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To share the experiences of e‐learning pioneers with regard to the cultural change necessary for e‐learning to be successfully adopted in an organisation.

Based on 29 research case studies.

A cultural change needs to take place in organisations for e‐learners to engage in the process. Blending e‐learning with other forms of learning can be a useful introduction to the discipline, but enthusiasm soon wears off. Common resistances to the concept are explored including lack of time and the loneliness of e‐learning, and how the “any where, any time” element of the provision can be as much of a hindrance as of a help.

Suggestions given for ways of overcoming the difficulties encountered by the case study organisations.

Reflections of early adopters of e‐learning highlights areas of success and difficulty to help other organisations to avoid the same pitfalls.

Writing about information for managers is in some ways quite a daunting task because one could quite easily argue that the art and science of management is all about utilising information, and there are a number of definitions of management which illustrate that point. But what I want to cover here is based on my personal experience of the ways managers actually use and perceive information, focusing on what they find pertinent. I think that this is a crucial area of experience that information professionals are lacking: at what point do managers use information in the process of decision making?

The purpose of this paper is to consider whether the future for e‐learning is as bright as it has previously been heralded, or whether it is likely to fade into the background over time.

The paper is based on 29 research case studies.

The importance of time and commitment are drawn out, suggesting that a slower pace of development may not necessarily be a bad thing. Organisations need to focus on what really matters – creating an environment that truly values learning, which for many may involved a substantial culture change. The importance of communication, promotion and marketing are presented, with the commitment from the top giving e‐learning the necessary status it needs in order for it to be taken seriously throughout the company. Selection of technology is also important as this can be a limiting factor to further e‐learning development.

Broader considerations for discussion as to whether an organisation is truly committed to an e‐learning future or not.

This article concludes the series by focussing on what the research tells us for the future development of e‐learning.

To highlight the planning, design and delivery of e‐learning at Xerox Europe.

The article presents the views of Ian Sellers, manager of Xerox Education support services.

Xerox has an ambitious target of providing 50 percent of training via technology to Xerox Europe's workforce of 15,000 in Europe, but the company recognizes that, while e‐learning is important, it will not – and should not – replace traditional training options. Emphasizes the key role of a small, select number of suppliers, who are strategic partners. Also stresses the importance of promoting and marketing e‐learning within the organization. Presents linguistic and technological barriers to the adoption of e‐learning, and how they may be overcome.

“Selling” e‐learning across the organization is paramount. The article highlights some of the innovative ways in which Xerox has done this.

The article is of most value to trainers and human‐resource specialists who are considering the adoption of e‐learning in their organization, and those who have adopted e‐learning but found their experiences to be disappointing.

The purpose of this article is to highlight the importance of marketing an e‐learning provision in‐house in order that it should succeed.

The study was based on 29 research case studies.

E‐learning itself has a somewhat negative image with a lot of people, and hence some companies have rebranded and renamed their e‐learning provision to “disguise” it as something else for uptake to increase. Money invested in the technology and design will not correlate with success unless implementation includes substantial effort in marketing. Even then it is unlikely to be successful without top level support on an ongoing basis.

It is important to promote the value of e‐learning at the early stages and on a regular basis thereafter.

Reflections of early adopters of e‐learning highlight areas of success and difficulty in order to help other organizations to avoid the same pitfalls.

To draw attention to what experience has shown are the “must consider” areas to be taken into account when considering an e‐learning intervention.

Based on 29 research case studies.

This article draws on the experiences of a number of companies which experienced difficulties in taking the e‐learning route. E‐learning should not necessarily be used to replace classroom training as it is not suitable for everything. You need to make sure that the learning or training needs drive the technology rather than the other way round, and the technology itself can pose a multitude of problems. The time involved is also commonly underestimated, as is the diverse range of people who should be involved in the start‐up team.

Attention is drawn to key areas for consideration when venturing into an e‐learning development.

Reflections of early adopters of e‐learning highlight areas of success and difficulty, to help other organisations avoid the same pitfalls.

I still have an affiliation to BSI, but my current prime role is with a new organisation called Resource which is half‐way between the British Government and BSI, with an express role to improve the influence of the UK through co‐operative projects with overseas countries. So, the sort of information consultancy I was doing in Thailand and Saudi Arabia, and various other countries, I am still doing but with a wider brief to help not only BSI but other quality organisations and I hope possibly organisations like the ones you work for. One of the reasons why I am saying this is to encourage you to see me at a later stage if you have any interest in overseas developments of projects on the information side, to see whether we can assist or even contribute funds towards the development of such things. Having only been with Resource since 25 January 1988, I think it would be undiplomatic of me to speak on their behalf, so for the purpose of this exercise I am speaking only as John Widdowson, individual and traveller, with, hopefully, some outside view.

Contends that information should be added to the six management functions enunciated by Henri Fayol in 1916. Considers some problems of information: the awareness problem; government neglect of the information function; inadequate indexing; poor administration in libraries; and information overload. Discusses the potential of information technology and pays attention to the difficulties experienced by developing countries.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

Scans the top 400 management publications in the world to identify the most topical issues and latest concepts. These are presented in an easy‐to‐digest briefing of no more than 1,500 words.

Change is afoot at the British Broadcasting Corporation. Since the hugely publicized Hutton enquiry in 2003, which led to the quick departures of then chairman Gavyn Davies and director general Greg Dyke, the organization has very much remained in the public eye.

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.