Making sense of tragedy: the ‘reputational’ antecedents of a hospital disaster

This article explores the workings of Reputational Dialogues (RD) (as a form of organizational discourse); within the setting of a UK NHS hospital that has encountered disaster. The disaster in question took place at the Bristol Royal Infirmary (BRI), circa 1984-1995; and is thought to have incurred the deaths of 34 ‘special heart babies’. The article explores patterns of RD utilization associated with the tragedy. Transcripts from the hearings of an inquiry into the disaster are used to access these patterns– if within specific limits and constraints that are discussed in the article. The article seeks to comment on the workings of RDs within the BRI disaster setting and considers, tentatively, how these dialogues may have helped to institutionalize dominant and (counter-cultural beliefs) about the BRI and its reputation as a provider of cardiovascular care to young children. Overall, the article contributes to organization theory by beginning the process of observing the institutionalization of RD and its by-products, as organizational phenomena

Reputation in organizational settings: a research agenda

Within organization theory, reputation is something we have come to associate with embeddedness research. This short paper seeks to develop a research agenda for new reputational research that draws inspiration from, but also seeks to move beyond, the embeddedness thematic

BSE crisis and food safety regulation: a comparison of the UK and Germany

The BSE crisis represents one of the worst policy disasters experienced by a UK government in recent years. In material terms, it led to the slaughter of 3.3 million cattle and an estimated economic loss of £3.7 billion. In administrative terms, the crisis led to the dissolution of the Ministry of Agriculture, Fisheries and Food (MAFF), an institution that was heavily criticised by the Phillips Inquiry for its lack of openness and transparency. Although far less severe in terms of its economic impact, with estimated losses of between Euro 0.8 and 1.05 billion, the German BSE crisis resulted in extensive political fallout, leading, inter alia, to the resignation of two government ministers. This paper compares the handling of the crisis in the UK and Germany and the regulation put in place in its aftermath. It explores the reasons for the failure of both governments to manage this crisis in a credible, timely and proactive fashion. Examining the institutional contexts in which decisions about scientific evidence on BSE were made, the paper argues that, in both countries, a centralised system, in which government agencies controlled “science for government”, was vulnerable to expert-interest group alliances which undermined the potential for a credible assessment of public health and safety risks. Looking at the policies adopted in the aftermath of these crises, the paper notes that, although being far less affected by BSE, Germany paradoxically adopted far more rigorous measures for the prevention of future incidents, which included the strict administrative separation of the risk assessment and management functions. Our paper concludes that the extent of administrative reforms which are initiated in response to crises is more likely to correspond to that general receptiveness of the political environment to these reforms, than the ‘objective’ impact of the crisis itself

Student and Lecturer Responses to the Introduction of Computer Assisted Learning (CAL) in ion mark. Please enter as plain text. If you have a subtitle, it should be preceded with a colon [:]. Use capitals only for the first word and for proper nouns.

This paper comprehensively reviews the CAL literature before reporting on a study of student and lecturer take-up of the Learning Resource Web (LRW), within the Bristol Business School. The study was multimethod, incorporating a survey of student expectations (n=394) and qualitative interviews with teaching staff (n=12). The LRW initially supported teaching in the sciences. Its implementation in the Business School raised questions about the support it might offer for active and experiential pedagogies. Lecturers tended to use the LRW as an aid to course management, but also saw it as a catalyst for pedagogic change and, in particular, the development of independent learning skills amongst undergraduates. By contrast, students welcomed the system because it appeared to provide a learning safety-net. The study highlights tentative signs that, because of this, the introduction of the LRW may be promoting the instrumentality and dependence on exposition that lecturers often seek to counteract

Risk A Study of Its Origins, History and Politics

Over a period of several centuries, the academic study of risk has evolved as a distinct body of thought, which continues to influence conceptual developments in fields such as economics, management, politics and sociology. However, few scholarly works have given a chronological account of cultural and intellectual trends relating to the understanding and analysis of risks. Risk: A Study of its Origins, History and Politics aims to fill this gap by providing a detailed study of key turning points in the evolution of society's understanding of risk. Using a wide range of primary and secondary materials, Matthias Beck and Beth Kewell map the political origins and moral reach of some of the most influential ideas associated with risk and uncertainty at specific periods of time. The historical focus of the book makes it an excellent introduction for readers who wish to go beyond specific risk management techniques and their theoretical underpinnings, to gain an understanding of the history and politics of risk