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The purpose of this paper is to analyze aspects of a network structure that promotes the practice of the knowledge management (KM) process in a service organization. The idea that knowledge is the main organizational resource has established itself in recent years, and knowledge has become more valuable in service organizations. Managing knowledge is therefore a central activity for organizations, and organizational structure must assist in this process.

The research strategy used is the simple case study, applied in a large multinational company in its unit established in Brazil.

The paper points out that the network structure has more flexible characteristics regarding formalization, centralization and integration. In the case study, this structure encourages the flow of knowledge through the interaction between individuals, and also across sectors of the organization, with the aid of a department coordinating the KM process, responsible for the storage and distribution of the best practices for future use in sites of service.

The first point that should be highlighted is that the organization selected for the study is highly advanced in terms of KM, producing excessively positive results. Another negative aspect is related to the single case methodology. It does not allow extrapolation of the results to a larger population.

Within the context of industrial services highlights the service provider sites. The sites correspond to the service provider company frontline. In the sites occur the process of providing service, contact with the customer, improvement activities and, essentially, where knowledge is put in practice. To facilitate the storage and distribution of knowledge, the network structure presents a sector called Center of Excellence. The Center of Excellence aims to centralize the repository of knowledge, enabling the transfer of knowledge between different sites.

The main contribution is aimed at describing the characteristics of a network structure that stimulates the KM process in a service organization. This network of sites facilitates the flow of knowledge and the creative process.

The purpose of this paper is to explore the challenges that face leaders when implementing business excellence programmes in the Jordanian public sector.

The study adopted a content analysis approach to analyse the excellence assessment reports that have been produced by the King Abdullah II Centre for Excellence. The sample comprises ten public organisations which have participated in the King Abdullah Award for Excellence more than once and acknowledge in their reports that they have failed to achieve satisfactory results.

The key challenges to effect the implementation of leadership criteria in the public sector in Jordan were found to be poor strategic planning, lack of employee empowerment, weaknesses in benchmarking performance, and a lack of financial resources, poor integration and coordination, and poor measurement system.

This study proposes a conceptual model for the assessment of challenges that face managers when seeking to implement excellence in leadership in the Jordanian public sector.

Leadership challenges in the public sector are generally widely studied, but it is important to gain a better understanding of how these challenges can be overcome. In comparison to many existing studies, this research has provided specific and detailed insights these organisational excellence challenges in the public sector and provides a conceptual model for use by other researchers into the future.

The purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for Excellence in Work‐based Learning for Education Professionals at the Institute of Education, University of London. The Centre was part of the national CETL (Centres for Excellence in Teaching and Learning) initiative (2005‐2010) and focussed on exploring ways of transforming current models of work‐based learning (WBL) in a bid to respond to the diversity of professional learning needs within education and beyond.

The paper presents three case studies which are representative of the Centre's approach to drive theoretical development in WBL.

The three projects featured contributed to the development of WBL through synergetic cross fertilisation while operating independently from each other. Also, they are characterised by sustainability beyond the end of the CETL initiative. The Putting Knowledge to Work project developed and operationalised the concept of recontextualisation for WBL in successfully moving knowledge from disciplines and workplaces into a curriculum; and from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces. The London Mobile Learning Group developed a research dynamic around theory and practice of learning with mobile media which contributed to the development of new approaches in (work‐based) learning. The Researching Medical Learning and Practice Network created a community of practice bringing together educational researchers with medical education practitioners and researchers resulting in a greater understanding of how professional attitudes and practices develop in both undergraduate and postgraduate contexts.

The experience of the WLE offers an example of innovative ways to continue to develop our understanding of work‐based learning and inform practice. The impact of the WLE activities on theory, policy and practice is evident in the creation of national and international platforms strengthening existing institutional links.

At most large companies today, the activities and structure of the corporate center are based on a traditional functional support model that is no longer appropriate for maximizing the value of the company. In the modern corporation, thought should be given to organizing the center not around support functions, but around clearly defined value‐creating activities. The resulting structure would look very different from the traditional model, but would give the CEO added leverage for achieving superior performance over time. Most companies actually do recognize the need for change and have attempted, with varying success, to modify or adapt the traditional corporate center structure to contemporary needs. For example, in many companies, some form of a business development function has been added to the center, and IT has been elevated from a narrow technical function to a broader information management role. Some companies have also created corporate‐based centers of excellence, such as marketing and knowledge management, to leverage competitive advantages spanning multiple business units. And in almost all companies, the role of the CFO has been expanded from reporting, treasury, audit and tax to include a more “strategic” scope of responsibilities. In our view, these modifications, while directionally helpful, cannot overcome the inherent shortcomings of the traditional corporate center: it is imperfectly aligned with the objectives, the complexity and the scale of the modern corporation. Consequently, we believe top management should consider redefining the activities and changing the structure of the center to become a powerful enabler of, and not an obstacle to, superior performance. To improve the performance of the corporate center, top management needs to address two challenging tasks: first, how to create a new model of the center and, second, how to replace the old model of the center.

Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue.

This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development.

Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence.

This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.

With the introduction of the Teaching Excellence Framework (TEF), the status of teaching has been moved towards the centre of concerns in the UK higher education (HE) sector. This interest develops further the notion of teaching excellence created through various institutional and sectoral schemes such as the Higher Education Academy (HEA) fellowship. Whilst excellence schemes and the TEF all highlight the importance of teaching, they also run the danger of reducing it to lists and simplified proxies.

This chapter argues that reductive characterisations of teaching, through metrics supporting the TEF, such as the national student survey, or ‘idealised’ descriptions of the foundational aspects of ‘excellent practice’, all lead to partial accounts of the teaching process. Such characterisations might lead to creeping performativity and increasing organisational attempts to control. An alternative account of teaching is proposed based on complexity theory. This sees teaching as emergent, multifaceted and contextually based. It refutes notions of ‘best practice’ and argues that any attempt to capture ‘excellent practice’ is to reduce the holistic nature of the processes that bring teaching, learning, curriculum and assessment together.

The creation of a limited number of Regional Management Centres (RMCs) in England and Wales was an institutional innovation without precedent in British further education. It was the creation of a group of new academic institutions based on a single subject — management studies. It was a major policy initiative to enhance the credibility of management education in further education, and thereby to enable that system to complement the national Business Schools in meeting the management education needs of the business community. It was a political decision with far‐reaching consequences for management and for British industry as a whole.

This article explains how a primary care team transformed a run down general practice into a leading edge healthcare organisation by adopting the principles of the EFQM excellence model. The decisions surrounding the choice of approach, challenges faced, benefits achieved and lessons learned are all described in such a way that the reader may appreciate the issues which faced the members of the 15‐man team. In particular, the practice team found that describing indicators of quality and gathering evidence to test out assumptions regarding performance were vital elements in the pursuit of a continuous improvement culture that was to benefit patients, staff and key stakeholders alike. Whilst an increase in workload was experienced in the early days, the knowledge that this was associated with improved performance made the efforts worthwhile and the team eager to adopt a regular, never‐ending cycle of self‐assessment and improvement.

This paper aims to investigate how business excellence (BE) custodians (BECs) design, develop and modify their BE frameworks (BEFs) and to provide a general framework for reviewing BEFs. The design process is important to understand as these BEFs are used to help organisations understand the components of BE to guide them towards world-class performance.

The first step was to identify all the BE awards (BEAs) worldwide and their BEFs by conducting a review of publicly available sources. This research was then limited to only those BEAs that were held no more than two years ago. Of these, 29 BECs (with active BEAs) in 26 countries agreed to participate in the research. Data was collected with the help of a survey and 13 BECs also undertook optional follow-up interviews.

In total, 56 countries and regions have 65 active BEAs with another 17 countries having BE initiatives. The EFQM excellence model and the Baldrige excellence framework are used by 37.7% and 14.5% of BECs worldwide, respectively. In total, 58.3% of the BECs review their BEFs once every three years or sooner, 100% of the BECs are confident in their BEFs’ fundamental concepts and 96.5% in their categories. There are fewer active BEAs now and the use of BE is potentially decreasing which suggests that more effort is required by the BECs in promoting BE.

This research collects data directly from the BECs on how BECs design and develop BEFs and provides a general framework for reviewing BEFs.

Using New Zealand as example, the purpose of this paper is to consider why Sun wants to establish centres of excellence and what the benefits are for the contributors.

This article combines narrative and analysis.

Concludes that each party in a centre of excellence gains benefits from its association.

Provides an example of a new way of working in the library sphere.