Jonathan Payne
Datos Biográficos
| ID | 4238262 |
|---|---|
| NOMBRE | Jonathan Payne |
| NOMBRES | Jonathan |
| APELLIDO | Payne |
| FIRMA | PAYNE J |
| AFILIACIONES | De Montfort University |
| ORCID | 0000-0003-0384-4930 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAS | 180 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1969 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Digitalisation, unions and ‘country-effect’
Trade unions are potentially important actors in shaping digitalisation to benefit workers. Research suggests that supportive national labour market institutions can help unions to influence digital change. This article considers the reach of national institutions, or ‘country effect’, and its relationship with union strength at the workplace. It applies a multi-level analysis to explore union influence over digital technology in the food and dri…
The Limits of the Possible
Many third‐sector organisations (TSOs) deliver employability support for vulnerable groups, but can they address the quality of jobs their users enter? The question is timely in the UK, given structural constraints presented by its neoliberal labour market/welfare regime and the recently elected Labour Government's aim of moving job centres towards a supportive approach focused on ‘good work’. An interesting comparison emerges with Scotland, wher…
Employer Engagement with Third-Sector Activation Programmes for Vulnerable Groups
Employer engagement with active labour market programmes (ALMPs) and related employability projects is seen as vital to their 'success'. However, the role of employers remains under-researched - a gap which widens in relation to non-governmental programmes led by not-for-profit, third-sector organisations (TSOs). Recent studies suggest that engaging employers may depend on addressing both human resource (HR) and corporate social responsibility (C…
‘They tell us after they've decided things’
The role of trade unions in the social shaping of digital technologies is a vital question for research, public policy and social justice. This article draws on interviews with two unions in the grocery retail sector in the United Kingdom and Norway, and examines their involvement in technology decisions, and whether they can shape better outcomes for workers. By comparing a ‘neo‐liberal’ economy and a ‘Nordic welfare state’, the article consider…
Food for thought
There is intense debate surrounding digitalisation and its implications for work. However, empirical research within established workplaces, especially international comparative studies, remains limited. This article uses cross‐country research to further analysis of the relative importance of different institutions, actors and power relations in shaping digitalisation and worker outcomes. Through a multi‐level approach, it compares the use of in…
Of charities and choice
‘Work-first’ (or ‘workfare’) activation policies severely restrict the choices of the unemployed. Can third-sector organisations (TSOs), with their person-centred mission, support long-term unemployed adults to make their own choices, given individual and societal constraints? Commentators often focus on ‘what works’ in supporting those with complex needs; others draw on the ‘capabilities approach’ (CA). With commentators often talking past each …
Fewer jobs, better jobs? An international comparative study of robots and ‘routine’ work in the public sector
Routine manual work is often considered particularly vulnerable to digitalisation. Alongside potential employment effects, jobs are expected to change in terms of task and skill requirements. This article contributes to debates on the pace of digitalisation and the impact on low‐skilled manual work through a study of transport robots in public hospitals in Norway and Scotland. Drawing on qualitative research, the findings are used to analyse the …
Debt and Entanglements Between the Wars
The seven chapters in this volume tell stories about correlated macroeconomic and political events that occurred in six countries and four Dominions of the British Commonwealth between 1914 and 1940. By a story, I mean a collection of observations ordered in time together with causal interpretations that come from projecting the observations onto a theory. Correlations among our stories arise partly from the international aspects of the events be…
Rethinking country effects
Current debates around robotics and artificial intelligence (AI) are dominated by concerns over the threat to employment, amid widely varying estimates of potential job losses. Countries are expected to fare differently, but there is little comparative research that goes beyond analysing industry and occupational structures. This article rethinks ‘country effects’ by exploring the role of institutions and social actors in shaping technological ch…
Response to Reviews of Skills in the Age of Over-Qualification
Hearing music in service interactions
There is an extensive literature concerned with the impact of music on customers. However, no study has examined its effects on service workers and their interactions with customers. Drawing together literatures on service work and music in everyday life, the article develops a theoretical framework for exploring the role of music in service exchanges. Two central factors are identified – first, how workers hear, and respond to, the music soundsc…
It’s all hands-on, even for management’
The growth in managerial jobs is often presented by policy makers as evidence of the UK’s success in developing high-skilled, well-paid employment. At the same time, concerns have been raised that the lack of higher level qualifications in the managerial workforce has a detrimental impact on productivity and performance. This article focuses on the relatively neglected figure of the first line manager in private services through a study of the UK…
Quel développement professionnel continu pour les enseignants des matières professionnelles ? L’exemple de la coiffure. Approche comparée Angleterre, Pays de Galles, France et Norvège
Les enseignants de matière professionnelle ont la particularité de posséder une double identité professionnelle : ils sont enseignants mais sont aussi plombier, électricien, coiffeur ou autre, selon le métier qu’ils ont exercé avant de devenir enseignants. Cette double professionnalité est généralement mal prise en compte en matière de développement professionnel continu (DPC), l’accent étant davantage mis sur le DPC relatif au métier d’enseignan…
Changing job roles in the Norwegian and UK fitness industry
There has been considerable debate about the impact of different national institutional environments on work organization. The Nordic countries, with their strong trade unions and well developed systems of social partnership around collective bargaining and vocational education and training, are found to be particularly advanced when it comes to developing more autonomous job roles. While institutions are said to play a key role, some commentator…
Raising the quality of vocational teachers
The view that vocational education and training is central to economic prosperity and social well‐being is one that is widely held by policy‐makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their ‘craft’ skills and pedagogy, through continuing professional development (CPD), is, therefore, a growing area of policy concern. While res…
Fronting up to skills utilisation
Policy makers in many countries have long insisted that skills are critical to economic performance and social cohesion/inclusion. However, it is increasingly recognised that if skills are to fully deliver on this agenda, they have to be used effectively inside the workplace. While such statements can now be observed in the skills strategies of England, Scotland and Wales, much less is understood about how to design effective interventions in thi…
Scoring opportunity or hospital pass? The changing role of local authorities in 14–19 education and training in England
In 2008, the UK Labour government unveiled plans to abolish the Learning and Skills Council and transfer funding for the education and training of 16–19‐year‐olds in England to local authorities (LAs). The transfer of 16–19 funding complements the responsibilities that LAs have already acquired in relation to the raising of the education and training ‘participation age’ and ensuring that all young people have access to a full 14–19 curriculum ent…
Emotional Labour and Skill
The article seeks to open up a critical discussion around the idea of emotional labour as skilled work. It has been suggested by some commentators that many front‐line service jobs, traditionally thought of as low skilled in terms of their technical aspects, may actually constitute a form of skilled work, since they require their holders to perform skilled emotional labour in their dealings with customers. Such discourses hold out the possibility…
Divergent skills policy trajectories in England and Scotland after Leitch
The UK Labour government has consistently argued that boosting the supply of skilled, qualified labour is ‘the key’ to national economic success and social justice, a position recently endorsed by the Leitch Review of Skills. However, while the argument that skills have an important role to play is widely accepted, Leitch's assertion that ‘skills are the most important lever’ remains contentious. Political devolution means that while the UK gover…
Full of sound and fury, signifying nothing
A current theme within debates over interactive service work is that many routine service jobs are 'skilled' because they require workers to perform 'emotion work' and 'articulation work'. Drawing upon workers' views of their skills in two mass market call centres in the UK, the article questions the use and validity of these new skill concepts. It is argued that these concepts overplay the amount of task variation, discretion and control availab…
Skills in context
For over two decades, UK skills policy has focused on boosting the supply of skilled or qualified labour. Despite significant progress on this front, British productivity continues to lag behind that of major competitors, while policy makers increasingly confront the challenge of ensuring that skills are utilised effectively in the workplace. With policy in this area relatively underdeveloped in the UK, this article considers the lessons that mig…
The high skills project and the limits of possibility
In 2003, we wrote a critical reply to Frank Coffield’s reflections in this journal on the significance of the Performance and Innovation Unit’s project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be required to tackle the low skills equilibrium and develop the UK as a high skills society. Coffield cri…
The Norwegian competence reform and the limits of lifelong learning
Today, ‘lifelong learning for all’ figures prominently within the education and training policies of governments throughout the developed world and is presented as a powerful solution to a wide range of economic and social challenges. Norway is often regarded as a country that has perhaps made more progress towards this ideal than many others. Norway invests considerable resources in its education system and has already achieved a highly educated…
Goodbye to all that? a critical re-evaluation of the role of the high performance work organization within the UK skills debate
Forget birth pains, we haven't got past the conception stage yet”. A reply to Frank Coffield's ‘Britain's continuing failure to train
This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve
Full of sound and fury, signifying nothing
A current theme within debates over interactive service work is that many routine service jobs are 'skilled' because they require workers to perform 'emotion work' and 'articulation work'. Drawing upon workers' views of their skills in two mass market call centres in the UK, the article questions the use and validity of these new skill concepts. It is argued that these concepts overplay the amount of task variation, discretion and control availab…
Emotional Labour and Skill
The article seeks to open up a critical discussion around the idea of emotional labour as skilled work. It has been suggested by some commentators that many front‐line service jobs, traditionally thought of as low skilled in terms of their technical aspects, may actually constitute a form of skilled work, since they require their holders to perform skilled emotional labour in their dealings with customers. Such discourses hold out the possibility…
Rethinking country effects
Current debates around robotics and artificial intelligence (AI) are dominated by concerns over the threat to employment, amid widely varying estimates of potential job losses. Countries are expected to fare differently, but there is little comparative research that goes beyond analysing industry and occupational structures. This article rethinks ‘country effects’ by exploring the role of institutions and social actors in shaping technological ch…
The unbearable lightness of skill
The paper traces how the meaning of 'skill' has broadened considerably since the 1950s through an examination of the relevant policy literature. It stresses the central role of both the Manpower Services Commission (MSC) and Further Education Unit (FEU) in re-defining 'skill' in the late 1970s and 1980s. Core (or key) skills, which have come to dominate contemporary education and training debates, are seen as an extension of this agenda. Recent u…
On the 'Political Economy of Skill
(2002). On the 'Political Economy of Skill': Assessing the Possibilities for a Viable High Skills Project in the United Kingdom. New Political Economy: Vol. 7, No. 3, pp. 367-395
Goodbye to all that? a critical re-evaluation of the role of the high performance work organization within the UK skills debate
Skills in context
For over two decades, UK skills policy has focused on boosting the supply of skilled or qualified labour. Despite significant progress on this front, British productivity continues to lag behind that of major competitors, while policy makers increasingly confront the challenge of ensuring that skills are utilised effectively in the workplace. With policy in this area relatively underdeveloped in the UK, this article considers the lessons that mig…
The political economy of skill and the limits of educational policy
In the UK policy context, skills, education and learning are seen as a universal solution to a vast array of economic and social problems. In challenging this view, this paper argues that those educationalists calling for progressive reforms to the education system need to acknowledge the reality of the contemporary workplace and the institutional context of UK capitalism. When it comes to the question of how the UK might move towards a more incl…
Food for thought
There is intense debate surrounding digitalisation and its implications for work. However, empirical research within established workplaces, especially international comparative studies, remains limited. This article uses cross‐country research to further analysis of the relative importance of different institutions, actors and power relations in shaping digitalisation and worker outcomes. Through a multi‐level approach, it compares the use of in…
Divergent skills policy trajectories in England and Scotland after Leitch
The UK Labour government has consistently argued that boosting the supply of skilled, qualified labour is ‘the key’ to national economic success and social justice, a position recently endorsed by the Leitch Review of Skills. However, while the argument that skills have an important role to play is widely accepted, Leitch's assertion that ‘skills are the most important lever’ remains contentious. Political devolution means that while the UK gover…
Re-visiting the Nordic approaches to work re-organization and job redesign
The paper considers the lessons that UK policy makers might draw from Scandinavian programmes in the area of work re-organisation and job redesign. It takes as its point of departure the recent publication of the Cabinet Office Performance and Innovation Unit’s report on workforce development which signalled the need to develop a new ‘demand-led’ approach to tackling Britain’s ‘skills problem’. Building on the PIU analysis, the paper asks how UK …
Of charities and choice
‘Work-first’ (or ‘workfare’) activation policies severely restrict the choices of the unemployed. Can third-sector organisations (TSOs), with their person-centred mission, support long-term unemployed adults to make their own choices, given individual and societal constraints? Commentators often focus on ‘what works’ in supporting those with complex needs; others draw on the ‘capabilities approach’ (CA). With commentators often talking past each …
Hearing music in service interactions
There is an extensive literature concerned with the impact of music on customers. However, no study has examined its effects on service workers and their interactions with customers. Drawing together literatures on service work and music in everyday life, the article develops a theoretical framework for exploring the role of music in service exchanges. Two central factors are identified – first, how workers hear, and respond to, the music soundsc…
It’s all hands-on, even for management’
The growth in managerial jobs is often presented by policy makers as evidence of the UK’s success in developing high-skilled, well-paid employment. At the same time, concerns have been raised that the lack of higher level qualifications in the managerial workforce has a detrimental impact on productivity and performance. This article focuses on the relatively neglected figure of the first line manager in private services through a study of the UK…
Changing job roles in the Norwegian and UK fitness industry
There has been considerable debate about the impact of different national institutional environments on work organization. The Nordic countries, with their strong trade unions and well developed systems of social partnership around collective bargaining and vocational education and training, are found to be particularly advanced when it comes to developing more autonomous job roles. While institutions are said to play a key role, some commentator…
Forget birth pains, we haven't got past the conception stage yet”. A reply to Frank Coffield's ‘Britain's continuing failure to train
This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve
Fronting up to skills utilisation
Policy makers in many countries have long insisted that skills are critical to economic performance and social cohesion/inclusion. However, it is increasingly recognised that if skills are to fully deliver on this agenda, they have to be used effectively inside the workplace. While such statements can now be observed in the skills strategies of England, Scotland and Wales, much less is understood about how to design effective interventions in thi…
The high skills project and the limits of possibility
In 2003, we wrote a critical reply to Frank Coffield’s reflections in this journal on the significance of the Performance and Innovation Unit’s project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be required to tackle the low skills equilibrium and develop the UK as a high skills society. Coffield cri…
The Norwegian competence reform and the limits of lifelong learning
Today, ‘lifelong learning for all’ figures prominently within the education and training policies of governments throughout the developed world and is presented as a powerful solution to a wide range of economic and social challenges. Norway is often regarded as a country that has perhaps made more progress towards this ideal than many others. Norway invests considerable resources in its education system and has already achieved a highly educated…
What is the ‘high skills society’? Some reflections on current academic and policy debates in the UK
The UK government has committed itself to building a high skills future for the UK. However, despite widespread use of terms such as the ‘knowledge economy’, ‘the high skills society’ and ‘the learning society’, there remains much confusion as to the kind of economy or society different commentators are actually aiming at. The paper seeks to add clarity to current debates by mapping the various visions to emerge from three key groupings: (i) gove…
Before the storm
British coal mining historiography is still dominated, whether consciously or unconsciously, by a militant narrative running from the 1926 General Strike to the national disputes of the 1970s and 1984/5. Any exceptions to this, most notably the behaviour of the Nottinghamshire miners, has to be explained as deviation from a conflict-ridden norm. In most accounts, the period of nationalization and attempted industrial relations partnership between…
Reconstructing apprenticeship for the twenty-first century
The paper is a comparative study of the attempts made to revitalize apprenticeship in the UK and Norway in the 1990s. It begins by outlining a cycle of repeated policy failure to develop a high-quality work-based route in the UK and highlights a set of underlying problems that Modern Apprenticeships (MA) failed to resolve and which remain largely un-addressed by the Labour government's current reform proposals. These include: the limited educatio…
A Comparative Study of the Mental Ability of Seven- and Eight-year-old British and West Indian Children in a West Midland Town
Employer Engagement with Third-Sector Activation Programmes for Vulnerable Groups
Employer engagement with active labour market programmes (ALMPs) and related employability projects is seen as vital to their 'success'. However, the role of employers remains under-researched - a gap which widens in relation to non-governmental programmes led by not-for-profit, third-sector organisations (TSOs). Recent studies suggest that engaging employers may depend on addressing both human resource (HR) and corporate social responsibility (C…
A Comparative Study of the Mental Ability of Seven- and Eight-year-old British and West Indian Children in a West Midland Town
Through a Glass Darkly’
The unbearable lightness of skill
The paper traces how the meaning of 'skill' has broadened considerably since the 1950s through an examination of the relevant policy literature. It stresses the central role of both the Manpower Services Commission (MSC) and Further Education Unit (FEU) in re-defining 'skill' in the late 1970s and 1980s. Core (or key) skills, which have come to dominate contemporary education and training debates, are seen as an extension of this agenda. Recent u…
The Curriculum of the Future
(2000). ''The Curriculum of the Future: From 'new sociology of education' to a critical theory of learning'' (Michael F.D. Young) British Journal of Sociology of Education: Vol. 21, No. 3, pp. 457-463
On the 'Political Economy of Skill
(2002). On the 'Political Economy of Skill': Assessing the Possibilities for a Viable High Skills Project in the United Kingdom. New Political Economy: Vol. 7, No. 3, pp. 367-395
Before the storm
British coal mining historiography is still dominated, whether consciously or unconsciously, by a militant narrative running from the 1926 General Strike to the national disputes of the 1970s and 1984/5. Any exceptions to this, most notably the behaviour of the Nottinghamshire miners, has to be explained as deviation from a conflict-ridden norm. In most accounts, the period of nationalization and attempted industrial relations partnership between…
Reconstructing apprenticeship for the twenty-first century
The paper is a comparative study of the attempts made to revitalize apprenticeship in the UK and Norway in the 1990s. It begins by outlining a cycle of repeated policy failure to develop a high-quality work-based route in the UK and highlights a set of underlying problems that Modern Apprenticeships (MA) failed to resolve and which remain largely un-addressed by the Labour government's current reform proposals. These include: the limited educatio…
Forget birth pains, we haven't got past the conception stage yet”. A reply to Frank Coffield's ‘Britain's continuing failure to train
This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve
The political economy of skill and the limits of educational policy
In the UK policy context, skills, education and learning are seen as a universal solution to a vast array of economic and social problems. In challenging this view, this paper argues that those educationalists calling for progressive reforms to the education system need to acknowledge the reality of the contemporary workplace and the institutional context of UK capitalism. When it comes to the question of how the UK might move towards a more incl…
What is the ‘high skills society’? Some reflections on current academic and policy debates in the UK
The UK government has committed itself to building a high skills future for the UK. However, despite widespread use of terms such as the ‘knowledge economy’, ‘the high skills society’ and ‘the learning society’, there remains much confusion as to the kind of economy or society different commentators are actually aiming at. The paper seeks to add clarity to current debates by mapping the various visions to emerge from three key groupings: (i) gove…
Re-visiting the Nordic approaches to work re-organization and job redesign
The paper considers the lessons that UK policy makers might draw from Scandinavian programmes in the area of work re-organisation and job redesign. It takes as its point of departure the recent publication of the Cabinet Office Performance and Innovation Unit’s report on workforce development which signalled the need to develop a new ‘demand-led’ approach to tackling Britain’s ‘skills problem’. Building on the PIU analysis, the paper asks how UK …
The high skills project and the limits of possibility
In 2003, we wrote a critical reply to Frank Coffield’s reflections in this journal on the significance of the Performance and Innovation Unit’s project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be required to tackle the low skills equilibrium and develop the UK as a high skills society. Coffield cri…
The Norwegian competence reform and the limits of lifelong learning
Today, ‘lifelong learning for all’ figures prominently within the education and training policies of governments throughout the developed world and is presented as a powerful solution to a wide range of economic and social challenges. Norway is often regarded as a country that has perhaps made more progress towards this ideal than many others. Norway invests considerable resources in its education system and has already achieved a highly educated…
Goodbye to all that? a critical re-evaluation of the role of the high performance work organization within the UK skills debate
Skills in context
For over two decades, UK skills policy has focused on boosting the supply of skilled or qualified labour. Despite significant progress on this front, British productivity continues to lag behind that of major competitors, while policy makers increasingly confront the challenge of ensuring that skills are utilised effectively in the workplace. With policy in this area relatively underdeveloped in the UK, this article considers the lessons that mig…
Emotional Labour and Skill
The article seeks to open up a critical discussion around the idea of emotional labour as skilled work. It has been suggested by some commentators that many front‐line service jobs, traditionally thought of as low skilled in terms of their technical aspects, may actually constitute a form of skilled work, since they require their holders to perform skilled emotional labour in their dealings with customers. Such discourses hold out the possibility…
Divergent skills policy trajectories in England and Scotland after Leitch
The UK Labour government has consistently argued that boosting the supply of skilled, qualified labour is ‘the key’ to national economic success and social justice, a position recently endorsed by the Leitch Review of Skills. However, while the argument that skills have an important role to play is widely accepted, Leitch's assertion that ‘skills are the most important lever’ remains contentious. Political devolution means that while the UK gover…
Full of sound and fury, signifying nothing
A current theme within debates over interactive service work is that many routine service jobs are 'skilled' because they require workers to perform 'emotion work' and 'articulation work'. Drawing upon workers' views of their skills in two mass market call centres in the UK, the article questions the use and validity of these new skill concepts. It is argued that these concepts overplay the amount of task variation, discretion and control availab…
Scoring opportunity or hospital pass? The changing role of local authorities in 14–19 education and training in England
In 2008, the UK Labour government unveiled plans to abolish the Learning and Skills Council and transfer funding for the education and training of 16–19‐year‐olds in England to local authorities (LAs). The transfer of 16–19 funding complements the responsibilities that LAs have already acquired in relation to the raising of the education and training ‘participation age’ and ensuring that all young people have access to a full 14–19 curriculum ent…
Raising the quality of vocational teachers
The view that vocational education and training is central to economic prosperity and social well‐being is one that is widely held by policy‐makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their ‘craft’ skills and pedagogy, through continuing professional development (CPD), is, therefore, a growing area of policy concern. While res…
Fronting up to skills utilisation
Policy makers in many countries have long insisted that skills are critical to economic performance and social cohesion/inclusion. However, it is increasingly recognised that if skills are to fully deliver on this agenda, they have to be used effectively inside the workplace. While such statements can now be observed in the skills strategies of England, Scotland and Wales, much less is understood about how to design effective interventions in thi…
Quel développement professionnel continu pour les enseignants des matières professionnelles ? L’exemple de la coiffure. Approche comparée Angleterre, Pays de Galles, France et Norvège
Les enseignants de matière professionnelle ont la particularité de posséder une double identité professionnelle : ils sont enseignants mais sont aussi plombier, électricien, coiffeur ou autre, selon le métier qu’ils ont exercé avant de devenir enseignants. Cette double professionnalité est généralement mal prise en compte en matière de développement professionnel continu (DPC), l’accent étant davantage mis sur le DPC relatif au métier d’enseignan…
Changing job roles in the Norwegian and UK fitness industry
There has been considerable debate about the impact of different national institutional environments on work organization. The Nordic countries, with their strong trade unions and well developed systems of social partnership around collective bargaining and vocational education and training, are found to be particularly advanced when it comes to developing more autonomous job roles. While institutions are said to play a key role, some commentator…
It’s all hands-on, even for management’
The growth in managerial jobs is often presented by policy makers as evidence of the UK’s success in developing high-skilled, well-paid employment. At the same time, concerns have been raised that the lack of higher level qualifications in the managerial workforce has a detrimental impact on productivity and performance. This article focuses on the relatively neglected figure of the first line manager in private services through a study of the UK…
Hearing music in service interactions
There is an extensive literature concerned with the impact of music on customers. However, no study has examined its effects on service workers and their interactions with customers. Drawing together literatures on service work and music in everyday life, the article develops a theoretical framework for exploring the role of music in service exchanges. Two central factors are identified – first, how workers hear, and respond to, the music soundsc…
Political science (30 obras) · Economics (22 obras) · Sociology (21 obras) · Public relations (20 obras) · Employment and Welfare Studies (14 obras) · Business (13 obras) · Labor Movements and Unions (12 obras) · Law (12 obras) · Economic growth (11 obras) · Psychology (11 obras)