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In today’s world of heightened change, many individuals are suffering from a perceived loss of meaning and purpose in their lives, engendering a sense of spiritual desolation and impelling a spiritual quest. The work environment, so central to their existence, often contributes to the sense of desperation and thwarts individual growth. However, if management recognizes the potential for mutual benefit in the nexus of the individual’s spiritual odyssey and the structure of the organization, the organization’s contribution can be truly positive. The paper proposes an integration of the theoretical frameworks of Carl Jung and Elliot Jaques as a source of managerial insight into the process of individual spiritual growth within the context of the organization. With such perspective, management not only enhances its prospect for precluding the dysfunctional behavior of the spiritually bankrupt, but also enhances the organization’s capacity to foster heightened initiative and productivity from its members.

The purpose of this paper is to assess the issues raised by and the possible long-term significance of the judicial review obtained by the pressure group UK Uncut into HM Revenue and Customs’ decision to forgive £10 m of interest payable by the investment bank, Goldman Sachs.

Using Lukes’ (2005) three dimensions of power as a conceptual framework, the paper compares this case with a similar case from the 1980s in order to discuss the importance of democratic oversight of the way in which public bodies discharge their duties, the extent to which this should override the principle of taxpayer confidentiality and the extent to which legal rules and procedures permit such oversight.

The comparison shows that, by permitting the review to proceed, greater weight was given to the importance of democratic oversight in the UK Uncut's case, but the rejection of both cases demonstrates that the tax authority is permitted very wide administrative discretion. However, whilst UK Uncut's challenge ultimately failed, it exposed aspects of the tax authority's relationship with large taxpayers to public gaze. This has contributed to demands for changes in the taxation system, which legislators might eventually feel forced to heed.

This paper reminds that any significant shift in public attitudes must always have a beginning, and that, even if the challenge fails, it might be the first tangible evidence of a demand for greater transparency in the administration of the tax system which might lead to future changes.

Buildings have a considerable impact on the environment being responsible for a substantial proportion of global energy consumption, thus contributing significantly to the anthropogenic CO2 emissions, which evidence suggests is the main cause of climate change. Mitigation and adaptation measures are required to tackle the challenges of climate change. Adaptive measures – structural and behavioural strategies – are the focus of this paper. Structural strategies include flexible and adaptive structural systems; while behavioural strategies cover the spatial, personal, and psychological control measures which may influence the design and operations of buildings. The study explores the adaptive thermal comfort of occupants and examines the design strategies for adapting buildings to climate change in the tropical context, with a view to determine the effectiveness of these strategies as observed in the case study. The study was conducted during the rainy and dry seasons in Abeokuta, Ogun State, Nigeria, located in a warm humid climate zone.

The Institute of Venture Design student hostel was used as case-study to conduct the survey on a sample of 40 respondents by means of structured questionnaire. The respondents' thermal sensation and access to thermal controls were determined, and their thermal sensation and thermal adaptability in both seasons comparatively analyzed. Indoor environmental parameters including air temperature, mean radiant temperature, relative humidity and air velocity were also measured. The data were analyzed using relevant descriptive and inferential statistics. The study discussed the effectiveness of design strategies available for building adaptation in an era of climate change within the warm humid environment, concluding on the need for greater synergy between the techno-structural and socio-behavioural dimensions of building adaptation.

While there has been a significant amount of work involving marketing education, it is unclear how faculty members can increase the engagement and achievement of non-subject specialists. Accordingly, guided by Bloom's Taxonomy, this current study examines the ways that academics can teach marketing to non-marketing undergraduate majors, with a focus on enhancing their engagement and academic performance.

Survey responses (and related archival information) were collected from 181 non-marketing majors in the United Kingdom (studying marketing modules as part of their undergraduate degrees). Such data passed a series of key robustness checks. The hypothesized and control paths were tested via covariance-based structural equation modeling. In addition, 20 semi-structured interviews were used to explore the underlying issues behind the statistical results.

Two variables were positive drivers of engaging non-marketing students, namely, discussion-oriented interactions and relating marketing to non-marketing subjects. However, integrating theory with practice produced a negative, but non-significant relationship with engaging non-marketing students. In turn, engaging non-marketing students yielded a positive and significant association with academic performance. The follow-up interviews suggested that to best-engage non-marketing majors, educators should consider hosting guest speakers (e.g. owner-managers) to demonstrate how their university-level studies are applicable to “real-world” subject contexts, like sports management and engineering when they graduate.

This current article strengthens the extant literature by identifying some actionable tools that can be employed to enhance the engagement and academic performance of non-subject specialists. This is important, since faculty members are under increased pressure to become effective teachers and facilitate student satisfaction (alongside their other duties, including research and administration). Hence, this paper assists such individuals to cope with the rapidly changing landscape of the higher education sector. In fact, Bloom's Taxonomy was a relevant pedagogical theory for unpacking how educators can teach marketing to non-marketing majors.

Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.

Before the appearance of our next issue, the Annual Meeting of the Library Association will have taken place. In many ways, as indicated last month, it will be an interesting meeting, largely because it is in the nature of an experiment. International conditions, the state of national and municipal finance, the absence of library workers with the colours, and the omission of social events, all tend to influence its character. It is possible, however, that these very circumstances may increase the interest in the actual conference business, especially as the programme bears largely upon the War. The programme itself is formidable, and it will be interesting to see how the section on the literature of the war, for example, will be treated. Probably the Publications' Committee have in mind the book symposia which are a feature of the meetings of various library associations in the United States. These consist of a few minutes' characterisation, by an opener, of a certain book or type of literature, and a discussion after it. The experiment was attempted in London last year at one of the monthly meetings, but owing to a misapprehension the speaker gave an excellent lecture on Francis Thompson of more than an hour's duration, when he had been expected to give a brief description of Francis Meynell's biography of that poet. If any gatherings for a similar purpose are arranged, we hope the speakers will be primed sufficiently to avoid that error. As for social events, their omission is less likely to be felt in London than anywhere else in the Kingdom. London is a perennial source of social amusement in itself, and the evenings can readily be filled there—“chacun à son goût”—really better than by attending pre‐arranged gatherings.

Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year.

A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses.

Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation.

Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.

Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools.

The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling.

The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources.

Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability.

This paper aims to present findings from a study conducted with non-profit organizations (NPOs) in Canada and Australia, focusing on the use of tools and technologies for knowledge management (KM). NPOs of different sizes and operating in different sectors were studied in two large-scale national surveys. The paper is useful to both practitioners in NPOs for understanding tool use for KM activities and to scholars to further develop the KM-NPO domain.

Two nation-wide surveys were conducted with Canadian and Australian NPOs of different sizes (i.e. very small to large-sized organizations) and operating in different sectors (e.g. animal welfare, education and research, culture and arts). An analysis of responses explores the use of tools and technologies by NPOs. Respondents identified the tools and technologies they used from nine pre-determined themes (quantitative data) plus an additional category of “other tools” (qualitative data), which allowed for free text responses. The quantitative data were analyzed using both descriptive and inferential statistical techniques and the qualitative data were analyzed using a thematic analysis approach.

Quantitative data analysis provides key findings including the popularity of physical, print documents across all NPO sizes and sectors. Statistical tests revealed, for example, there is no significant difference for the same-sized organizations in Canadian and Australian NPOs in the use of tools and technologies for KM activities. However, there were differences in the use of tools and technologies across different sizes of NPOs. The qualitative analysis revealed a number of additional tools and technologies and also provided contextual details about the nature of tool use. The paper provides specific examples of the types of tools and technologies NPOs use.

The paper has both practical and academic contributions, including areas for future research. The findings on the use of KM tools and technologies by NPOs contribute to the growing body of literature in the KM domain in general and also build the literature base for the understudied KM-NPO domain. NPOs will also find the paper useful in better understanding tools and technological implementation for KM activities. The study is unique not only in the content focus on KM for NPOs but also for the comparative study of activities in two countries.

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research.

The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base.

The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system.

Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper.

The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.