The aim of the thesis is to analyze the current state of co-operatives in the Czech Republic and the role of co-operative enterprise in the market economy. This work describes the position of co-operatives in selected EU countries, the world and their influence in selected economies. It also describes the specifics of the cooperative enterprise and its possible prospects, especially in the social economy. The practical part outlines the status of the European co-operative (SCE), its legal framework and it presents a model for the establishment of a new European co-operative (SCE) based in the Czech Republic.

In recent years a number of studies within Scottish labour history have added to the discipline’s understanding and knowledge of the history of the labour and trade-union movements of several Scottish towns/cities hitherto neglected by a historiography traditionally dominated by research into the West-Central Belt. These studies, of which this thesis forms part, provide data against which generalising narratives which purport to describe the development of the labour and trade-union movements in Britain can be read - a process which ultimately must improve these now orthodox narratives or see them replaced. The thesis also provides a historical description of the progress of the labour and trade- union movements in Perth, c. 1867 to c. 1922. This study of Perth is unique in that Perth’s labour and trade-union movements have been almost entirely neglected and thus the thesis provides a substantial body of fresh observations and data in the form of a critical and comparative history of the Perth labour and trade- union movements, c. 1867 to c. 1922. Comparative considerations within the thesis revolve around existing studies of the labour and trade-union movements of Scotland’s main industrial towns/cities/areas including Paisley and the Vale of Leven which shared common features with Perth. In gathering evidence use has been made of an array of primary sources. Both qualitative and quantitative methods feature throughout the thesis which is arranged using a thematic and chronological structure. The thesis also examines the Perth co-operative movement and the city’s working-class housing, in so far as they offer an understanding of the reasons for the historical development of working-class consciousness and support for Labour in Perth. The thesis provides an example of a development of class consciousness and support for Labour that shows strong deviation with those (according to conventional Scottish labour history) found in many other parts of Scotland. In particular, the thesis considers why a significant proportion of the Perth working class either remained loyal to Liberalism or shifted allegiance to Conservatism in the very early 1920s at which point the death agony of the Liberal Party had become deafening and the rise of Labour inexorable. In addition, the thesis examines the slow development of trade unionism in Perth and its failure to make any substantial headway until almost the conclusion of the Great War. The thesis when placed alongside studies such as Catriona Macdonald’s work on Paisley adds to the case for a fragmented development of class and trade-union consciousness across Scotland in the late nineteenth and early twentieth centuries. The motor for the deviation between Perth and elsewhere is shown to be due to a ‘local identity’ - in particular a lingering and powerful industrial paternalism, the absence of a sizeable and powerful branch of the Independent Labour Party, and an insular craft-union dominated trades council. Additionally, the Perth working class is shown to have played a significant role in its own subordination going so far as to act to maintain the local industrial order even as Perth’s industrial paternalists and Liberal elites were abandoning the consensus upon which it was built.

Key Aim: The purpose of this study was to examine complex concerns and challenges encountered by counselling and psychotherapy trainers, and support them to deliver a consistent, relationship-centred learning approach within Higher Education (HE). Background: Counselling and psychotherapy training is central to regulating practice, however, studies conceptualising trainers’ concerns and challenges in the United Kingdom (UK) are sparse. Literature generally evaluates trainer challenges from a professional competence and/or gatekeeping perspective. Little evidence exists identifying problems connected with ‘professionalisation’. Aims and Objectives: The aim was to evaluate trainers’ multidimensional unease that can hinder working relationships. The intention was to: explore difficult patterns of behaviour and group dynamics in the ‘training alliance’; explore trainers’ perceptions and experiences when confronted with gatekeeping issues; collaboratively develop strategies to enhance trainers’ learning experience; examine the processes needed to sustain these strategies; and identify the lessons learnt to inform practice, education, and research. Approach and Methods: A qualitative, co-operative inquiry approach enabled trainers to question their situated and propositional knowledge, reconcile professional challenges, allay concerns about individual fitness to practice, and provide alternative responses to students, peers, and managerial hierarchies in HE and professional bodies. This approach has a political and social element, according with personal desire to make change. Thematic analysis uncovered new insights, expanded or modified principles and re-examine accepted interpretations during 8 inquiry sessions with 5 experienced trainers, and 3 associated workshops. A primarily iterative and inductive process of immersion, involved reflexive engagement, and sharing of data with trainer/practitioners. Findings: 6 overarching themes were identified: Trying to Make Sense of Significant Events; Negotiating Conflict and Incongruity in Training Groups; Navigating Inherent Challenges within Counsellor Training Teams; Teaching as a Never-Ending Challenge; Organisational Constraints and Challenges; and Contemplating Individual Connection in a Collaborative Context. Discussion and Conclusion: Findings supported previous research suggesting trainers require training, and that trainers’ concerns and challenges are interlinked; beginning with interpersonal challenges that subsequently impact on trainers’ professional and intra-personal sense of identity. Co-operative inquiry can benefit programme teams in terms of the co-construction of trainers’ realities and dynamic negotiation of meaning. Co-researchers’ knowledge and confidence in responding to potential conflict in training was enhanced. To achieve the best outcome, this knowledge needs implementing in practice; programme team involvement is a prerequisite, and support is required by professional bodies and HE to ensure ethical training practice in the face of student disgruntlement, management demands in HE and from professional accrediting bodies.

This thesis considers the coordinated control of autonomous agents. The agents are modeled as double integrators, one for each Cartesian dimension. The goal is to force the agents to converge to a formation specified by their desired relative positions. To this end a pair of one-step-ahead optimization based control laws are developed. The control algorithms produce a communication topology that mirrors the geometric formation topology due to the careful choice of the minimized cost functions. Through this equivalence a natural understanding of the relationship between the geometric formation topology and the communication infrastructure is gained. It is shown that the control laws are stable and guarantee convergence for all viable formation topologies. Additionally, velocity constraints can be added to allow the formation to follow fixed or arbitrary time dependent velocities. Both control algorithms only require local information exchange. As additional agents attach to the formation, only those agents that share position constraints with the joining agents need to adjust their control laws. When redundancy is incorporated into the formation topology, it is possible for the system to survive loss of agents or communication channels. In the event that an agent drops out of the formation, only the agents with position interdependence on the lost agent need to adjust their control laws. Finally, if a communication channel is lost, only the agents that share that communication channel must adjust their control laws. The first control law falls into the category of distributed control, since it requires either the global information exchange to compute the formation size or an a priori knowledge of the largest possible formation. The algorithm uses the network size to penalize the control input for each formation. When using a priori knowledge, it is shown that additional redundancy not only adds robustness to loss of agents or communication channels, but it also decreases the settling times to the desired formation. Conversely, the overall control strategy suffers from sluggish response when the network is small with respect to the largest possible network. If global information exchange is used, scalability suffers. The second control law was developed to address the negative aspects of the first. It is a fully decentralized controller, as it does not require global information exchange or any a priori knowledge.

This research aims to add some understanding to the existing stakeholder management literature with a focus on the management of stakeholder communication. It explores how the Web can assist the management of the communication between a dairy co-operative and its farmer supplier-shareholders. An exploratory case study and semi-structured in-depth interview research design is used to collect, analyse, and present the perceptions of interview participants. This research highlights a paradox, which results from the inconsistent needs of the farmers as both suppliers and shareholders of the co-operative. A number of factors that have influenced farmer interviewees' decisions to either reject or embrace the Web are also identified. These factors are divided into two categories, those closely associated with individual characteristics, namely, perceived values, perceived self-efficacy, and awareness; and these outside the individual's control, namely, infrastructure and media conflict. These findings suggest that the Web adds flexibility to organisations' stakeholder communication strategies by offering an additional communication form. In particular, this research shows that the Web contributes to overall management of stakeholder communication through 1) increased accessibility to personalised and up-to-date information, 2) added flexibility to self-service programs, and 3) a recreated sense of 'conventional' community. Furthermore, the Web should be used as a complement to, rather than a replacement for, conventional communication forms in stakeholder communication strategies. Although the Web may not be the answer for all stakeholder communication challenges; what seems undeniable is the tremendous potential of the Web in facilitating and leveraging the management of stakeholder communication. Three considerations are proposed for organisations planning to include the Web as part of their stakeholder communication strategy: organisational needs, stakeholder characteristics, and communication media factors. Research limitations are discussed, and recommendations for further study are outlined in the conclusion.

This field study was based on experiences as a teacher and parent in an alternative, progressive early childhood school: The Co-Operative School, O'Connor, ACT. The data for the study was recorded during 1978, 1979, 1980; the first three years of the school's existence as a Government school. The development and educational progress of fourteen girls and boys, aged from five to eight years in 1978, was followed. The philosophy, policies , organization, curriculum content, teaching strategies and general milieu of the school were examined. The aim of the study was to analyse the philosophy of the school, as set out in the constitution, and to see how it related to curriculum and teaching strategies. Issues of freedom and choice within a compulsory school environment were examined in relation to the stated aims of the school: the underlying reason for this examination was the problem caused by the gap which existed between philosophy and practice, which caused the experiences of the children in the school, to often be at variance with stated aims. The developmental needs of children in the early childhood age group, and the personal variables they brought to the learning situation, were related to the school environment. Social learning theory was utilised, as a perspective from which to provide a unified conceptual basis, for planned interventions in teaching and learning. The importance of modelling, self-expectation, feelings of self-efficacy and competency, were related to the community, the curriculum content, and teaching strategies of the school. Decision-making strategies were examined for their relevance to consensus-based processes and a co-operative style of community management. Consideration was given to the provision of a cohesive environment, in which adult members of the community could participate freely in autonomous learning experiences with children. The area of conflict resolution and the incidence of aggressive behaviour in the school were explored, and techniques for successful negotiation of differences were suggested. Areas of the curriculum which have traditionally been difficult for alternative schools to implement to the satisfaction of all community members were examined. Areas such as: goal-setting and m o t i v a t i o n of children; basic skills in early childhood; transition to mainstream education; the effect of emergent lifestyle values; the provision of equal opportunity for girls and boys; and the importance of co-operative learning strategies. The study ends with reflections on the place of alternative, progressive schools in the 1980s, and the need for such schools to exist to provide an educational choice for parents and children in the future.

This field study is an examination, by a partisan participant observer, of the Neighbourhood Community Centre and its first year of operation as the Co-operative Peoples School, in the ACT government school system. The Neighbourhood Community Centre was a small, alternative, independent school for children from three to eight years of age. The school's philosophy was progressive and its management policies and structures co-operative and non-hierarchical. For two years, parents campaigned to become part of the ACT government school system. In February 1978, the school opened as a government school, with funding and staffing arrangements similar to other schools in the ACT. Soon after incorporation, the distinctive attributes of the Neighbourhood Community Centre began to disappear. Conflict became the dominant characteristic of the new school: the degree, extent and duration were extreme for a group that had asserted a commitment to consensus and co-operation. Two identifiable and, ultimately, irreconciliable parent factions emerged. Three factors were linked in the events of 1978: conflict, ideology and power struggles in a situation of change. These factors do not easily fit into the dominant sociological paradigm, functionalism, as an explanation of the events of 1978, for the concept of power has been, at best, slow to be incorporated into that sociological tradition. Yet the events, to this observer, were linked to a political struggle between competing groups for the domination of the school: power was a major dimension. Only at a superficial level was the conflict ideological. Parent factions concealed a third group, the teachers, who were striving to dominate the school, a domination that was not accepted unequivocally in the new school. Their ultimate success depended not on their coalition with a parent faction, the support of the Schools Office, strategies for isolating criticism and critics and their professional ideology; their success depended on their structural power within the school system which provided resources, support and justification for their position. This analysis endorses sociological theorists who maintain that power, and structural power in particular, is a central concern in organisational life. The failure of the Co-operative Peoples School was linked to the unequal distribution of power within the co-operative.

This thesis critically reflects on co-operative design workshops that I have conducted. The basic method used in these workshops draws on the participants’ embodied knowing. In the over twenty workshops that are analysed here a wide range of participants have been involved: family members, employees, persons with disabilities, and other stakeholders like manufacturers, service providers and civil servants. The topics have varied, but they have mostly been related to ICT products and services. Most of the workshops were conducted within various research projects. In order to analyse this diverse range of workshops I use several different theories and concepts. I articulate and analyse the design aspects of the activities by using established design theories and concepts. The conceptual tool design space, meaning all possible design proposals, is used for understanding the design process. I also use theories from other fields in order to analyse three different aspects of the workshops: the participants’ activities, the designers’ responsibility, and the process. To analyse the way that the participants co-operatively create knowledge, theories of interpersonal actions are used; to analyse the work done by the designer/conductor, theories of frames are used; and to analyse the process, the theory of actualisation and realisation is used. During the workshops the participants co-operatively make scenarios, props and video prototypes in order to create proposals for desired interactions with future artefacts. Contributions include accounts of critical situations during the workshops and suggested strategies for dealing with them. Some implications are relevant to the design field in general, for example the importance of a process where the participants trust each other, learn from each other and work effectively with difficult issues by creating multiple proposals that facilitate understanding of the design space. I also offer arguments about why it is better to see activities, props and prototypes as mainly constitutive rather than as only representative. Video prototypes on DVD and seven publications are included in the thesis.

Retailers in rural Saskatchewan are having to contend with two predominant trendsrural and retail restructuring. Decreasing rural populations, increased consumer mobility, and the chronic instability of primary industries such as agriculture and forestry continue to impact rural communities in the province. The growing presence of multinational corporations, the drive for economies of scale, and the centralization of services into larger urban centers are all influencing the retail sector, particularly in rural areas. In response to these trends, retail co-operatives operating in Northern and Central Saskatchewan have joined a larger urban-based co-op in Prince Albert to form a regional co-operative. Co-operative theory suggests this regional structure may create internal obstacles for co-ops that differ from those of private firms, as co-operatives must consider the implications of reorganization on membership structures and member relations. While most of the empirical investigation has focused on large agricultural co-operatives, less attention has been afforded to consumer co-operatives.<p>Through interviews with the delegates and managers of the Prince Albert Co-operative Association (PACA), this study examines how a multi-branch consumer co-operative has adapted to the present rural and retail milieu. It investigates the new relationships that have emerged among the key stakeholders including members, delegates, and managers as well as the new relations between the major structures, namely the branches and the central body. The research is a starting point for understanding how member and enterprise interests are mediated, communicated, and coordinated within a regional co-operative. Delegates are the focal point of the study as they play an integral role in all of these relations. The findings of the study suggest that while new relationships do form within a multi-branch system, the primary relationship between members and their local co-op branch remains relatively unaffected. Further, the study on the PACA adds to Fairtloughs (2005) work on business structural forms called triarchies. It is argued that the integration of hierarchies, heterachies and responsible autonomy in the form of a federated network reinforces the staying power of the co-op in smaller communities.

The study of retail and consumption geographies has become increasingly popular areas of research in the broader discipline of geography over the last decade. Research has covered many aspects of retailing structure and practice, including retailing formats, shopping patterns and consumer identities. However, consumer co-operatives and their members as of yet have not been studied in geography, which is interesting given their considerable presence in the retailing environment. The success of consumer co-operatives in the retailing landscape hinges on the loyalty and economic participation of their members. Their loyalty in the co-operative may in turn be influenced by their identification with the organization. This can pose both challenges and opportunities for co-operatives to succeed in the face of strong retailing competition. <p>This research is thus an attempt to examine the membership identities of co-operative members, and how this influences their consumer behaviour. To this end, self-administered questionnaires were distributed among members and non-members who patronized the Calgary Co-operative Association. They were asked about aspects of the consumer behaviour, shopping preferences, and identification with the co-operative. It was found that overall, members and non-members did not differ in their consumer behaviour. They traveled the same distances, showed the same levels of shopping loyalty at the Co-op, and had the same preferences for the ideal shopping environment. The greater difference however, lay within the membership. When members were disaggregated based on their levels of identification with the Co-op, it was found that members who more highly identified with the Co-op exhibited more loyal shopping behaviour with the Co-op, and those that had a lesser identification with the Co-op exhibited lower shopping loyalty to the Co-op. This has implications for further research on consumer identities with different retailing formats, co-operatives in other areas, and further adds to the growing body of research in geographies of retailing and consumption and co-operative studies.