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David McLelland outlines the way in which micro teaching by CCTV can be of help to the student teacher and his tutor in assessing progress in teaching practice.

Defines ideology and examines its role in organisations in the East and West. Looks at different factors involved, including family structure and emotion, and relates them to organisational culture. These were then tested in two medium‐sized pharmaceutical companies, one in Sydney, Australia, the other in Kuala Lumpar, Malaysia. In‐depth interviews were followed up by questionnaires, not only for staff but also for external parties such as suppliers. The resultant data were analysed by Kamen’s “quick clustering” procedure, to allow a representation of the way variables hang together. It concludes that social organisation affects organisational and employee performance, but suggests that the role of gender within these groups was less clear.

The sociology of entrepreneurship is a blossoming field of research, but its scholarly contribution has been critiqued for its lack of coherence and intellectual distance from the sociological mainstream. In this article, we critically examine the theoretical presuppositions of the field, trace its historical origins, and attempt to situate the sociology of entrepreneurship within the sociological canon. We place special emphasis on the contribution of Max Weber, whose early work provides a useful template for a comprehensive approach to understanding the context, process, and effects of entrepreneurial activity. We conclude by locating contemporary approaches to entrepreneurship – including the contributions in this volume – within this neo-Weberian framework.

Cultures can be said to be an ostensive concept, reflected by visible manifestations rather than abstract definitions. Organisation cultures are underpinned not only by imposed procedures and structures, leadership example and environmental considerations, but by social and economic ideologies also. The sociology of relationships can indeed be a major driving force behind an organisation′s culture being what it is. The way people feel in an organisation may be able to be designed by avoiding structures inimical to emotional well‐being, and embracing those which seem to be sympathetic.

Seeks to enhance the measurement of training; describes the development of psychometrically sound and practical measures to assess outcomes relating to in‐service management training within a National Health Service District. Develops legitimate measurement tools and demonstrates the positive effects of two specific programmes in relation to behavioural change and participant satisfaction. Further work is required to establish how to monitor the effects of the action learning process in terms of cognitive development.

Seeks to explore the boundaries of managerial competence and takes as its point of departure the distinction between competence and meta‐competence. The Management Charter Initiative (MCI) defines competence as the ability to perform effectively and suggests that competence is the outcome of using knowledge and skills appropriately. The concept of management is problematic and the process of management is difficult to separate from its context. Burgoyne has used the term meta‐competence to distinguish the higher‐order abilities which have to do with being able to learn, adapt, anticipate and create. The concept of competence as used in the MCI is illustrated in the equation: knowledge + skills = competence. Suggests that a distinction could usefully be drawn between managerial processes which are competence based and those which are based on meta‐competences. Presents a number of typologies of knowledge and relates these to the concept of meta‐competence. Examines knowledge in relation to judgment, intuition and acumen.

This request for advice came from our prospective client at our first meeting with him. He was the managing director of a small, 150‐employee manufacturing firm. This article is about the project (he and his managers christened it “The Change Programme”) which we carried out with them over a period of 18 months. This article is mainly concerned to describe what happened, what we did and why. It is also concerned with the implications for management and OD practitioners. It highlights some of the intervention problems we had both in terms of personal competence and the strategies used during the project.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

This paper summarises the conclusions from research which explores how people learn entrepreneurial behaviour. Although learning can be said to have a critical role in entrepreneurial achievement, the relationship is not well understood and, given the growing public policy emphasis which aims to stimulate entrepreneurship through formal education, there is a need for a greater understanding of how entrepreneurial capabilities are developed through life and work. The primary research method is through life story interviews with people who have demonstrated entrepreneurial attainment in running business ventures. In‐depth interviews explored their stories of the learning they experienced during their careers and business ventures. From the interpretation and analysis of these narratives, a number of significant themes emerge which suggest how the respondents made sense of their experiences and developed their entrepreneurial capabilities. From these themes, a conceptual model which relates the development of entrepreneurial learning to entrepreneurial achievement is proposed.

Reporting cash flows is a relatively recent development in college and university financial reporting. An examination of the purported usefulness of cash flow information to the users of college and university financial statements including an examination of the relationship between accrual-based change in net assets and cash provided by operations found private universities have implemented the cash flow reporting requirements with a relatively high level of compliance employing the indirect format for reporting operating cash flows. The principal areas of deficiency were the reporting of split-interest, restricted gift activities and the required disclosures of cash outflows related to interest and taxes. The discussion of the compliance deficiencies and display findings leads to needed disclosure guidance and future research.