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In the US more than 250,000 students (a quarter of the total US college population) study business education; in all of Europe, only 3,000 MBAs will graduate this year, and Japan has no MBA programmes at all. Why are business courses so popular in the US? How are the different courses structured? What are the essential elements? How do the courses, and the companies' attitude to the courses, and to training generally, vary?

The push for ISO 9000 certification in Singapore can be viewed as a positive step towards enhancing training and development activities in the certified companies. This exploratory study examined the nature and extent of impact of ISO 9001 certification on training and development activities of organizations operating in Singapore. A survey approach was adopted. The respondents were asked to indicate the nature and extent of human resource development (HRD) activities three years before and three years after ISO certification. They were also asked to indicate whether the changes, if any, were due to the certification only or other reasons. The findings indicated improvements in training needs analysis, training design, training delivery, training evaluation and HRD activities in the sample organizations. The small sample size has constrained the authors’ ability to generalize the findings. Researchers interested in the topic may like to request a copy of the survey instrument that was used in this study and carry out similar studies in other ISO member countries to validate (or disprove) the findings of this study.

Reports on the current level of management training in Romania, pointing to some of its inadequacies and suggesting ways these can be overcome. Suggests, particularly, that more modern training techniques, including computer simulation, are needed and that the West′s support in this is vital. Describes the different training institutions currently operating in the country, drawing particular attention to the appearance of private management training bodies. Emphasizes the importance of management, and adequate management training for the country′s future economic development within a market economy.

“The international manager is dead; long live the international manager”. This sums up the changes that have taken place in the role and responsibilities of the international manager in the past decade. Fifteen years ago he was one of a relatively small band of intrepid jet‐setters working for a multinational company, or a career expatriate serving his time in a former British colony. His responsibilities were high, his suitcase rarely unpacked and his links with England tenuous. He developed the necessary international skills at a comfortable pace, consolidating experience over several years, secure in the knowledge that he was part of a specialist élite.

The aim of this article is to describe the development, launch, implementation and evaluation of a pilot training and development programme designed to improve the export marketing performance of smaller and medium‐sized concerns. The Management Extension Programme — Exports (MEX) was conceived by staff at Durham University Business School as part of their remit to the Manpower Services Commission to initiate new programmes based on the Management Extension approach. The idea of providing growing organisations with extra management resources has been tried and tested in a number of UK universities with Manpower Services Commission support.

The education of police executives has been a priority of criminal justice agencies for more than 40 years to address the need to professionalize law enforcement in America. Since the 1980s, programs for this purpose have existed, one of which is the California POST Command College. Command College is an academically oriented executive development program intended to “invest in the future” as its students – mid-career police managers – acquire the tools and skills necessary to be promoted to executive positions. This paper aims to answer the question, “Does the Command College achieve its intended goals?”

A survey instrument was used to obtain perspectives of recent graduates and of those who had graduated from the program more than four years before the survey. An assessment of the frequency of promotions to command and executive roles was completed, and an external academic assessment of the program’s curriculum was completed by a university.

Support for the program by graduates increased over time, graduates were promoted at a rate of three times higher than baseline averages for police managers and the program’s curriculum was vetted as being equivalent to graduate-level courses at the university level.

As its value is validated through this assessment, others can learn how they might better prepare their police executives for the future. No similar law enforcement program has been similarly assessed, so others may also learn ways to ensure they are achieving their intended outcomes from this example. Given the differences in other law enforcement leadership programs in terms of student selection and specific goals, direct comparisons would be limited, both by the program differences and the research design used by others as they work to validate their success in meeting their goals.

Although law enforcement executive education has existed since 1935, and leadership training programs for the police since 1982, no research has been conducted to validate the outcomes and impact of such programs on the graduates of such programs and their agencies.

The present project concerned the assessment of senior and middle level managers′ training needs by self‐report questionnaire, and the link between such identified needs and managers′ preferences for training strategies. It was found that senior‐and middle‐level managers rated the degree of training they needed as less than their supervisors rated for their positions. Self‐reported training needs could be described by an overall general management dimension, whereas managers′ preferred training strategies were separate and specific. Managers′ preferred training strategies and attitudes towards training were not related to their training needs.

Provides the abstracts of 41 articles published in a number of 1996 journals, with a focus on management training. Enables readers to select areas of interest such as MBAs, management education methods, university‐industry co‐operation, competence assessment, business schools, continuous learning and international education

More companies are educating executives within their own walls—and even at their own desks.