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Acoustic sensors based on the well‐known relation between sound velocity and mean molecular mass are suggested for the determination of small concentrations of “pollutants”, such as CO₂, in air. The theoretical basis for high resolution is outlined, and a basic design is presented, together with experimental results. Sound velocity is measured continuously at high resolution in an oscillator controlled by the acoustic transit time between a transmitter/receiver pair operating in the 40kHz range. The static error band is better than +/‐3 per cent of full scale, response time less than two minutes, and short‐term resolutions of 0.3 ppm rms, and 3 ppm rms have been obtained in terms of frequency and CO₂ concentration, respectively.

Models are currently used extensively in the delivery of coaching. These models are used to give structure and form by coaches. The purpose of this paper is to present an alternative viewpoint of the impact of the use of models in the coaching relationship.

The approach taken has been to reflect on recent conversations across professional networks. The cooperative curiosity and questioning of some of our professional assumptions explores using models in coaching to enhances our practice, rather than limiting it. The paper acts as an exploratory prompt to question our practice and the role of the coach in the client/coach relationship.

The paper suggests that models are used, to a greater extent by the more inexperienced coaches to support their early practice. It is suggested that with greater experience, there is less reliance and use of format and recognised models. The paper proposes the more experienced coach provides “freedom without models” creating an alternative type of environment.

The implications of this paper are that if the authors are to grow and develop the practice and profession, there is a need to continue to research what current practice is delivering and offering the clients. The authors need to question if the early career coaches have the skills to meet the needs of the clients who engage them.

Researching our practice intends to will spark new ideas that may enhance the coaching practice and deliver the requirements of clients looking for development in a volatile and challenging corporate business world.

Drawing on the Gestalt approach the purpose of this paper is to propose a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating how the latter supports research into experiential learning in EE in seven UK Higher Education (HE) pharmacy schools.

This paper is based on a qualitative empirical study involving educators in UK Higher Education Institution pharmacy schools in semi-structured interviews, and investigates the delivery of EE through experiential learning approaches. Social Constructionism is proposed as a suitable underlying philosophical paradigm.

A Social Constructionism paradigm, which adopts relative realism ontology, transactional epistemology, and Gadamer’s hermeneutic phenomenology, offers a relevant, multi-perspectival philosophical foundation for EE research, supporting transactional relationships within contexts of multiple possibilities.

Social Constructionism does not necessarily support the individualistic paradigm, as advocated by constructivists; and the values associated with the former encourage a more collaborative and cooperative approach different from the latter.

The paper supports the understanding that applying experiential learning through inter-disciplinary and inter-professional learning is regarded as an approach beneficial for educators, institutions and learners, within the context of EE.

This paper offers a holistic conceptual framework of Social Constructionism that draws on the “Gestalt Approach”, and highlights the harmony between the ontological, epistemological and methodological underpinnings of Social Constructionism. The paper demonstrates the relevance of the proposed framework in EE research within the context of an empirical study, which is different in that it focuses on the delivery aspect of EE by considering the views of the providers (educators), an hitherto under-researched area.

The paper aims to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

At what point is the line between executive coaching and therapy crossed, and exactly how do managers differentiate between the two disciplines? These are questions which Peter Bluckert's article, “The similarities and differences between coaching and therapy”, addresses, while attempting to lend definitions to both. These questions are becoming more pertinent as time goes on, due to the increasing popularity of the coaching and mentoring system.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

In this article the author, Managing Director of the leading coaching and coach training company, Peter Bluckert Coaching, and founder member of the European Mentoring and Coaching Council, sets out a personal view on the current state of the coaching market. That market, and, indeed, the profession of coaching, is fairly young, but it is one that he expects will undergo significant changes in the next few years, spurred by the demands of an increasingly discerning client base. Clients will look to employ coaches who are truly adding value and coaches will need to differentiate themselves in the market place through the quality of their initial training, the extent to which they are committed to ongoing personal development and supervision and their ability to operate at a deeper level with individuals. The author welcomes the greater professionalisation of coaching and looks to a lead body to take forward that process of change.

Aims to examine the two main groupings of definitions of executive coaching: those which focus on learning and development leading to performance improvement and those which are located around change. From there it follows the proposition that psychological‐mindedness is the foundation of psychologically focused coaching.

Definitions of coaching are presented to set the context. Then the term psychological‐mindedness is described and the key aspects explored. These are: the capacity to reflect on one's own and others’ thoughts, feelings and behaviours, and derive meaning and learning from that reflection. It requires a level of self‐ and social awareness. The paper then looks at how psychological‐mindedness can be developed through a range of personal development processes and argues that these should be conducted both in one‐to‐one situations and in groups in order to derive the benefit of feedback. Finally, the training and development of executive coaches are explored.

The arguments presented here point to a need to shift the emphasis of coach training to incorporate an equal focus on the personal development of the coach.

There is little in the literature about executive coaching which addresses the importance of psychological‐mindedness; nor very much about how to develop it. This article also challenges the notion that advanced coach training should only focus on theory and practice development and advocates a more balanced approach.

In order to bridge the gap and provide organizations with practical assistance in dealing with the effectiveness of executive coaching. The purpose of this paper is to investigate the association between coaching relationship which constitutes of rapport, trust, commitment and match with coaching effectiveness in Malaysia using a quantitative research method.

Based on the extensive review of the current literature, rapport, trust, commitment and coach-coachee match with coaching effectiveness are investigated through questionnaire. Objective-driven model which focuses on the extent to which coaching objectives have been met, is used to measure the effectiveness of executive coaching.

The main results of the multiple regressions demonstrate that both rapport and commitment significantly influence coaching effectiveness. These findings provide a basis for developing a quality relationship to advance the executive coaching and HRM research literature.

The practical implication of this study could be useful for HCM managers, who want to enhance leadership capabilities through executive coaching engagement that support their organizations performance.

This Malaysian study will build upon the existing knowledge by investigating the factors contributing to quality coaching relationship from the coachee’s viewpoint.

The paper aims to examine the coaching relationship as a critical success factor in executive coaching. It also aims to set out the characteristics of a successful coaching relationship and how to establish it.

The basic proposition of this article is set out in the introduction – that the coaching relationship is not just a critical success factor, but arguably the critical success factor in successful coaching outcomes. From there, the characteristics of a successful coaching relationship are explored. The link is made to client‐centred counselling and to the influence of “Rogerian” thinking. Key characteristics of the coaching relationship such as rapport, trust, support and challenge are critically examined. Finally, the implications for coach training are set out.

The arguments presented here point to a need to shift the emphasis of coach training more strongly towards the coaching relationship.

A great deal of current literature about executive coaching is focused on models and techniques: this article challenges that approach and reminds the reader of the importance of the coaching relationship as a critical success factor in executive coaching.

This article sets out to explore the similarities and differences between coaching and therapy – a subject of great interest currently within coaching and therapy fields.

The objectives are achieved by examining the convergence of approaches and thinking within these fields, as well as exploring theoretical contributions to the debate.

Coaching and therapy have a number of similarities. However, as this article explores, the two disciplines are in many ways, considerably different, particularly in terms of context issues bought to sessions and the ultimate intension. Typically, the skill sets required for each differ. Practical considerations such as terms of contract, length of session, pricing and boundaries also vary greatly.

The paper examines in greater detail a subject which is of very definite interest to both coaching and therapeutic practitioners, and also examines the popular argument in greater depth.

In recent research the strength and nature of the relationship between coaches and executives appears as a critical success factor in successful coaching outcomes. However, little theory has as yet been devoted to an analysis of how relationships are used in executive coaching. Such an analysis requires going from the monadic, individual level of analysis to the dyadic, relational level. The purpose of this paper is to develop a theory of relating in executive coaching at this dyadic level of analysis.

A conceptual analysis of relating in executive coaching is presented, drawing on a combination of the behavioural approach (Skinner and others) and the systems approach (Bateson and others). A verbatim of a coaching conversation serves as an illustration.

It is found that the behavioural and systems approaches may be fruitfully combined in one behavioural systems approach. Following this, relating in executive coaching is characterised as systemic, behavioural, communicational, and patterned.

The paper is among the first to study executive coaching at the dyadic level of analysis, and to develop a combined behavioural systems approach towards that purpose. This approach and its outcomes add to and can be clearly distinguished from the more common humanistic, psychodynamic, and cognitive approaches to executive coaching.