Corporations and business people can potentially exert influence on government decisions through lobbying, one official way, (Bouwen, 2002) and other methods. In the UK, suspicions appeared to be hinted towards some individuals, temporarily hired by the government before returning to work for corporations, playing a part in approving projects that were allegedly not cost-effective for the taxpayers, but beneficial to the corporations involved, in a BBC One documentary. The transfer of ideas might also occur over the dinners government workers and business people may have together. These examples may be negative. However, if these negative claims were true, these may show the extent of influence corporations can have.

Looking at this possible amount of influence and the lack of influence of research findings concerning effective educational practices may have (Snider, 2006), could corporations create further positive impacts on education? Some of the projects approved were for schools (Roy, 2008) and some corporations look to adopt social initiatives that may improve societies or the environment (Kolk & Tulder, 2010).

Nonetheless, corporations and business people may, too, need convincing that your favourite educational practices really are effective. Teaching people and having them believe and do as you say may not be easy and could even lead to people pursuing the opposite (Miller, Lane, Deatrick, Young & Potts, 2007). A combination of factors has to be considered in presenting information (Latimer, Salovey & Rothman, 2007). Appealing to individual values is one recommended way to persuasively present information in areas such as why people should get involved in volunteering (Clary, Snyder, Ridge, Miene, & Haugen, 1994), which corporations or business people might have to do depending on the route taken.

Moreover, for social initiatives to be perceived positively at large, the values of the initiative and corporation have to be related (Berker-Olsen, Cudmore & Hill, 2006). Though, a careful amount of relevance has to be reached, otherwise, there may be confusion if the amount is too low or blame directed at the corporation for previous inaction if the amount of relevance is too high (Berker-Olsen et al., 2006). Still, the right businesses have to be appealed to for benefits on both sides. However, this research concerns corporations as a whole (Berker-Olsen et al., 2006). Hence, business people may still be safe to bring up some interesting research findings in informal chitchats with politicians. “Speaking as a parent…”

Thus, there may be hope for brighter futures for the coming generations and educational standards. Even in a lukewarm environment for scientific evidence, the education sector (Snider, 2006)! Teaching corporations and business people the effective educational practices may be one way to go for now.

References apart from what has been linked

Becker-Olsen, K. L., Cudmore, B. A., & Hill, R. P. (2006). The impact of perceived corporate social responsibility on consumer behavior. Journal of Business Research, 59, 46-53. doi:10.1016/j.jbusres.2005.01.001

Bouwen, P. (2002). Corporate lobbying in the European Union: The logic of access. Journal of European Public Policy, 9, 365-390.

Clary, E. G., Snyder, M., Ridge, R. D., Miene, P. K., & Haugen, J. A. (1994). Matching messages to motives in persuasion: A functional approach to promoting volunteerism. Journal of Applied Social Psychology, 24, 1129-1149. doi:10.1111/j.1559-1816.1994.tb01548.x

Kolk, A., & van Tulder, R. (2010). International business, corporate social responsibility and sustainable development. International Business Review, 19, 119-125. doi:10.1016/j.ibusrev.2009.12.003

Latimer, A. E., Salovey, P., & Rothman, A. J. (2007). The effectiveness of gain-framed messages for encouraging disease prevention behavior: Is all hope lost? Journal of Health Communication, 12, 645-649. doi:10.1080/10810730701619695

Miller, C. H., Lane, L. T., Deatrick, L. M., Young, A. M., & Potts K. A. (2007). Psychological reactance and promotion health messages: The effects of controlling language, lexical concreteness, and the restoration of freedom. Human Communication Research, 33, 219-240. doi:10.1111/j.1468-2958.2007.00297.x

Roy, E. (2008). The private finance initiative & public private partnerships. Retrieved,

Snider, V. (2006). The myth of good teachers. In Myths and misconceptions about teaching: What really happens in the classroom (pp. 85-105). Lanham, MD: Rowman & Littlefield Education.