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Given the plethora of governance principles proposed by academics, government agencies, and sport governing bodies, this study systematically reviewed the current landscape of governance principles in sport. Following the PRISMA, PIECES, and the University of Warwick protocols, a search of academic and grey literatures resulted in 594 unique records. After screening the records for relevance and quality, 73 records (12%) remained. Most sources were non-empirical, originating from academic working groups and sport governing bodies located predominantly in Europe. Overall, 258 unique governance principles were found. Transparency, accountability, and democracy dominated frequency-wise, while Board-related principles were the most popular focus, followed by stakeholder engagement. The list of principles was synthesized through an inductive thematic analysis into four categories: structure-based, process-based, outcome-based, and context-based. Empirical studies demonstrated governance principles' assessments in national and international sport organizations to be average at best. Findings highlight the systemic and multi-dimensional nature of governance. The four governance principles categories point to academics and practitioners seeing/enacting governance in different ways: structurally at different levels of the organization (i.e. including and beyond the Board), in the organization's managerial processes, as desired organizational outcomes, and according to their specific context. Researchers and practitioners should endeavour to be purposeful in their use of terms (e.g. 'principle' vs 'indicator'), define their terms, and offer greater details to present higher quality assessment outcomes. We encourage researchers to use more robust, evidence-based governance principles and sophisticated measures/advanced analyses in future assessments of governance. [ABSTRACT FROM AUTHOR]

The well-being of students and staff directly affects their output and efficiency. This study presents the results of two focus groups conducted in 2022 within a two-phase project led by the Applied Biomedical and Signal Processing Intelligent e-Health Lab, School of Engineering at the University of Warwick, and British Telecom within "The Connected Campus: University of Warwick case study" program. The first phase, by involving staff and students at the University of Warwick, aimed at collecting preliminary information for the subsequent second phase, about the feasibility of the use of Artificial Intelligence and Internet of Things for well-being support on Campus. The main findings of this first phase are interesting technological suggestions from real users. The users helped in the design of the scenarios and in the selection of the key enabling technologies which they considered as the most relevant, useful and acceptable to support and improve well-being on Campus. These results will inform future services to design and implement technologies for monitoring and supporting well-being, such as hybrid, minimal and even intrusive (implantable) solutions. The user-driven co-design of such services, leveraging the use of wearable devices and Artificial Intelligence deployment will increase their acceptability by the users. [ABSTRACT FROM AUTHOR]

This article questions the hypothesis, put forward by several historians and IR academics, that the 1980s decline in British union membership and strike frequency, was driven by major industrial defeats, a cultural shift away from collectivism, and the adverse effects of the Conservative Government's anti-union legislation. In contrast, this paper argues that international economic developments, most notably the globalisation of manufacturing production, along with the British Conservative Government's economic policies, which resulted in mass unemployment in heavily unionised areas of the economy, were the principal reasons for the declines in union membership and strike frequency during the 1980s. In support of this theory, my article draws upon extensive contemporaneous research, which I conducted when I worked in the Industrial Relations Research Unit at the University of Warwick in the late 1980s. This research illustrates how strike frequency and union membership fell in the early and mid-1980s, before membership stabilized, and the frequency of strikes relative to the number of unionised workplaces increased, during the short-lived economic upturn of the late 1980s. [ABSTRACT FROM AUTHOR]

R Project Sprint 2023 was a three-day event at the University of Warwick, UK, that brought together novice and experienced contributors to work alongside members of the R Core Team. 55 members of the R community participated, with external contributors selected to balance technical expertise and provide opportunities for members of historically under-represented groups. Participants worked collaboratively on contributions to base R and on infrastructure supporting contribution. Several small tasks were completed within the duration of the sprint, whilst significant steps were made on larger projects. The event provided a unique opportunity for external contributors to learn about the R development process and to develop their contribution skills. [ABSTRACT FROM AUTHOR]

With increasing urbanization, wastewater and industrial effluents are being discharged into watercourses. Due to high-density development, it is difficult to construct conventional flow measurement structures like weirs. Hence, to measure the flow, dye tracing studies are an appropriate method for urban drainage channels. Dye tracing studies along with water quality monitoring can be analyzed to understand the behavior of pollutants in specific sections of the study area. This paper presents a state-of-the-art review for employing dye tracing studies to ascertain the pathways of pollutants and a case study. A dye tracing study was carried out at the Kolshet drain, Thane, India, to conceptualize contaminant transport using rhodamine WT (water tracer) dye. The study was carried out jointly by the Indian Institute of Technology Bombay, India and the University of Warwick, UK. Rhodamine WT dye was injected at the injection point and the distribution of dye concentration with time was logged with four portable fluorometers installed at measurement points. The data were analyzed and the longitudinal dispersion coefficient ('DL') for solute transport in the drain was computed. [ABSTRACT FROM AUTHOR]

On Wednesday 3 June 1970, Warwick University's Board of Social Studies discussed a memorandum cautioning against the expansion of 'business studies' by John Rex, the recently arrived professor of sociology. Distinguishing industrial relations from business studies, he argued that the latter should not be taught as an undergraduate discipline. Coming so soon after the issue of the 'Warwick Files', Rex's memorandum was delivered into a charged situation in which many students and staff had become profoundly disenchanted with the university's management. However, fifty years later the business school now dominates Warwick and almost all UK universities, being both its cash machine and its operating language. Industrial relations has been eclipsed as a field of enquiry but more important is the way that business and management practice now provides the operating language and governance of the university itself. It is now far too late to imagine that universities might have nothing to do with business, but there is an opportunity to radicalize what 'business studies' means. If we shut down the business school, then we must replace it with the School for Organizing, a place for studying how we rescue ourselves from carbon capitalism. [ABSTRACT FROM AUTHOR]

The University of Warwick has been subjected to two apparently contradictory critiques. The first, associated with social historian EP Thompson, is that the university had been captured by a cabal of industrialists intending to use its faculties to reproduce capitalistic managers. A second, more general critique of universities in Britain since 1945 is that their elite liberal education in the arts and abstract sciences had little contribution to make to meeting the national economic and social needs for technological 'manpower'. Neither of these accounts satisfactorily explains the early development at Warwick. An alliance between educators and local Midlands' industrialists at Warwick developed an education in the virtues of liberal capitalism, reinventing the traditional university education in moral character to face the challenges of the mid-twentieth century. In the midst of the Cold War, only with such an education could students help meet the needs of local and national industry. [ABSTRACT FROM AUTHOR]

Seán Hand is Professor of French Studies at the University of Warwick and Deputy Pro-Vice-Chancellor (Europe) of the University of Warwick. His research mainly focuses on literature, ideas and related developments in France and other Western countries from the early twentieth century to the present day. In this wide-ranging interview, Hand points out that there is a competition of intellectual versions of the Anthropocene, such as Capitalocene, Plantationocene and Chthulucene. With regards to the situation of the Anthropocene, he argues that literary and critical studies should move beyond masterful exposition of a work and take up the task of calling attention to our actions, renewing our connection and commitment to the life-web we inhabit, and engaging critically with technologization discussions. Hand also discusses the relationships between the "post-human turn" and the "non-human turn" and suggests that while post-human is connected with a teleological notion of development into a "beyond", non-human is more grounded in today's, and yesterday's, reality. As an analyst of Emmanuel Levinas's philosophy, he here maintains that while Levinas's insights on alterity could not be unproblematically applied in dealing with the "Anthropocene", Levinasian ethics and Anthropocene concerns could produce transformative insights and effects. Lastly, Hand gives inspiring suggestions on the career development of young scholars and emphasizes the importance of doing multi-disciplinary, inter-disciplinary and international studies. [ABSTRACT FROM AUTHOR]