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Describes programmes of development centres for both sales staff and sales managers within a large organization, which enabled the identification of high potential, based on objective criteria.

This paper describes the process and outcomes by which an e‐learning strategy was developed for the Scottish further and higher education sectors. It summarises the context in which the Scottish Funding Councils have supported developments in Information and Communication Technology and e‐learning and identifies the main external drivers which shaped policy development. The paper presents the main conclusions of the e‐learning strategy and indicates the actions which the councils are now taking. The paper provides a useful case study of the process of strategy development at the national level and identifies key concepts which we in Scotland believe are essential components for the effective deployment of e‐learning in colleges and universities.

There are a number of reasons why you might want to install equipment to capture and display images. It could be to reduce the long‐term costs of storing paper documents and to provide an efficient retrieval and dissemination mechanism. It might be to develop a desktop publishing system or create your own video‐based training tools.

Managerial constraint is a central theme in strategic management research. Although discussed using a variety of labels (including choice and determinism) and theoretical perspectives (including resource dependence and population ecology), the common question is the degree to which executives have choices or options when making decisions. Two of the most commonly used approaches for discussing constraint are organizational task environments (Dess & Beard, 1984) and managerial discretion (Hambrick & Finkelstein, 1987). These two papers share substantial commonalities in both their theoretical background and operationalization, raising the question of whether discretion and task environment are indeed separate constructs. This chapter reviews both conceptual and methodological issues associated with the use of task environment and discretion. Drawing on a review of published studies and original data analysis, we offer methodological suggestions for future research.

Voluntary participation, feedback loops, rules and goals are key elements of total quality management (TQM). The purpose of this paper is to determine if these four elements which make TQM successful are the same elements that make computer games successful. If this is the case, what are the implications for developers of Human Computer Interfaces (HCI) in Industry 4.0.

This paper is a systematic literature review of recent literature on engagement in games and user experiences and HCI design for industry followed by interpretation of the literature. The findings from the literature review are analysed and compared to TQM.

Good game design and TQM share four key components: goals, rules, a feedback system (including rewards) and voluntary participation. There is an opportunity for HCI developers to use a user experience lens inherent in games evolution and to expand on the design and motivational elements that have made games and TQM successful at motivating and engaging. Kuutti’s (1995) proposal of activity theory puts forward a promising framework for making systems engaging. There are positive implications merging good games design and TQM in socio-technic systems which could improve engagement and quality in companies implementing in Industy 4.0.

The implications of achieving increased engagement in HCI systems similar to those seen in companies that have successfully implemented TQM could lead to greater productivity in companies operating in the highly technical environments of Industry 4.0.

The originality of this paper is threefold: first, a description of the origins in industry of voluntary participation, feedback loops, rules and goals and their relationship to TQM; second, a systematic literature review of the same elements in computer games design; and third, the implications for developers of HCI systems in Industry 4.0.

CONTEMPORARY AUTHORS, like all well‐publicized figures of the present day, are well enough known to the world. Thanks to the advertising of publishers, the ubiquity of television, cinema newsreels, newspaper gossip writers, personal appearances to sign copies of new books and, above all, the perfection of modern photography, there can be few writers to‐day who are not known to their public as faces. Yet, on the whole, present‐day authors' faces are a mundane lot. Few literary figures can now be called spectacular to look at. There are a few lank, long‐haired, ethereal figures, one or two striking beards, and a handful of faintly exotic types, but in the main, present‐day authors (and authoresses, for that matter) are a dull crowd, indistinguishable in a thousand people picked at random. They are stodgy, rather bored in countenance, sucking overdone pipes, or peering owlishly from behind commonplace horn‐rimmed spectacles. All the spectacular figures have gone. Bernard Shaw was the last reminder of the spacious days when a literary man appeared his part. We no longer have the gigantic majesty of G. K. Chesterton, the aristocratic demeanour of A. E. W. Mason, or the cadaverous, bearded mask of D. H. Lawrence, while the bewhiskered dignity of Trollope and Dickens now seems but a myth.

This study aims to examine the library/information issues affecting graduate students, both those on taught courses and those undertaking research. It seeks to focus specifically on their perceptions of the value to them of physical and digital resources and spaces, and how well their needs were being met.

An online questionnaire survey of students was complemented by a series of face‐to‐face interviews with library staff.

This group of students are different from undergraduates, whose information behaviour has more often been studied. They require silent study space, are enthusiastic book borrowers, and have limited interest in social media in the library. They have a strong requirement for digital resources and IT support, and are not inclined to ask for assistance from librarians.

The study is limited to three English universities, although they are sufficiently varied in nature to make the results more widely applicable.

The survey provides evidence for librarians in universities and colleges serving graduate students as to the best form of provision, and for any library seeking to make best use of its space as resources become increasingly digital.

This is one of the few studies to examine the information behaviour and needs of advanced students. It contributes to the debate on the future of the library as place in a digital age.

THERE were three of us—Cranmer, Bannerman and I— the local field strength of the diminutive PANJANDRUM OIL COMPANY; a miniature Dad's Army, a thin red line protecting the Company's flanks from the attacks of the insidious majors in a continuing David and Goliath confrontation, and occasionally fixing bayonets for a charge into the enemy positions. “They don't like it up 'em, you know!” is Bannerman's standard wry comment on such a sortie. Today we were jostling among the noon‐day drinkers in Willoughby's, like drought‐maddened cattle at some dusty African water‐hole, bespeaking a moist luncheon and getting our suits pressed in situ, as it were, into the bargain. Passing a drink from that bar to the rear ranks was about as easy as working a ball out of a tight scrum. Performing astonishing feats of dexterity Cranmer nevertheless presently emerged through the legs of the thronging patrons, thrusting upon me not only the expected foaming pinta, but also an unexpected whisky chaser; a devious act of generosity patently intended to compromise me into some corresponding response not yet specified. I took the benison with some misgiving and drank thoughtfully. “You do owe me a favour, you know, Antrobus!” he declared, a shade reprovingly, taking a long draught and watching my changed expression closely—and it was, of course, true. If that amazon of a matron with the faintly drawn Mexican moustache and parturient beard had discovered me in the nurses' quarters after the party … my future would not have been worth an old five gallon drum.

While literature offers substantial evidence regarding both strengths and shortcomings of experiential learning for learners, far less is known about how educators reflect on, make sense of, and learn from experiential teaching, let alone address emotions that invariably affect the process (Pekrun & Linnenbrink-Garcia, 2012; Wright, Lund Dean, & Forray, 2021). The purpose of this chapter is to explore the dynamic nature of emotions in the context of experiential teaching, that is, the facilitation of experiential learning activities, by examining critical incidents from the educators’ perspective. The chapter begins by introducing literature on experiential teaching and emotion. The authors then present the empirical findings from a critical incidents study, noting how participants succeeded or failed to catch the waves of emotion that emerged while facilitating experiential learning activities. The authors connect the findings with the existing literature, taking into consideration both sensemaking and reflective practices during and after experiential teaching. The authors close by identifying ways educators can learn to surf the inevitable waves of emotion that can emerge within themselves and in learners, offering specific tools to maintain balance and develop further competence in the midst of experiential learning.