Search results

The purpose of this paper is to increase knowledge about community relations and development (CRD) activities done in conjunction with mining activities of multinational companies affecting indigenous peoples and thus help improve relationships between them, despite continuing bad consequences the people continue to endure. It is through such better relationships that these consequences may be redressed and mitigated, and greater sharing of benefits of mining may occur, bearing in mind what constitutes benefits may differ from the perspectives of the indigenous peoples and the miners.

A qualitative approach is taken, including interviews with company officials responsible for CRD activities, elaborated with observations, company and public documents and previous literature about these mining operations and the peoples.

The CRD activities have gradually increased compared with their absence previously. They are officially labelled social investment in community development programmes, and are funded from profits and couched in terms of human development, human rights, preservation of culture and physical development of infrastructure. Dissatisfied with programme quality and relevance, company officials now relate with indigenous people, their leaders and representatives in ways called engagement and partnerships.

The findings can inform policies and practices of the parties to CRD, which in this West Papua case would be the miners and their company, CRD practitioners, the indigenous peoples and the civil authorities at the local and national level and aid industry participants.

The study acknowledges and addresses social initiatives to develop the indigenous peoples affected by mining.

The study extends older studies in the same territory before CRD had matured, and corroborates and elaborates other studies of CRD in different territories.

With the recent increasing relevance of sustainability, multinational enterprises are faced with divergent stakeholder demands and persistently shifting priorities. This study aims to examine stakeholders’ perceptions of the sustainability performance of a gold mining subsidiary in Ghana.

Using a purposive sampling technique, the authors interviewed managers and employees of the case enterprise, officials of regulatory institutions and host community members on their perceptions of the case enterprise’s sustainability performance. The authors triangulated the opinions expressed by these stakeholders with data from annual reports. The data were analysed through the lens of stakeholder theory.

The authors found that while members of the host community and the regulatory institutions were keenly interested in the case enterprise’s social and environmental activities, they perceived their performance as unimpressive, considering the economic benefits derived from the mining operations. On the contrary, the managers and employees of the case enterprise were satisfied with their environmental compliance and social intervention programmes, even though the company’s economic position had declined. The authors submit that the variations in the sustainability performance perceptions among the stakeholders are due to the lack of a deeper understanding of the other stakeholders’ expectations.

To equitably satisfy diverse stakeholder expectations, the study highlights the role of stakeholder collaborations in understanding the expectations of more salient stakeholder groups such as community members and employees, as well as the lesser salient groups such as academics. It also demonstrates the fluidity of sustainability and its benefits in designing a consensual sustainable management strategy. This implies that managers of the case mining enterprise make the necessary efforts to meet the diverse stakeholder needs while attaining their primary objective of creating wealth for shareholders.

Compared to advanced economies, studies on sustainability performance in emerging economies are limited. Nonetheless, these limited studies leave out stakeholder perceptions, focusing more on quantitative performance indicators. Using thematic and content analyses, the authors investigate stakeholder perceptions on the sustainability performance of a case mining subsidiary operating in Ghana. The study focused on Ghana because it is ranked with South Africa as the top two producers of gold in Africa. Nonetheless, unlike South Africa, Ghana faces more sustainability challenges from the mining sector due to weak institutions in enforcing sustainability standards.

AFTER the trenchant paper by Mr. A. O. Jennings, read at the Brighton meeting of the Library Association, and the very embarrassing resolution which was carried as a result, one can only approach the subject of the commonplace in fiction with fear and diffidence. It is generally considered a bold and dangerous thing to fly in the face of corporate opinion as expressed in solemn public resolutions, and when the weighty minds of librarianship have declared that novels must only be chosen on account of their literary, educational or moral qualities, one is almost reduced to a state of mental imbecility in trying to fathom the meaning and limits of such an astounding injunction. To begin with, every novel or tale, even if but a shilling Sunday‐school story of the Candle lighted by the Lord type is educational, inasmuch as something, however little, may be learnt from it. If, therefore, the word “educational” is taken to mean teaching, it will be found impossible to exclude any kind of fiction, because even the meanest novel can teach readers something they never knew before. The novels of Emma Jane Worboise and Mrs. Henry Wood would no doubt be banned as unliterary and uneducational by those apostles of the higher culture who would fain compel the British washerwoman to read Meredith instead of Rosa Carey, but to thousands of readers such books are both informing and recreative. A Scots or Irish reader unacquainted with life in English cathedral cities and the general religious life of England would find a mine of suggestive information in the novels of Worboise, Wood, Oliphant and many others. In similar fashion the stories of Annie Swan, the Findlaters, Miss Keddie, Miss Heddle, etc., are educational in every sense for the information they convey to English or American readers about Scots country, college, church and humble life. Yet these useful tales, because lacking in the elusive and mysterious quality of being highly “literary,” would not be allowed in a Public Library managed by a committee which had adopted the Brighton resolution, and felt able to “smell out” a high‐class literary, educational and moral novel on the spot. The “moral” novel is difficult to define, but one may assume it will be one which ends with a marriage or a death rather than with a birth ! There have been so many obstetrical novels published recently, in which doubtful parentage plays a chief part, that sexual morality has come to be recognized as the only kind of “moral” factor to be regarded by the modern fiction censor. Objection does not seem to be directed against novels which describe, and indirectly teach, financial immorality, or which libel public institutions—like municipal libraries, for example. There is nothing immoral, apparently, about spreading untruths about religious organizations or political and social ideals, but a novel which in any way suggests the employment of a midwife before certain ceremonial formalities have been executed at once becomes immoral in the eyes of every self‐elected censor. And it is extraordinary how opinion differs in regard to what constitutes an immoral or improper novel. From my own experience I quote two examples. One reader objected to Morrison's Tales of Mean Streets on the ground that the frequent use of the word “bloody” made it immoral and unfit for circulation. Another reader, of somewhat narrow views, who had not read a great deal, was absolutely horrified that such a painfully indecent book as Adam Bede should be provided out of the public rates for the destruction of the morals of youths and maidens!

AT last Mr. Baker's long announced “Descriptive Guide to the Best Fiction” is in our hands, and proves to be a bulky volume of over 600 pages, which must have cost its author many hours of arduous labour. Descriptive guides to literature of any sort are unfortunately too rare on this side of the world not to ensure for any decent attempt to compare with what the Americans are doing in this direction, the support of all librarians and bibliographers—at least we hope so—and Mr. Baker's book is a great advance on anything that has hitherto been attempted, here or elsewhere, to provide an annotated handbook to fiction. When the series of guides to literature, science, the arts, &c., announced by Messrs. Scott, Greenwood & Co., are published—which it is to be hoped will be soon—England will not be so desperately and humiliatingly “out of it,” as is the case at present, in the great task of selecting from and annotating the literature of the world.

IT is not a bad idea for every librarian—when time can be found for such relaxations—to undertake a mental and professional stock‐taking. Once every few years is sufficient; indeed, it is inadvisable to indulge too frequently in such introspective searchings, as it is easy to engender pessimism instead of the needful healthy discontent. What is the position of librarianship to‐day, in general and in particular, as compared with the position a few years ago? What advancement really has been made? What work really has been done? What effect have my own efforts had upon the work in general? These are the questions that every earnest library worker is bound to ask himself at times if he is not to develop into an optimistic or pessimistic nuisance. They are necessary to the preservation of a just mental balance.

TECHNICAL Education, after looming before the British public for half a century, is now with us a recognised factor in our national life. The passing of the Technical Instruction Acts of and 1891, and the Local Taxation (Customs and Excise) Act of gave an impetus to the movement, and has produced results of a most gratifying character. Technical schools, or institutions bearing other names in which technical instruction is given, are now considerably more numerous than Public Libraries. According to a return of the National Society for promotion of Technical Education in England (excluding London), 319 technical schools, under municipal and public bodies, have been erected at a cost of £3,186,102—an average of £10,000 per school in round numbers—and of this sum, one quarter of a million has been involved since 1901. In order to obtain an adequate idea of the extent to which technical instruction is given, it is necessary to take into account the higher grade schools and other institutions which are used for this purpose. But if technical schools be numerically stronger than Public Libraries, the former institution is incomplete without the latter. In such isolation, its relative position to the student, is like a conservatory without a garden to the botanist. A Public Library, with carefully selected books of reference, bearing on the subjects taught in the technical school as well as on all the industries carried on in the neighbourhood, is an indispensable condition to the success of the technical school, and I hope County Councils will, in the near future, use their influence to promote the establishment of Public Libraries in every locality where a technical school is considered essential.

IT is fitting that a new series of this magazine should be introduced by some reflections on the whole question of book selection, both for the general public and libraries.

OUR pages continue the discussion on book‐display, about which all has not been said by any means. The ingenious librarian will always sharpen his wits upon the attracting of readers, and the main problem in the matter is merely: what sort of reader is it most desirable to attract? We do not apologise for this reiteration, because it is the fundamental subject now facing librarians. We are not in the least moved by a comment in a contemporary that we are decrying libraries when we assert, and in spite of him we do assert, that fiction issues nearly all over London show a decline. That decline, we repeat, is due to the slight increase in the employment of readers, and to cheap fiction libraries. What the public librarian has to decide is if he shall compete with such libraries or more definitely diverge from them. If a middle course is preferred—as it usually is by Britons—what is that course? Ultimately, is the educated reader to be the standard for whom the library works, or the uneducated? Or, to put it another way, is the librarian in any way responsible for the quality of the books his community reads? Our readers, young and not so young, are invited to help us to answers to these live questions.

The employment market means students need to be equipped with wide-ranging enterprising skills and experience. With small- and medium-sized enterprises crucial to the health of the UK economy providing graduates with the skills to start-up their own business is also of increasing pertinence. The purpose of this paper is to analyse universities’ provision and delivery of student support in developing their enterprise knowledge, skills and experience outside of the curriculum.

An e-survey of universities alongside three follow-up semi-structured interviews with participants and an in-depth case study was gathered. The e-survey quantified what enterprise support activities the sample institutions currently offered and the interviews and case study examined the delivery of those activities through the perceptions of university staff/students.

The respondents offered a range of enterprise support activity outside of the curriculum but delivery was hindered by a limited means to track proceedings. Support activities were predominantly concentrated both in delivery and receipt within business schools rather than across departments. Support typically consisted of networking events, business advice sessions and workshops as opposed to intensive provisions such as incubation space or start-up loans. The presence and influence of student-led enterprise groups was apparent.

The results will inform those staff involved in the planning and delivery of enterprise support activity at UK universities.

This research extends a limited literature mapping extra-curricular enterprise support provision at universities with qualitative data on the delivery of these activities as perceived by staff/students.