: a sociocultural exploration of leadership learning and development

This thesis presents a narrative study of leadership identity from a sociocultural perspective. Drawing on Bakhtinian, Vygotskian and Bourdieusian perspectives as a lens to conceptualise identity – Holland et al’s (1998) Agency and Identity in Cultural Worlds (figured worlds) – and argues that learning and development are intrinsically linked to identity construction as individuals, cultural forms, and social positions, come together in co-development, as identity in practice. A thematic analysis, presented as stories from practice, illuminates and explores the contexts of identity construction, as narrated through: early life, childhood and youth; formal study and training; ‘learning moments’ from organisational life reflecting tensions of power, discourse and policy; and the influence of ‘good’ and ‘bad’ leaders – as heroes and villains – of leadership worlds. Overall, a struggle between rhetorical discourses of leadership and organisational realities presented many contradictions to practice as identity work involved putting on ‘a professional mask’ to ‘act the part’ of a ‘tough’ invulnerable leader. Living life in the ‘gap’ between discourse and organisational realities was then often narrated as ‘a bit of a mess’ as stories of tension, resistance and negotiation featured alongside reflections on the complexity of organisational life and the ‘collision’ of professional and personal expectations. However, at times, leadership identity work also reflected a chance to ‘play the game’ and improvise new possibilities for practice narrated through stories of: ‘free-wheeling’, ‘winning’ and ‘rebelling’ against ‘bureaucratic’ cultures; ‘fighting for the underdog’ against ‘aggressive, self-interested’ autocrats; challenging gender positioning in a ‘man’s world’; and navigating ‘the dark side of leadership’ as a ‘good’ ethical leader authentically and emotionally ‘hidden’ behind the veil of identity performance. In offering life history accounts that highlight the tensions, and the possibilities, of leadership identity work in practice, this research presents insights and contributions to growing debates across leadership studies, leadership and management development research, and the educational leadership field. Overall this thesis argues that identity work is an integral aspect of leadership practice, learning and development

ISBL Exploring Ethnicity: school business leadership in England report 2020

Currently, data exploring the ethnicity of school business professionals in the English education system is limited. This report provides an initial exploration of ethnic diversity via a small-scale research contribution. The purpose of this is to serve as a catalyst for important conversations about diversity and an inclusive call to action across the sector. A secondary data analysis of the existing ISBL 2020 workforce survey (WFS) data was undertaken with a focus on the ethnicity of the respondents. This was combined with primary data collection and analysis to capture practitioner voice on matters of ethnicity within the sector. Key findings suggest a lack of diverse ethnic representation across the sector and illuminate experiences of institutional barriers faced by the participants. The findings present that there is much work to do to explore and address matters of ethnic representation and inclusion for school business professionals across the education sector, including recruitment, career development, voice and strategic participation in matters of school leadership. The key areas of recommendation include further work and collaboration with a range of key sector stakeholders to explore diversity and to act as a driver for inclusion both externally across the sector and internally within ISBL. This includes sector-wide equality and diversity activities, consultation, research and knowledge exchange, in addition to internal engagement with the membership on several key areas that seek to foster and embed a culture of inclusion and equity