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Greiner′s developmental model of organizational change is applied to the organized Soviet political economy of the twentieth century. This description of the managerial crises inherent in each period provides a surprisingly apt metaphor. Recent responses to Gorbachev′s use of the collaborative management style suggest additional evolutionary crises not described in the original model.

Was the October Revolution inevitable? If yes, what was its real character? If not, could it have been avoided or taken a different course? What was the role played in it by Lenin? Using the dialectical method of analysis, an attempt is made to provide answers to these questions. The following points are stressed: (1) Given the general and particular conditions of Russian life created by the First World War and the February Revolution, the break with the old democratic mixed capitalist form and the establishment of the new totalitarian state capitalist form of the social development were inevitable. (2) The fact that this process was headed by Lenin was accidental and, hence, avoidable. (3) But Lenin individualised the general and particular features of the October Revolution in terms of the names of the events associated with the revolution, of the time of its occurrence, of its participants and of their positions during and after the revolution.

Management education is a booming business in Russia these days, with more than 1,000 business schools and training centres having been established in the past couple of years in Moscow alone. Focuses on the way management education is evolving in Russia. First presents an overview of the management education system that existed during the communist period as background. Follows with a discussion of how political, social and economic changes have influenced management education since 1988. Next presents the latest developments in management education. Topics include the types of business schools which have been created, as well as the characteristics of their faculty, programmes and curricula and teaching methodologies. Concludes with a discussion of the future of management education, and presents a pessimistic and an optimistic scenario of the potential impact of management education on the economy, politics and society in the new Russia.