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The purpose of this paper is to present a model of change which is both academically rigorous and practitioner‐friendly.

A theoretical meta‐analysis is conducted by clustering themes from across a broad range of change‐related literature including: learning; personal, social, situational and emergent change; helping, systems thinking, process improvement and leadership.

Common themes emerge across all the change‐related literature, which suggests the existence of a common underlying “change progression”.

Whilst the literature covered is extensive, it is not comprehensive. The intention is to draw attention to the kinds of variables that need to be conceptualised, observed or enacted when change is studied or implemented.

The meta‐model has already proved a useful guide to implementing change and is presented here to stimulate scholarly debate among those studying it.

The benefit of considering such a broad range of change‐related fields is that each brings a different perspective to the stages of the common underlying journey. As a consequence, the meta‐model offers both a lens, to provide focus on the stages in this common “change progression”, and a prism, to reveal the full spectrum of applicable concepts and activities.

Amidst the deluge of recent legislation with which the training officer has had to struggle, one significant statute has received less attention than it deserves. Decimalisation, metrication, industrial relations, value added, and the rest, have all laid claim to our attention, and their claims have been duly granted. Equal Pay, however, has been knocking at the door since 1970, and has, in large measure, gone unheeded. The recent survey by the Industrial Society confirms one's own impression that a majority of companies have taken no steps towards implementing the Act and, indeed, are confused as to its requirements. There are several possible reasons for this neglect. The sheer volume of recent legislation is no doubt a contributing factor. The implementation date of 1975 probably is remote enough to encourage procrastination. The apparent simplicity of the concept may have obscured the far‐reaching implications of the Act. As far as trainers are concerned there has probably been a failure to recognise a training problem as such. The intention of this article is not to discuss the Act itself in detail, nor to tell managements what they should do about it. The intention is to impress upon trainers the fact that this legislation will have widespread consequences which affect them, and that 1975 is far too late to start thinking about it. There is a job to be done which should be started now.

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach develops students to be critical, confident and independent; aims to make learning a process of self‐improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. Its premise is that the social context of the interaction is significant. It recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners and teachers to improve the quality of the teaching situation and levels of achievement of learners. Kelly’s Personal Construct Theory is invoked to explain how the holistic approach leads to the development of learners as critical thinkers. The result of practising the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts.

Addresses the implementation of business process re‐engineering (BPR) programmes in 33 public and private organisations wishing to improve performance. By reviewing the existing literature, the research presented here began by identifying ten dimensions along which BPR projects might be measured. This research then uses these dimensions to investigate two research questions. Uses factor analysis based on quantitative data to address these questions. The factor analysis identified three independent aspects of BPR implementation: strategy, process and cost. These terms were then used in labelling three characteristic approaches, strategic BPR, process‐focused BPR and cost‐focused BPR. To investigate causality we re‐visited seven of the original organisations which had been in the early stages of implementation. Preliminary results indicate that managers might avoid the naturalistic tendency towards slow or stalled BPR maturity by intervening in a strategic sense at an earlier stage of implementation, thus bringing an organisation to a mature BPR programme more quickly.

The protection and preservation of the environment, whether of an urban area or a rural area may not be disregarded. Most of the rural areas in the world lacks the knowledge on this issue. In so far as the developing countries are concerned, it has now become a societal problem mainly owing to the lack of public awareness in the rural areas of these countries. This chapter examines the principal causes of the lack of public awareness. The author also examines the correlation between poverty and deterioration of the environment and between industrialisation and deterioration of the environment, where possible. Both sophisticated and unsophisticated technology cause pollution. The other causes of pollution, industrial or otherwise have also been identified and explained. The relevant UN Resolution, namely, the Permanent Sovereignty over Natural Resources 1962, the Charter of Economic Rights and Duties of States 1974, the UN World Commission on Environment and Development: Our Common Future (The Brundtland Report) have also received attention. The 17 Sustainable Development Goals have been mentioned.

In the opinion of the author, almost all of the important and relevant documents have received attention in this chapter in order to create awareness of the problems in connection with the protection of the environment.

Notwithstanding the novelty and importance of wearable fitness devices, few studies have focussed on comparing the drivers of adoption and usage of wearable fitness in the context of developing countries. This study aims to explore factors that drive overall acceptance of wearable fitness devices in developing countries (India and the Philippines) and whether the impact of these factors on the intention to adopt (INT) differs by country and gender.

The study extends the existing body of knowledge by developing a model that integrates the impact of various perceived benefits (health, autonomy, social, hedonic, symbolic), health self-efficacy (HEALTHSE) and individual characteristics (technological innovativeness [TI]) on the INT wearable fitness devices and the moderating impact of country and gender. The analysis was carried out using partial least square and data of 343 respondents.

This study finds that the INT wearable fitness devices by consumers in developing countries are positively impacted by hedonic, health and autonomy, HEALTHSE and TI. Symbolic and social factors do not have any significant impact on the overall INT wearable fitness devices. However, there are country and gender-specific differences that are consequential to the development of marketing strategies.

The framework and results are specific to the two countries and limited by convenience sampling. Future research can focus on replication across different countries and extend the model with additional contextual factors such as perceived risks.

To the best knowledge of the authors, this is one of the few studies to examine and compare the drivers of adoption of wearable fitness devices in lesser researched developing countries. Also, it is one of the few studies to compare the moderating impact of country and gender in the context of the INT wearable devices. The study provides a theoretical and methodological foundation for future research, as well as practical implications for global companies developing and promoting wearable fitness devices.

This study explores the effects of the three pillars of institutional theory in shaping the activities of institutional entrepreneurs and other social actors during International Financial Reporting Standards (IFRS) implementation in Nigeria.

This study uses a document analysis method to achieve the objectives of the study.

This study finds that IFRS implementation in Nigeria witnessed some progression from regulative to normative to cognitive pillar building. The regulation on IFRS implementation was initiated top-down rather than through lobbying from professional accounting bodies and the public. Changes in the regulatory framework brought some improvement to corporate financial reporting practices such as the timing of corporate filings of audited financial reports. However, the implementation process is laden with conflicts and power struggle among institutional actors. These conflicts and power struggles led the President of Nigeria to sack the Board of the Financial Reporting Council of Nigeria (FRC), the reconstitution of the Board and appointment of a Chairman for the Board of the FRC.

IFRS implementation process resulted in power redistribution among institutional actors, which led to resistance, tensions and conflicts among institutional actors. The conflicts arise from the need of actors to legitimate their activities and secure their positions. The three institutional pillars are key components of a change process and the actor's social position affects their capability to act as an institutional entrepreneur.

This finding should provide foundational knowledge that will inform practitioners, researchers and regulators in developing countries on how institutional actors shape the approach to corporate reporting regulations.

These two statements summarise the debate about merit pay, insofar as there is one; unfortunately, to my mind the debate is so muted that the case for merit pay is going by default. It has become the conventional wisdom in the civil service, the nationalised industries, local government and academic life, and in most manual and many clerical jobs, that all on the same grade should be paid the same regardless of ability, effort, or potential. There is the possible variant that fixed increments may take the employee on a more‐or‐less unconditional progression from the minimum to the maximum of his own grade.

The breadth of research and study on the topic of fairy tales is rich and abundant. However, there exists a gap in the research of the genre where it pertains to the meticulous study of male fairy tale.

The character Hook has enjoyed some status in film including the notable portrayal by Dustin Hoffman in the 1991 film (Spielberg, 1991), this character relied heavily on traditional fairy tale tropes and depicted little in the way of character evolution or progression. Nevertheless, a more progressive and complex version of Hook was depicted in the Once Upon A Time series (2011–2018). This version of the character enjoys not only an extended and complex narrative journey but comprises several layers of nuanced character construction that implores a contemporary exploration thereof.

While Vladimir Propp's dramatis personae stands as, likely, the most prominent model for the study of fairy tales, its comprehensiveness can be called into question when applied to contemporary fairy tale characters. For example, whereas previously the female fairy tale character was confined to the role of damsel in distress, contemporary versions display substantial development in this area. And as illustrated through the complexity of Once Upon A Time's Captain Hook this is not, in contemporary times, confined only to the female character. Consequently, this chapter adapts the Looking Glass paradigm and utilises what the author has termed the Looking Glass Masculinity Matrix as an evaluative tool to unpack the contemporary representation, in line with current societal ideals and/or values.