Rhetoric But Whose Reality? The Influence of Employability Messages on Employee Mobility Tactics and Work Group Identification

Over the last decade, employability has been presented by its advocates as the solution to employment uncertainty, and by its critics as a management rhetoric possessing little relevance to the experiences of most workers. This article suggests that while employability has failed to develop into a key research area, a deeper probing of its message is warranted. In particular, it is suggested that employability may have resonance with employees as workers rather than as employees of their immediate employing organisation. This demands a slightly different approach to studying employability than some other related phenomena such as employee commitment which has resonance only in relation to the employing organization. In adopting a social identity approach, the significance of the employability message is shown not only to lie in employees’ willingness to disassociate from their existing work groups and pursue individual mobility, but also in its capacity to undermine workers’ collective responses to grievances and unwanted organizational changes. A future research agenda is presented which highlights the need to address recent attempts to develop employability expectations among graduate career entrants, and for a closer critical engagement with management writings that attempt to justify the unnecessary espousal of the self development message

Studies of the membrane and stalk domains of ATP synthase from bovine heart mitochondria

SIGLEAvailable from British Library Document Supply Centre-DSC:D195660 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Positioning or positioned: teachers’ perspectives on the leadership of Sixth Form Colleges

Together with the former Polytechnic sector and General Further Education Colleges, Sixth Form Colleges have witnessed major change since the enactment of the Further and Higher Education Act (1992). Change within the post compulsory education system has taken place on different levels in the UK: at the macro level with change manifest in the structural relationships between the State,the sectors of the post-compulsory education system and individual institutions; at the meso level with changes that have taken place within the Sixth Form College sector; and at micro level within individual institutions through the redefinition of roles and responsibilities. This research was concerned with an investigation into how teachers in Sixth Form Colleges viewed the practice of ‘leadership’. It is a term that has been promoted by Central Government as it has re-engineered the education system and presented as a critical factor in raising performance levels within the education system