Business Responses to the Regulation of Health and Safety in England*

The material in this article is extracted from an empirical study of industrial and agricultural businesses' responses to regulation of health and safety in the workplace. The study critically assesses the philosophy of self-regulation which underpins the regulatory framework in England and within the context of the expectations of employers built into that philosophy, attempts to distinguish between different models of employers in relation to their levels of motivation toward health and safety issues; their knowledge and comprehension of the law; their general approach to compliance with regulations; and their response to inspectors' enforcement activities. The article concludes that self-regulation is only capable of operating under very narrow conditions. It is at its most successful within the largest and most hazardous companies, despite the fact that the inspectorates devote the greatest concentration of enforcement and advisory resources to these sites. Companies which do not have a natural interest in safety require considerable advice, encouragement and coercion. In some situations deterrent penalties may be required in order to achieve a sustained improvement in standards. The research suggests that greater attention should be paid to the variety of employers and their compliance strategies, and to the potential for better targeting of regulatory efforts.     

LIVING WITH THE CONTRADICTIONS OF MODERNIZATION? EMOTIONAL MANAGEMENT IN THE TEACHING PROFESSION

The state education system in the UK has undergone significant transformation such that New Labour’s modernization policy embodies aspects of the marketized system, inspired by New Right thinking, with a concern for placing schools at the centre of the social inclusion agenda. In this paper, we explore the impact of the modernized agenda on teachers’ work and identify the tensions and contradictions which emanate from these policies. The research centred on interviews with teachers and headteachers in four school case studies and explores the changing nature of the profession by focusing on teachers’ emotional management. It is evident that at a time when a large proportion of what teachers do is subject to scrutiny and audit, the emotional and less definable elements of teaching have also increased but remain relatively unrecognized. The findings suggest that issues of emotional management bring into sharp relief the contradictions evident in the modernized agenda.