Using knowledge within small and medium-sized firms: A systematic review of the evidence

This paper provides a systematic review of the literature on how small and medium-sized enterprises (SMEs) use and acquire knowledge. The review was undertaken as part of the Economic and Social Research Council's Evolution of Business Knowledge Programme. The paper describes the systematic review protocol and provides a detailed explanation of the methods used. From the review, it is evident that SME knowledge research concentrates primarily on the acquisition and use of knowledge, treating it as an asset that is transferred by routines. The findings suggest that research is focused in three main areas. First, on the influence and abilities of the entrepreneur to extract, use and develop knowledge resources. Secondly, on firm-wide systems and the social capital that facilitates knowledge exploration and exploitation. Thirdly, on the provision of knowledge and learning experiences through government policy. From a practical perspective, the review concludes that policies encouraging entrepreneurship and economic regeneration need to be more flexible and sensitive to the often complex contexts within which knowledge is used by SMEs. From a research perspective, and given the flexible, opportunity-oriented and often novel nature of SMEs identified in these studies, there is a need to consider the relational and embedded qualities of knowledge by which these characteristics are framed; qualities that resist conceptualization as some form of separable, material asset.     

The practices of collective action: Practice theory,sustainability transitions and social change

Developing theory for understanding social transformation is essential for environmental sustainability, yet mainstream accounts of collective action neglect the dynamics of daily life. Theories of practice have proved generative for the study of sustainable consumption but struggle to accommodate the roles of collective actors, strategic action and purposive collective projects in social change. In response, this paper develops a practice theoretical account of collective action pertinent to processes of large scale social change, with specific focus on transitions towards sustainability. We consider three ideal types of collective—bureaucratic organisations, groupings and latent networks—and, drawing on existing social theoretical resources that are ontologically compatible with a practice account, explore the kinds of practices and arrangements which compose them. Processes concerning strategy, bureaucracy, management, social worlds and collective identity are identified as important combinations of practices and arrangements. We suggest a key contribution of practice theory has been to identify a type of collective action we call dispersed collective activity, and we suggest how this type of activity may give rise to collectives. We conclude by suggesting further development for the realisation of the project's contribution to the analysis of sustainability transitions.     

Care leavers: A British affair

Individuals in and leaving care within the UK experience numerous dilemmas that include a lack of supportive housing and potential homelessness, lower educational attainment and occupational status, and greater likelihood of moving into poverty. These adverse situations—all of which are interrelated—shape their present and future health status. Models of these processes usually focus on individual behaviours/characteristics, the consolidation of positive identities through the development of supportive networks, and specific social policies germane to this group. Although informative, these models neglect many key contextual factors that shape these outcomes. In this paper, we present a model of care‐leaving that incorporates developments in the political economy of health literature to show how differing welfare state arrangements shape health by mediating the distribution of economic and social resources over the life course for populations in general and for those in and leaving care specifically. The key recommendation suggested by this model is to focus upon developing public policies to address the vulnerable situations care leavers experience associated with skewed income distributions, lack of housing affordability, weak employment standards, and lack of access to higher education typical of liberal welfare states such as the UK.     

Socioeconomic Vulnerability and Adaptation to Environmental Risk: A Case Study of Climate Change and Flooding in Bangladesh

In this article we investigate the complex relationship between environmental risk, poverty, and vulnerability in a case study carried out in one of the poorest and most flood-prone countries in the world, focusing on household and community vulnerability and adaptive coping mechanisms. Based upon the steadily growing amount of literature in this field we develop and test our own analytical model. In a large-scale household survey carried out in southeast Bangladesh, we ask almost 700 floodplain residents living without any flood protection along the River Meghna about their flood risk exposure, flood problems, flood damage, and coping mechanisms. Novel in our study is the explicit testing of the effectiveness of adaptive coping strategies to reduce flood damage costs. We show that, households with lower income and less access to productive natural assets face higher exposure to risk of flooding. Disparity in income and asset distribution at community level furthermore tends to be higher at higher risk exposure levels, implying that individually vulnerable households are also collectively more vulnerable. Regarding the identification of coping mechanisms to deal with flood events, we look at both the ex ante household level preparedness for flood events and the ex post availability of community-level support and disaster relief. We find somewhat paradoxically that the people that face the highest risk of flooding are the least well prepared, both in terms of household-level ex ante preparedness and community-level ex post flood relief.     

Neither Slavery nor Abolitionism: James M. Pendleton and the Problem of Christian Conservative Antislavery in 1840s Kentucky

The case of James M. Pendleton (1811–1891) adds clarity to understandings of the relationship between slavery and Christianity in the nineteenth-century USA. A white Baptist minister in his native Kentucky throughout most of the antebellum period, Pendleton actively opposed slavery because he believed it an affront to biblical teaching and an economically fruitless way to order a society. At the same time, however, Pendleton also opposed abolitionist measures that called for immediate emancipation of slaves, both because he felt immediatism threatened social stability and because abolitionism appeared to flaunt what he saw as Christian orthodoxy. Pendleton's example shows why slavery was such a complicated issue for Southerners, as well as why abolitionism held so little sway among Southern evangelicals – even among those that wanted slavery ended.     

Participatory spaces and the Alexandra Vukuzenzele Crisis Committee (AVCC): reshaping government plans

This article challenges the prevailing orthodoxy in the South African literature on participation in development, which suggests that it is government structures alone that determine citizen participation in development. It focuses on the empirical example of the Alexandra Vukuzenzele Crisis Committee (AVCC), an affiliate of the Anti‐Privatisation Forum (APF), to show the ways in which agents shape and recreate development practices on the Alexandra Renewal Project (ARP), an African National Congress flagship programme. To do this, the article draws from interviews with stakeholders involved in the ARP as well as the AVCC who seek to contest the allocation of houses in the ARP. Following Cornwall (2004 Cornwall, A. 2004. “Spaces for transformation? Reflections on issues of power and difference in participation in development”. In Participation from tyranny to transformation: exploring new approaches to participation in development, Edited by: Hickey, S. and Mohan, G. 75–91. London: Zed Books.  [Google Scholar]), this article argues that agents can force the government to concede to their demands despite the government's structures which initially appeared to exclude them.     

Perceptions of African American College Applicants: The Roles of Race, Criminal History, and Qualifications

African Americans are under-represented in higher education and disproportionately represented among offender populations, with poor educational obtainment a risk factor for criminal behavior. While African American students report low acceptance from Caucasian peers that can influence their educational persistence, few studies have examined Caucasian students’ perceptions of African American students, while examining the influence of race and criminal history. This study endeavored to begin to fill this gap. Students evaluated 1 of 24 hypothetical college applicants, manipulated by race, arrest record, and academic qualifications. Results showed that hypothetical Caucasian applicants benefited from no criminal record when evaluated by Caucasian students, and received higher ratings than Caucasian applicants with a drug arrest record and African American applicants with any criminal record. When evaluated by Caucasian students, African American applicants with no criminal record were no more likely to be accepted than Caucasian or African American applicants with a criminal record. In addition, Caucasian students felt more comfortable around the Caucasian applicant with a DWI arrest over the African American applicant with the same arrest. Racial preference for Caucasian applicants by Caucasian participants also emerged when qualifications were mixed (e.g., low GPA/high ACT). These racial differences did not emerge when ethnic minority students rated these same applicants. Yet, when Caucasian students were asked why they chose their ratings, race was never mentioned. These results support research that African American students can experience race-based barriers in higher education by Caucasian peers, but in a form that is less overt and not readily acknowledged.