Crowdfunding and meaningful work

Crowdfunding is a fascinating financial innovation through which individuals or groups can use an online platform to raise funds from a diverse range of supporters. It comes in a wide range of types, and increasingly platforms are specialised for hosting particular kinds of projects, distinguishing start-ups from community or charitable causes. In the USA there is now even a specialist platform for raising funds for research projects.

I’m interested in crowdfunding as a social innovation, based on some work I did for my masters project 10 years ago. When interviewing self-employed entrepreneurs, the contributors to that project all agreed that they hadn’t become entrepreneurs for the earning potential, or even for better work-life balance. Instead they talked about how being an entrepreneur felt; the self-satisfaction of their achievements, being part of a local business community, and being respected by others, feelings they had found absent from waged employment. Independence was key to these individuals, but they also admitted a need for a community of support. These factors (and others) closely matched research on the search for dignity and meaning in work, often hindered by ‘management’ practices or individuals in conventional wage relations.

With the advent of crowdfunding, I began to wonder if the mechanics of the financial innovation could also support this search for dignity. Meaningful work is not only to be found in employment, but also in voluntary work, and either type of project can build a community of supporters through a crowdfunding platform. One successful project near me has been the transformation of Star and Shadow, a project to develop a cinema and community space which relies on crowd sourced funds and work. Individual photography projects and innovative technological start ups successfully obtaining crowdfunding also seem to follow the same path to build a community for whom the project is meaningful – and often as more than an investment.

I, too, am using crowdfunding. As an attempt to fund further research into this phenomenon. Because if crowdfunding is a route to dignity and meaningful work, that’s a message which needs to spread. If you are interested in following or donating to the project you can find it on Kickstarter here.

Annual round-up 2017

What did 2017 bring for me? At the turning of the calendar year I like to take a look back and consider…

It’s been a busy year for events, both academic and LARP-related. My country hopping schedule was a bit more restrained than in previous years as my only travel outside of the UK has been to Italy this year. Easter was packed with running the Reality Checkpoint event ALL STARS in Birmingham, which worryingly reflected current political events taken only slightly to the extreme. I think all our players learned something, if only that compulsory macarena dancing is part of their own vision of hell. I prepared quite a lot of writing too, with work which I then presented in the summer at Critical Management Studies and the Standing Conference on Organizational Symbolism on death, ethics and on meaningful work in organisations. Wrestling with our university ethics process for my new crowdfunding project was also a challenge eventually overcome.

As course director for our undergraduates I organised an end-of-exams bash for management school students and alumni which was well-received and much of the summer was spent on a huge redesign of our undergraduate degree programs to introduce a range of new modules and eight new single-honours study options. Luckily I had a few articles to work on, conferences to go to and LARP costume to make at the same time! They do say a change is as good as a rest… so I also delivered a session on culture and ethics to our leadership development program which was a very interesting afternoon.

Dan and I went to two weddings this year and he accompanied me on my conference trip to Rome, so we haven’t had much of a holiday this year. We have tried to compensate for that by taking a good amount of time off over Christmas though. I had a fun jaunt to Florence which rather felt like a holiday when I happened to be in Italy on University business in November, and I can only thank colleagues in entrepreneurship at The University of Firenze for allowing a last-minute addition to their workshop. I’m sure there’s more to explore there on the entrepreneurship and the performance of emotion.

Back in Blighty we had a great session in London at the Digital Frontiers workshop and shortly afterwards I launched my first crowdfunding project (which I will post more on soon). While this is about Exploring new ways of working I’ve been enjoying teaching students about the more old-fashioned contrast of the professions this semester, and look forward to their reflections on how this differs from the contemporary expectations placed on would-be graduate employees.

Finally, I joined the MMU games research network this year and it has turned out to be a fab group of people. Having introduced them to LARP I’m sure we will learn a lot from each other in future. In the next week or so, however, I’ll be exploring the past with a play-test of my new Regency LARP system and an event at the Smoke LARP festival in London. I got a great dress at the RSC costume sale for it!

All in all, 2017 has been a pretty busy year so I hope 2018 has some downtime. It has been great to reconnect with old friends and to make new ones. However, with the next Reality Checkpoint Event coming up and a whole host of new academic goals on the horizon 2018 might just be another whirlwind. Here’s to fair weather!

Games and Gamification

What is gamification?

Gamification is the introduction of game-like design principles into non-game activities such as domestic work or consumption, and it has become a widely popular way of developing media campaigns to enhance communication about a range of topics, from new tv releases to public safety. Jonna Koivisto’s doctoral dissertation summarises the most common practices of gamification as the introduction of point-scoring and comparative leaderboards, badged achievements and feedback, as well as clearly specified goals and narratives. While not all of these features might appear in gamified activity, there is also an awareness at present that we appear to be becoming a more ‘ludic’ society in that these features seem to be more widely representative in everyday social life or in the way we talk about our activities. With that in mind, it seems like a good idea to do research on gamification and its link to broader culture in order to understand this further.

Why is gamification so popular?

Aside from the employment of gamification as a means of enhancing the marketing of products and services, making everyday experiences gamified promises to make those experiences more engaging by making them fun. While play may involve any non-serious activity where we set aside the ‘serious’ business of everyday life to simply enjoy interacting with others, the regular pursuit of hobbies or games strives to produce a psychological state described by Csikszentmihalyi as ‘flow’, where all other concerns are temporarily suspended and your awareness is concentrated entirely on the activity in the moment. While everyone might have different tastes in terms of the activities and hobbies they usually enjoy, there are certain underlying mechanics to the pursuit of flow and how these are related to the principles of game design that have been uncovered by social science in the study of games and enjoyment.

However, it is not necessarily the case that gamification is something new; the introduction of games of work by workers to address monotony, or of piece-rate pay combined with ‘leaderboards’ used by managers to motivate employees has been such a foundational feature of organizational life we might speculate such goings-on occurring throughout our history as a species.


Why should we study gamification?

One of the interesting features of games is that they create what Huizinga called ‘a magic circle’ where the rules inside of the game-space are held to be sacred and anything going on outside of the game-space is largely ignored or its relevance suspended. Taking this into account, we can speculate that the extreme gamification of everyday life could be damaging just as easily as it could be engaging. Games are also both emotional and repetitive endeavours. Over the Christmas holiday if you lose at a game of Monopoly with your siblings you can always challenge them to a rematch, but as many of us are well-aware, all sorts of arguments might well break out.


Life, unlike a game, rarely allows for us to ‘go back to square one’ with no penalty. As many games are competitive, particular values and attitudes can be promoted by gamification that do not include sportsmanship and fairness. With these thoughts in mind, I’m really looking forward to exploring this more in the future.

Halloween as a basis for Universal Income

The appeal of Halloween today, according to the views of costume-rental businesses, comes from the fact that it is one of the few major (Anglo-American-Abrahamic) festivals which allows us to treat ourselves. It’s a perfect opportunity for consumerism. However, it is also a festival premised on giving charity to others, who challenge us to extend our hospitality not only to friends and family but to ghosts and ghouls.

Gift-giving is distinct from charity in that gifts carry an obligation to the reciever. Throughout history this has been intensely entwined with obligations to the provider (for example through hospitality in the provision of food, drink and lodging to passing soldiers, pilgrims or other travellers) as a matter of honour.

Policies regarding state welfare payments are frequently contested due to differing views on whether they should be understood as charity, economic mechanism, or gift. The extensive critiques of the application of the UK welfare system in recent years have highlighted how these state ‘gifts’ can be accompanied by toxic obligations which nullify their value. Horror stories of those with terminal illness or accessing church and charity-run food banks on state support attempt to bring to government attention that our collective hospitality is failing, and this is a cause for shame. Unlike the householder who fails to stock enough apples and sweets for the trick-or-treaters, however, governments react hardly at all to their house being egged.

Universal basic income attempts to promote a different model of welfare akin to promising all trick-or-treating monsters the same reward regardless of the quality of their costume. It’s promotion lies not only in its potential as an economic mechanism, but also in the characterisation of such payments as hospitality rather than an obligation-conferring gift. 

Although today’s Halloween festival is one that in our society is not compulsory, it’s cultural significance as a mechanism for allowing ourselves to give freely to unknown others is one we should examine more closely. The spectre of generations in poverty and stifled economic growth may otherwise haunt us for much of the future.

What to do in Lectures: a guide

It’s that time of the year again and campus is filling up with fresh-faced undergraduates wondering just what they’ve let themselves in for. The more confident second year undergraduates are returning from their holidays, looking forward to seeing friends and perhaps a little worried about the fact that their second year is beginning and the work ‘counts’ now (as it contributes towards their degree classification). So for both the newbies and the experienced students now is a great time to get prepared for the sessions ahead. But, really, what are you actually supposed to do in lectures?


I’m going to ramble about this, but for those who’d prefer a one-page graphic guide I have taken inspiration from my friend Matt over at Errant Science and made you a comic. First of all, let me introduce you to my comic self…



Hi there!

In a traditional lecture, an academic will spend most of the time talking to you about a specific subject in which they have expertise. We like to talk! But while we talk, what do you do?

The point of having a lecturer is that they are a subject expert, and as such they have lots of information and expertise that it would take you years to read up on. Think of them as being like a knowledge funnel, condensing all of that information down into a smaller space (and time). The problem is, that in many university degrees (and almost certainly in the lecture) you won’t be using that information straight away, so it can be hard to absorb.

You might have heard about learning styles – the idea that some people learn better by listening, or reading, or drawing…. that’s actually now been shown to be incorrect. Though you might have a preference for the way you like to be taught, you mostly learn the same as everyone else – by problem solving. Human beings are hard-wired problem solvers. But when the problem isn’t immediate, it can be hard to understand what you should be doing while your lecturer is there at the front rambling away!

But actually, everybody there does have a problem to solve – how to get a great degree! Often, this also includes an ambition to get the knowledge you need for a great career afterwards too. And to attack these problems requires a more focused approach in your lecture. Your immediate problems to focus on are:

  • How can I pay attention throughout this lecture (especially if I’m really sleepy)?
  • How can I transform this lecture into a record I can learn from?
  • How can I identify the most important information in this lecture?
  • How can I work out what areas I understand and where I need to ask questions to make sure I will do well in my assessments?
  • How do I come up with the right sort of questions?



For most students, the wonder of technology seems to promise an answer to many of these questions – after all, the lecturer has provided powerpoint slides or notes that you can download, right? Also, it’s pretty easy to use your smartphone to record what they say!

Unfortunately, powerpoint is not a great resource to learn from, especially as it’s a pretty poor format for communicating complicated or non-linear ideas. Also, as it’s such a boring format, it’s more…. likely….. to………..zzzzzZZZZZ

Oh, is that the time? Sorry, I was snoozing there for a second.

The best thing you can do in a lecture is use techniques to help you engage with what is being said. One such technique is taking notes! Taking notes will help you pay attention and create great personalised records for you to learn from. If you use a method such as the Cornell Method presented here, it will also help set up your learning activities to do after the class time is over.

The Cornell Method relies upon you taking written notes, but helps you use a standard format to organise the page to encourage you to 1) create a summary of what you hear, 2) pinpoint key ideas and concepts by looking for verbal or non-verbal cues such as repetition or gesturing, as well as flag points you don’t understand so you can ask questions about it at an appropriate time, 3) collate your key messages together from each page in preparation for your follow-up work.

Organising your page according to the Cornell Method is really simple.


In Part 1, the main section of your page, you should aim to make comprehensive notes on what is being said according to what you hear from the lecturer (which may or may not reflect what they have put online). You won’t be able to capture every word, so abbreviate and focus on things that are repeated, emphasised with gestures or tone, or which seem to form the central or most significant points of the discussion.

In Part 2 of your page, the side column, you can note slide numbers or references, so if a section of the lecture refers to a specific reading or theory you could mark this next to the section you have written on it. This makes it much easier to review these notes later. You could also put question marks next to parts that confuse you, or that you might need to investigate further.

In the bottom section of your page, Part 3, you should leave blank during the lecture to give you space to go back and review your notes after the lecture is over. This will help you see the ‘bigger picture’ and may help come up with questions you need to ask your lecturer or tutor. It’s also a really useful space in which to summarise the lecture or section of your notes so you can find relevant material to prepare your assessments or revise for exams!

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Are we adventurers in Platform Capitalism?

A review of Srnicek, Nick (2016) Platform Capitalism, Polity Press: Cambridge


At 171 pages and only three chapters, Nick Srnicek’s book is a brief and digestible entrance to the shifting territory of an increasingly digitally-mediated form of economics and labour that is beginning to be debated under a diversity of terms, including the ‘gig economy’ or ‘the fourth industrial revolution’. In particular, I had high hopes for the text as a way of catching up on debates on the social impact of technology on work, the changing conceptualisation of capitalism as the free-surfing internet age has transformed into the ‘app for that’ age of smartphones and social media, and possibly the way in which this has impacted on our notion of value in a global economy. Unfortunately I have to admit that I found the book disappointing in these areas, particularly considering that the content of the BBC’s Thinking Allowed interview was considerably more thought-provoking.

Overall, the book focuses mainly on the context of the United States, appropriate considering the location of many tech headquarters in Silicon Valley, California and their historical role in the development and emergence of new digital technologies and in the promulgation of alternative business models for technological enterprises (most notoriously in the unsuccessful dot-com boom and bust). The first chapter of the book paints an abbreviated historical picture of shifts in the regulatory and economic context affecting business (mainly manufacturing) from the 1950s to the present. This focuses primarily on the role of government investment, accessibility of venture capital and economic interventions such as quantitative easing and how these responded to and effected change in corporate strategies. While the chapter highlights the impact of changing economic environments in heightening global competition, I would have liked to have seen a more explicit statement here on the author’s theoretical position on the source of economic value. While the focus on the United States may have been appropriate to the book’s intended audience, I also think this omits important reflection on the economic transformations in India and China which are of significant importance to any analysis identifying outsourcing and technological transformation as key to it’s historical arguments.

The second chapter sets out to consider whether we are living in a new age of capitalism, defined by the new technologies supported by extensive smartphone use. In the first few pages of this chapter, the author skims over a wide range of debate regarding how we theorise the source of value in contemporary capitalism, and while there is some further discussion in the notes the limited presentation of this debate was disappointing. Briefly alluding to Italian autonomism and debates on collaboration and knowledge as a source of value, the author also speeds past the contentious debate regarding immaterial labour[i] to claim that we can analyse platforms by viewing data as a raw material extracted from service users. Despite this allusion to Marxist analysis, there are points in the book where the analysis seems to rely on a conventional economic framing regarding the problems of marginal utility faced by these firms. The discussion then moves to a description of the characteristics of platforms in general, specifically how they stand in relation to monopolising the acquisition of this ‘resource’ and tailoring their services to ever-increase this monopolising tendency such that all user activity is captured. By this reasoning, the strategy of applications such as Uber, for example, is to aim to acquire all records of requests for transportation and their fulfillment in all geographic spaces. In becoming ubiquitous, this service drives out any and all interactions that do not comply with the model.

The presentation of different types of platform; advertising, cloud, industrial, product and lean comprises the remainder of the chapter, and offers some interesting areas of insight for those undertaking research and analysis in platform activities.

The final chapter of the book, dramatically entitled ‘Great Platform Wars’ outlines the structural and strategic activities and tendencies of specific firms in the attempt to capture or acquire more data. This makes a few allusions to the influence of the practices and policies of different nation-states in industries such as manufacturing, including China’s overproduction of steel, and hints at the way in which the behaviour of platform enterprises may perhaps be understood in an American search for continued strategic economic power. Unfortunately this line of discussion is not much pursued by the book, and although it offers a tantalising glimpse of what areas of research may be possible through a focus on the dynamics of platform based enterprises, readers may have to undertake their own further research to get a more satisfying picture.

[i] in general, the analysis presented by Srnick (as in publications by Langley and Leyshon and others) focus on material economic relations and have little to say about the contribution of labour other than as a free source of data generation or the means by which algorithms are developed for it’s organisation. For a more in depth discussion regarding the question of labour’s contribution see Toms 2008, Beverungen, Bohm & Land 2015, and Pitts 2016.

CMS 2017 Conference illustration by Vanessa Randle

Critical Management Studies Conference

Back in July I attended the Critical Management Studies conference in Liverpool, an interesting experience as it was very close to home (unlike last year’s hike to the USA) and also my first attempt at attending a conference when presenting more than one single-authored paper. While I usually find that conferences are tense affairs until after my presentation is out of the way, the need to be prepared for two paper presentations incentivised me to be very organised for this conference and plan my materials and outlines well in advance. I was also co-convenor of a stream, though as two streams were merged we had plenty of support in organising things. We really needed it, as the conference venue was a beautiful period building (The Adelphi in central Liverpool) but with somewhat compromised facilities when applied to this conference format, and a confusing layout of rooms and corridors at times reminiscent of the Overlook Hotel.

I agreed to present one of my papers at an internal university event only a few weeks prior to the conference which really helped refine my thoughts on the contribution of the paper and I felt nicely confident about conveying the message (if not, perhaps, in the specified timeframe of 20 minutes). This paper explored the possibility of more humane and dignified work relations that might be promoted through turning to rewards based crowdfunding, as the process could encourage workers and organisations to think about their ‘backer’ communities and other stakeholders in a new way. I hope to begin an empirical project on this soon. The stream more broadly included research into how workers are negotiating the digital-analogue interface of app-enabled working, coworking spaces and other forms of innovation and meaning-making around platform capitalism. There were some great papers and I was really pleased with how the stream turned out.

In contrast, however, I heard many colleagues were very dissatisfied with the conference. This was partly instances of poor planning or lapses in organisation of the conference (registration and the lunch buffet each day were chaotic for the number of delegates and the conference dinner venue too prone to echoes to hear the speeches), but also a concern that much of the conference had become hostage to academic performativity. Such a claim is especially tense given that CMS as a scholarly community has been critiqued for its anti-performative stance § , but we ought to distinguish between the published narratives of CMS academics or actions taken in the service of their research ambitions with participants and the performative acts of the community as scholars policing their own boundaries and subject to their own managerial scrutiny.

At the root of colleagues dissatisfaction seems to be the question; what are conferences for?

  • meeting scholars with similar interests
  • engaging in scholarly discussions
  • keeping up to date with developments in the discipline
  • maintaining or reviewing the objectives of a distinct scholarly community
  • presenting research-in-progress to peers for comment and feedback
  • challenging unconventional methodologies
  • disseminating results from completed research projects
  • obtaining support or solidarity for politically unfashionable research topics or agendas
  • reinforcing academic status or position
  • improving manuscripts pre-submission for publication
  • proposing ideas for special issues to editors of journals
  • maintaining your influence or brand image
  • learning or reinforcing norms and expectations about an academic career in the discipline
  • commissioning content for special issues of journals
  • influencing or controlling debate through exclusion
  • finding out about upcoming job opportunities
  • meeting the requirements of a funder
  • demonstrating research activity or influence to your university

The above list suggests a range of ambitions for conference participation, some of which may surprise you. However, despite the ideal of an academic conference as a venue to test ideas and progress knowledge, they have increasingly also contributed to the performative outcomes required by university managers. Conferences as regular features of the academic landscape also play a substantial part in reinforcing dominant power relations; notable concerns at this conference from i) the pre-conference critique on mailing lists of the requirement in the call for stream proposals that planned outputs such as a journal special issue would be expected as part of the application and ii) organising by the women in academia CMS support network VIDA to encourage submissions and activism to address and expose the integrated performative heteronormativity at the conference.

Activity that seemed to fit within the more instrumental or discriminatory practices in the above list was upsetting for some. In the environment of CMS in UK academia that has begun to feel uncertain post-Brexit thanks to the strategic cuts at some universities and threats of them at others, the anti-performativity of CMS is a justifiable worry.  Such an approach results in fewer opportunities for ‘impact’ – an area in which it is expected that management and business schools should excel. However, it is also the case that actions within the community to exclude or fail to approve the work of marginal scholars, or to attempt to replicate the behaviours and paradigms of ‘macho business’ or ‘hard science’ in order to validate scholarly activity in the eye of university management can only be to the detriment of the discipline. This is particularly so in a discipline which spends much of its energy critiquing such behaviour elsewhere. Consequently it was especially refreshing and energising to see these concerns being aired in the intervention by some scholars in the form of development of a game of solidarity/bullshit bingo.

The conference organisers had engaged an illustrator to record the conference (her output is shown in the header picture) and I was personally very excited to see the overviews come together. Yet again, however, engaging an illustrative artist with no grounding in the intellectual debates of the field characterises the activity of illustration as an archival one. While it may make the content more accessible, this objective is in service once again to academic performativity rather than to enhancing understanding of the material. The illustrator, however, consented to some of her materials being appropriated in the production of this poster:

solidarity bingo vignette

For me, the beauty of this poster lies in it’s action to call out the discrepancy between the topics acknowledged as significant to the scholarly community of CMS and its internal actions; streams of research papers were running on ableism, feminism, de-colonialisation and emotion in organisations. Yet in the co-ordination of the conference these very issues had not been addressed. Furthermore, the many features appearing on the bingo boards as evidence of scholarly ‘solidarity’ (e.g. active listening to research presentations, encouraging introductions) or of academic ‘bullshit’ (e.g using Q&A time to tell everyone that your work is of key relevance to them and should be cited instead of engaging in constructive criticism) were being foregrounded by the poster and the game.

All in all, the CMS community, like the broader academic community, may well be in difficult times and have numerous internal tensions over solidarity and action that need to be resolved. Although conferences like these remind us of these tensions, I was extremely pleased to see and support interventions and activism that encourage us to reexamine our priorities and actions with an ambition to forge a better type of scholarly engagement with problems inside and outside of the university.

§ An introduction to the current state of this debate can be found in the recent special issue on critical performativity published in M@n@gement with the remarks from the editors available here

Security, dignity, and quality

Today, UCU are foregrounding their campaign against casualisation of university teaching in their ‘stamp out casual contracts‘ day of action (you can find their newsletter here). A substantial part of their campaign, as well as the more general campaign by trade unions against zero hours contracts, emphasises the psychological as well as the financial burden placed on employees by insecure and uncertain work.

We may all have experienced the uncertainty of trying to find a job in order to pay our bills and achieve a decent standard of living, but when you have found employment, and that remains no guarantee of keeping the wolf from the door, workers remain in a state of ongoing anxiety and must devote a substantial proportion of their efforts to looking for additional work or sources of income. There is a fine line between claiming such tactics encourage entrepreneurial behaviour and promoting extreme exploitation as firms attempt to evade their moral responsibilities towards employees.

Such arguments sometimes fall upon deaf ears, after all those of us earning enough to succeed by such work may see little harm in the arrangements. But in doing so we are often inclined to overlook our own privilege in health, wealth and the unpaid support of family or friends. With individuals as with corporations, our successes are never truly our own, they rely upon the supportive and nurturing work of others who came before us to provide us with education, nurse us through sickness and protect us from tasks of which we were not yet capable. It is also easy to over-simplistically compare our situation with those of other countries which exhibit wildly different taxation arrangements with significant consequences for quality of life.

It is worth noting that our moral actions and sentiments promote collective productivity and sustainable lifestyles, while the egoism of putting the individual first often comes at the cost of long term prosperity and happiness. In the International Labour Organization’s measurement factors of decent work, job security is a notable factor contributing to the dignity of workers. This is not because job security is a marker of status in society, but rather because of our interdependence as human beings. Having some security in our work and income allows us to enter into supportive relationships with others; to support our parents or our children, to make plans for our future, to develop time for our education or to give something back to our communities. From this, many more than the employees of one company benefit from the stability, and such organizations benefit from peaceful, stable markets in return. Workers are also less fearful, and are more likely to raise issues with their employer, which though it may reduce productivity in the short term, help to develop a better company, better products and better relationships within that company.

In the case of academic work, the pursuit of knowledge is not assisted by anxiety, fear and a reticence to speak out promoted by casual contracts. It may not seem immediately apparent to students surrounded by beautiful new buildings and high-tech equipment, but without the dignity and wellbeing of securely employed staff, these are a poor measure of educational quality. The best teacher or mentor, advisor or adminstrator you will ever need, might be that person who wasn’t able to keep up with the three jobs worth of work they were only being paid one salary to perform. They might be the person sleeping in their car between lectures because they stayed up all night marking exams. They might be the person who becomes unable to get to work because they simply couldn’t make ends meet. A small mistake might undermine your learning due to no hours being paid to update your teacher’s training in the library, or your administrator’s knowledge of new software. And as a result, they might not be there for you, at their best when you need them most.

We are much more interdependent than an uncertain transaction of time would have you believe. Stamp out zero hours contracts; not only for worker’s dignity, but in recognition of our worth together, as more than the sum of our parts.

Anti-Slavery – in all its forms

Today is Anti-Slavery day. You, like my students, may have thought that slavery was a thing of the past, but over 13,000 people are estimated to be in modern slavery in the UK today. Slavery was considered acceptable in historical periods for multiple reasons, one significant reason being the concept that there were categories of human being who did not deserve the full freedom from domination enjoyed by the elite. This very concept is rearing its ugly head again today, as modern slavery incarcerates people not only through physical imprisonment and retention of identity documents, but also through perpetuating fear and ignorance among its victims.

The Declaration of Human Rights prohibits slavery not only in protection of the individual, but also in recognition of the universal status of all human beings as persons worthy of the chance to determine their own lives, pursue their own work and family lives and strive to overcome the difficulties we all face. It is so often in an attempt to escape from threats to these goals that people become entrapped in debt and forced labour. And in this we should recognise that their troubles are not dissimilar to those any of us might face, despite the stigma we have traditionally associated with slavery. Slavery is no longer something confined to illegal spaces of drugs and prostitution, but now a large number of seemingly legitimate service businesses (from nail bars to car washes) are engaged in using forced labour. These businesses have survived on the very fringes of profitability for a long time, but the dignity of those who labour legitimately is being tarnished by this illegal practice and its unfortunate victims.

In the United Kingdom we are often proud of our industrial heritage, our scenic country homes open to the public and our historic town centres. Yet so much of this innovation, industry and architecture relied upon the sufferring of others forced to work until death in order to support our past Imperial ambitions. While we may like to recall only the historic rejection of the slave trade, our ancestors benefited directly from it for multiple generations. In respect of this fact, we ought to strive all the harder to prevent the flourishing of its modern incarnation.

You can find out more about modern slavery here.

Academy of Management

So after 18 hours of travelling and an 8 hour time difference, I think I can safely say my circadian rhythm has been well and truly disturbed. My business class upgrade on the outgoing journey also definitely spoiled me for the return experience! I returned to the UK at 10am yesterday and just about kept my eyes open until 5pm, then awoke at 4am this morning. At least the early start has allowed me to make some headway with my laundry.

My first experience of the Academy of Management, probably the largest international conference of business and management academics worldwide, was mixed. While some of the sessions in the main program were of extremely high quality, others seemed very underdeveloped. The Academy is broken down into divisions, or interest groups. As I was attending events across multiple divisions I found it particularly interesting to see how the Academy serves, for some, in breaking down institutional silos and encouraging broader views of the topics by drawing audience members from across disciplinary boundaries as well as engaging practitioners. Nonetheless, I was also impressed with a strong feeling of homogeneity of methods and approaches which was slightly worrying in its indication that there is a clear perpetuation of a single way to do research in business and management studies, and that way relies upon survey data collection and statistical analysis. A colleague who shares similar concerns and I got into a very heated debate about this in one of the bars on Sunday evening, but perhaps that’s a tale best left to the imagination…

The role of conferences in academic research are multiple. They serve as a form of peer review of research methods and findings, presenting an opportunity for conclusions to be tested and questioned and in consequence strengthening research. Conferences also act as a vehicle for the dissemination of research findings to a broader interested public, a function which should not be underrated as it is often much more effective to absorb this information over a few days in a conference than to spend weeks and months reading books or articles on the topic. But this dissemination is also of importance to academics too, as an opportunity to find out what research is being done at other universities where we might not have contacts. Finally, though, this is also a mechanism for networking with colleagues and those in the position to recruit new staff in other institutions, as individuals have an eye to their future career prospects.

I found the conference extremely satisfying as an opportunity to meet people at other institutions who are interested in researching the same topics as myself. Since my research is in a very niche area, there are a very small number of academics across the globe studying the subject and it was fabulous to come together and meet in person for the first time. The career-driven networking, on the other hand, was very intimidating to observe and seemed to add a high level of tension to some social events. Nonetheless, in the current UK academic climate, where UK working conditions and research opportunities are looking fairly bleak in the wake of the Brexit referendum, it is perhaps not surprising that many are looking for fresh pastures.

My superiors will no doubt want to know if this expensive conference (in terms of travel costs) was worth the investment. Despite the long-haul discomfort and the disjointed feeling of culture shock, I would say that the activity was definitely a good one as a means of personal development and potential research improvement. If nothing else, I have returned inspired to write and develop my research in a number of different areas alone as well as with those interesting researchers I have met while away, and that’s no small thing.