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Why and when people working in organisations hide their knowledge has received considerable academic attention. However, little attention has been paid to knowledge hiding in academia itself, even though universities are known as places where knowledge is shared. This study aims to consider the dilemma faced by academics when undertaking research work: should they share or hide what they are doing?

Using empirical evidence drawn from 20 academics in a number of UK Business Schools, the authors carried out in-depth interviews to investigate the effects of strategic knowledge hiding (SKH) on research knowledge work. The authors argue that SKH can drive competitive individuals to establish research superiority.

The findings revealed that most respondents have, for strategic reasons, hidden their tacit and/or explicit knowledge from others during ongoing research processes, but have, at the same time, purposefully sought for knowledge from targeted colleagues.

The findings extend the previous literature by revealing not only the distinctive individual antecedents of SKH but also its positive outcomes. The findings illustrate a pioneering contribution of a systematic model of SKH among university business school academics.

During discussions at the ASC 2013 Conference, the authors were stimulated to consider acting, learning and understanding in the context of organizational change, and in particular the relationship between organizational actors and external analysts. The purpose of this paper is to review from a cybernetic perspective how a socio-technical toolbox can help to facilitate organizational change, and to examine issues involved in use of such a toolbox by organizational actors supported by expert analysts.

The paper is conceptual and adopts a critical stance, i.e. to provide support for emancipation of individuals through ownership and control of their own analyses.

Drawing on work by e.g. Bateson, the authors consider organizations as dynamic and complex human activity systems, and how actors can be helped to develop a productive learning “spiral” of acting and reflecting by means of a proposed socio-technical toolbox. Acting and reflecting upon action can be seen to form a “double helix” of learning, leading to richer understandings of contextual dependencies. Engaged actors need support to surface their contextually dependent understandings, individual and collectively and engage in a “dance of change”.

Change is endemic in organizational life. When engaging with change activity that attempts to address complexity (as opposed to complicatedness), contextual experts need to be the key decision takers. This means a redistribution not only of responsibility and action but also decision-taking power.

The paper suggests augmentation of traditional socio-technical methods to address dynamic complexity.

The purpose of this paper is to present qualitative evidence on the processes and forces that shape school administrator career paths.

An embedded case study approach is used to understand more than 100 administrator career transitions within the Delaware education system. Semi‐structured interview data were collected from 48 principals and assistant principals. Coding and analysis occurred through an iterative process, revealing patterns in processes and forces influencing the careers of school administrators.

While some career decisions are self‐initiated, most are influenced in part or entirely by other actors in the system, described as recruiting/tapping, requesting, reassigning, passing over, and removing. In self‐initiated decisions to move or stay, a number of “pushes” and “pulls” are identified. Findings also suggest the decision to stay‐equilibrium is driven by relationships with students and by district support.

Data are limited to Delaware and represent the voices of principals and assistant principals only. Patterns evident in the data suggest a need to further investigate administrator career behavior qualitatively, as well as directions for future research.

There is a need to better understand and improve local human resource processes in terms of recruitment and assignment of administrators. Additional research is needed to better identify processes and forces related to career decisions in order to improve leadership recruitment and retention.

This research represents the first large‐scale qualitative study of administrator career behavior and is an important companion to recent quantitative analyses in this area.

One of the newest crimes to be put on the books is stalking, usually defined as repeatedly being in the presence of another person with the intent to cause emotional distress or bodily harm after being warned or requested not to do so. Stalking must be done over a period of time to indicate a pattern or continuity of purpose. Threats against a person or person's family may be stated or implied in stalking. Stalking victims are followed and harassed at work, at school, and at home. Stalking can also be done electronically, either using computers to send harassing e‐mail messages or by jamming telefacsimile machines with unwanted transmissions. There have been numerous high‐profile stalking cases that gained a great deal of publicity and focused attention on stalking. “Celebrity stalking” cases came to the public's attention in 1982 when actress Theresa Saldana was stabbed by a stalker. In 1989 actress Rebecca Schaeffer was shot and killed by a man who had stalked her for two years. In the 1990s the assault on skater Nancy Kerrigan, television talk shows and movies, and nonfiction works on stalking, including cases that ended with the death of the stalking victim, have focused public attention on this issue.

The association between income distribution and measures of health has been well established such that societies with smaller income differences between rich and poor people have increased longevity (Wilkinson, 1996). While more egalitarian societies tend to have better health, in most developed societies people lower down the social scale have death rates two to four times higher than those nearer the top. Inequities in income distribution and the consequent disparities in health status are particularly problematic for many women, including single mothers, older women, and women of colour. The feminization of poverty is the rapidly increasing proportion of women in the adult poverty population (Doyal, 1995; Fraser, 1987).

It's no surprise that the early 1980s have witnessed a resurgence of interest in etiquette books, since that's that usual reaction after a period of loose morals. The current vogue features the New Right, short haircuts, and proper behavior, a predictable backlash after the “Age of Aquarius,” the hedonistic 1960s: the age of love‐ins, be‐ins, and smoke‐ins. Two bestselling etiquette books in particular have parlayed this social milieu into commercial success: Miss Manners' Guide to Excruciatingly Correct Behavior (1982), and Eve Drobot's Class Acts (1982). Ms. Drobot, a Canadian journalist, realizes that those of the tribal 1960s have “shucked blue‐jeans in favor of 3‐piece suits: we are junior members of law firms…we have to take clients out to lunch, attend cocktail parties, and travel on business.”

Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of ‘regionalism’ for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.