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Contrasts two types of disaster: natural and man‐made. Examines the aetiology of both. Suggests that unless disasters are approached with a programme of interdisciplinary research, our understanding and dealing with the complex symptomatology of crisis and catastrophe will be impaired.

This paper reviews the framework proposed by Stafford Beer in his seminal work, Decision and Control, first published in 1966, and argues that these ideas are centrally relevant to a topic on which research interest has developed subsequently, the study of crises, catastrophes and disasters in complex socio‐technical systems in high technology sectors. The problems are not discussed simply in terms of system parameters like variety, redundancy and complexity. Much empirical research supports the view that these systems typically operate in degraded mode. Such variables as hierarchical position, actors' motivations and intentions are relevant to explain the ways in which communication systems typically operate to filter out messages from lower participants and to ignore the “soft signals” from small‐scale and intermittent malfunctions.

The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e‐learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy 24/7 access to information. Depending on the quality of the materials and the competences and cross‐cultural sensibilities of the teachers and trainers, this information may support the progress of e‐learning in business schools. At the same time, easy online access to knowledge and educational structures is not, in practice, equally available yet across cultures, and this will be documented with comparative cases from the Arab world and African learning communities.

This article contributes to multicultural education by identifying various barriers in the online management classroom. It combines theories from educational and cross‐cultural leadership studies, as well as e‐learning studies.

The outcomes of this analysis show how technical, language and cross‐cultural barriers still hinder particular adult learners to benefit from the “24/7 business school”. It is concluded that by understanding and serving a wide range of culturally diverse e‐learners in business schools, the stewardship role of the business school teacher is key.

The interplay between technical, language and cultural barriers in the online business school is rarely reflected upon. It is the intention of the authors to trigger a broad discussion process by focusing on culturally diverse management learners and by connecting with innovative educational insights across histories and cultures.

Governments of all political complexions seek economic advantage through supporting high profile projects in the field of high technology. “High tech” becomes a mantra, comprising activities with a wide range of possible outcomes, inevitably demanding large investments, and promising high rewards. It is a relative term and every generation defines its “leading edge” projects in a similar way; although the substantive technology differs, building on the learning previously achieved and assimilated into the paradigm of “normal science”. Some of these projects work, but many do not: some end in spectacular and catastrophic failure. The resulting disasters are subsequently ascribed to exogenous causes, such as “Acts of God”, or are explained as due to the inherently risky consequence of working at the frontiers of new technology and of the dangerous but none the less essential choices made at the political level, without which “progress” would not be achieved. Politicians, technologists and managers bear specific and local responsibilities for the failure of systems on their watch but it is arguably the failure of the academic theorists of disaster to contribute in a more socially engaged way that most supports the ability of society not to hear the messages it wishes to evade.

The paper starts with a description of a risk management model more suited to the current business environment. Key to the introduction of the model is the success of organizational communication and culture. Aspects of culture are explained using cultural theory. This is followed by a discussion of the critical role of communication, and the theory of the social amplification of risk is presented and analysed. From here the paper moves to the development of a framework explaining communications behaviour during crisis. The notions of structural distortion and communications degradation during crises are used to explain behavioural (cultural changes) distortion. Total risk management is presented as a notional solution to these problems.

This chapter brings together a commentary on the three chapters in the part Making and Selling Craft Beer. Highlighting key themes emerging from these chapters, they were put to a seasoned brewer who owns a microbrewery which services his own pub in rural Lincolnshire. The conclusion presents a discussion between the researcher and the brewer to unpack the everyday realities of making and selling beer with particular consideration of the COVID-19 pandemic.

On-site brewery tap rooms are becoming an increasingly common feature of craft beer businesses and are frequently seen as a vital element in their success. With their origins in the sampling room and brewery visitor centres, tap rooms have evolved into drinking destinations where craft beer aficionados can grow their knowledge and enjoy the prestige of having direct contact with brewers in the proximity of production. It is also a stage where an independent local business can perform its ethical superiority over corporate global brewing. More surprisingly, perhaps, brewery tap rooms are becoming a valuable and trusted community resource, as pubs and other gathering places are lost.