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Towards an entrepreneurial welfare state? A conceptual perspective
No full textThe recent turn towards “challenge-driven” or “mission-oriented” or “transformative” innovation policy has emphasized that governments must proactively shape and cocreate market and innovation processes to address grand societal challenges of the twenty-first century. The so-called “entrepreneurial” state is tasked with steering economic development towards socially and environmentally desirable outcomes. These new tasks derive from the idea of a state that is both innovative and redistributive. In this sense, it differs from the idea of a traditional welfare state that mainly carries out redistributive functions. An entrepreneurial state proactively shapes, steers, and incentivises market activities, meeting societal needs and increasing welfare. By reviewing key literature and drawing on empirical data from Finland, we first contrast the entrepreneurial state and the welfare state as two distinct governmental rationalities in terms of (a) goals and aims, (b) tools and techniques, (c) epistemological frames, (d) bureaucratic values and operating principles, and (e) legitimacy bases of public action. We then highlight specific tensions and trade-offs in the entrepreneurial welfare state’s policies towards addressing grand challenges. These tensions and trade-offs take place in challenge design, implementation, coordination, evaluation, and funding. We argue that public bureaucracy cannot ignore such tensions in the design of concrete industrial and welfare policies. Instead, it should acknowledge and mitigate them wherever possible. Our purpose is to make an empirically informed conceptual contribution to the ongoing debate about the entrepreneurial state in the context of Western liberal democracies
Enhancing Employability through Generative AI: Policies, Perspectives, and Pathways for Skills Development in Education
No full textThe rapid integration of Generative Artificial Intelligence (GenAI) into higher education and institutional structures is redefining the conceptual foundations of professional competency, knowledge production, and employability in the 21st century. This book engages in a comprehensive conceptual and philosophical discourse, critically examining how AI is reshaping education, professional preparedness, and the evolving nature of work itself. At the core of this inquiry is an examination of how GenAI not only enhances technical efficiency but also challenges traditional paradigms of knowledge acquisition, human agency, and ethical responsibility. The book argues that the future of higher education must be reimagined through an interdisciplinary framework that bridges technological innovation, ethical reasoning, and the cultivation of adaptable, future-ready professionals. Central to this discussion is the concept of professional competency, reconceived as an evolving interplay between technical proficiency, cognitive adaptability, ethical awareness, and creative problem-solving. The traditional model of fixed curricula and standardised skill sets is increasingly inadequate in the face of AI’s generative capacities, which demand fluid, interdisciplinary, and context-responsive competencies. This book interrogates skills dynamics, positioning AI not as a replacement for human intelligence but as an augmentation that reshapes how individuals learn, apply knowledge, and navigate an AI-mediated professional landscape.
Employability, in this context, is no longer about static qualifications but about cultivating resilience, critical thinking, and the ability to ethically and reflexively engage with technology-driven systems. From a philosophical perspective, this discourse draws upon John Rawls’ theory of justice, Hannah Arendt’s critique of modernity, and Jean-Paul Sartre’s existentialist thought to explore the broader implications of AI for meritocracy, fairness, and intellectual autonomy. The book critiques deterministic narratives of AI-driven progress and instead advocates for a human-centred paradigm that prioritises epistemic responsibility, inclusivity, and ethical governance in the adoption of AI within education and professional development. In doing so, it challenges reductionist views of AI as merely a tool of economic efficiency, instead framing it as a catalyst for rethinking the relationship between knowledge, learning, and employability in an era of digital transformation. In addition to its conceptual and philosophical contributions, the book offers practical frameworks for integrating AI into higher education and institutional strategies. It provides policy recommendations, pedagogical insights, and institutional case studies from diverse global contexts, including the United Kingdom’s AI-driven employability initiatives, Singapore’s SkillsFuture programme, and Finland’s AI literacy strategies. These examples illustrate the varied ways in which nations and institutions are aligning AI adoption with workforce development, lifelong learning, and sustainability objectives. Ultimately, this book advances a holistic and interdisciplinary perspective on how AI is transforming professional preparedness and higher education. It argues that AI’s role in education must be guided by a balance between technological innovation and the preservation of ethical and philosophical integrity. The book concludes with a call for a new educational ethos—one that embraces AI’s potential while maintaining a critical focus on justice, adaptability, and lifelong learning. By situating AI within a broader conceptual discourse on knowledge, education, and human flourishing, this book redefines employability for the 21st century, ensuring that higher education remains an engine for both technological progress and human-centred development
The maximum Wiener index of a uniform hypergraph
No full textThe Wiener index of a (hyper)graph is calculated by summing up the distances between all pairs of vertices.
We determine the maximum possible Wiener index of a connected -vertex -uniform hypergraph and characterize all hypergraphs attaining the maximum Wiener index for every~ and
Clinical Scholarship’s Contribution to the Global Clinical Movement: Progress Made and More to Do
No full textThis chapter investigates the areas of focus of clinical legal scholarship since 2011
Home death as a conditional ideal: ethnographic insights from an English hospital
Full text linkAdvance care planning is a process that involves ascertaining and documenting a patient’s preference for future care, especially in the context of end-of-life care. Based on an ethnographic study of advance care planning involving fieldwork in an English teaching hospital in 2018, this paper highlights how for healthcare staff, advance care planning is about more than patient preferences. Instead, for staff, advance care planning links to notions of how to achieve a good death, which many interpreted as ensuring patients can die at home. Within this logic, home death was conceived as a strived for ideal. Yet, staff acknowledged home deaths were not always possible, dependent on the availability and capability of home-based care and symptom management. As such, staff recognised a need for ‘flexibility’ with processes that may focus on ensuring a patient dies at home. Consequently, we interpret this as seeing home death as a conditional ideal. This builds on existing literature that outlines and challenges expectations of good death, home death and discussion of place of death, crucially adding a term – conditional ideal – by which to understand the nuance that exists between discourses of end-of-life care and how it unfolds for staff, patients, and families
Occult Beliefs and the Far Right: The Case of the Order of Nine Angles
Full text linkThis article investigates the esoteric beliefs of the Order of Nine Angles (ONA) as one way of making sense of its politics. By analyzing the ONA’s primary texts and archival data from the Information Network Focus on Religious Movements (Inform) we propose that, based on some recurring themes in the way the ONA is presented, it can be analyzed usefully as a new religious movement (NRM) with millenarian tendencies. At the same time, the aura of elitism, cool and danger-seeking that characterizes the larger Far Right milieu influences the selective appropriation of the ONA’s symbols and publications amongst violent neo-Nazis
Integrating Diversity, Equity and Inclusion in Management Education: An Empathy Framework
No full textAre future managers well equipped to drive the transformation towards more inclusive and just societies? This paper presents the perspectives of business school students on integrating diversity, equity and inclusion (DEI) principles into management education. We engage students as participants, co‐researchers and consultants in a student voice‐informed, multi‐method qualitative study taking place in the United Kingdom (East and West Midlands, South East and West and North regions) and in the United States (Midwest region), focusing on marketing as a case discipline. Findings illuminate student critiques of the prevalent normative coverage of DEI, to the detriment of applied knowledge and action‐oriented learning. We draw on the concept of empathy as a foundational lens for understanding and conceptualizing student expectations and develop a theoretical framework for holistically integrating DEI into management education. Our framework offers a theoretical understanding of shortcomings in current DEI learning in business schools and advances empathy as integral to both DEI and responsible management education. It proposes a novel direction for pedagogical innovations addressing social justice broadly and DEI specifically and showcases the value of student‐voice‐informed methodologies in education research for curriculum change
Just business? Rethinking the role of small and medium enterprise climate action through a just transition lens
Full text linkSmall and medium-sized enterprises (SMEs) are critical to achieving climate action goals but are neglected in policy and academic debates. Current SME climate and energy policies are failing to address the complexity and vulnerability of SMEs in the transition to a low carbon economy, often treating these organisations as a homogeneous group, with dominant narratives that appeal to economic or moral imperatives to decarbonise, without recognising their diverse social roles or needs. This article develops a new analytical framework that integrates relational and situated perspectives with the lens of just transition, foregrounding SMEs as social actors with varied motivations and characteristics, embedded within a multitude of social and material relations. The framework can help to highlight how policies, governance and market arrangements can marginalise some SMEs, and identify how vulnerabilities and inequities might be addressed. We apply the framework to a large qualitative dataset consisting of 167 interviews spanning five sectors and five city-regions in the UK. Our findings illuminate the varied and nuanced role of SMEs within just transitions, across three sets of relations: sectoral, dimensional (space and time) and organisational. A large and diverse group which are conventionally overlooked in climate discourse, SMEs' vulnerabilities warrant renewed attention, while their power to help shape a fair and rapid transition remains under-utilised. The concluding section sets out practical implications for SME climate and energy policy. This includes addressing heterogeneity more systematically, designing targeted support for vulnerable firms, and harnessing SMEs as active climate citizens to deliver transformative change
Learning to Teach Music in the Secondary School: A Companion to School Experience (4th edition)
No full textThis fourth edition of Learning to Teach Music in the Secondary School has been thoroughly revised to reflect the latest changes, initiatives, research and scholarship in music education. By focusing on overarching principles, it aims to develop reflective practitioners who will creatively and critically examine their own and others’ ideas about music education.
The new edition seeks to prioritise understandings of young people’s musical lives—including their cultural experiences, digital competencies and individual needs—as the context in which to reflect on teaching and learning within and beyond the music classroom. Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, this book focuses on teaching music musically and enables the reader to:
* place music education in its historical and social context;
consider the nature of musical knowledge and how teachers can facilitate young people's musical learning;
critically analyse the frameworks within which music teachers work;
* develop an understanding of composing, performing and responding to music, as well as key issues such as creativity, individual needs and assessment;
* examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside school.
Including a range of case studies, tasks and reflections to help integrate the theory and practice of music education effectively, this new edition will provide valuable support, guidance and challenges for teachers at all stages of their careers, as well as being a useful resource for teacher educators in a wide range of settings