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A short piece on the efficacy of employing brief motivational interventions (one‐to‐one interviews) with young people as a method of reducing their drinking or smoking. If conducted within a medical context they can be seen to have a significant effect on the young person’s future behaviour.

The purpose of this paper is to provide an overview of some health‐related effects of creative and expressive writing.

Reviews some of the main research studies exploring links between expressive writing and aspects of health, including two new experimental studies showing effects of poetry on mood and immune system indices.

Research studies have involved standard writing tasks and have shown a good range of physiological and behavioural benefits. Example findings include improvements in health and well‐being and enhanced levels of host defences in immune system functioning. Other notable findings include reduced severity of symptoms in arthritis and asthma sufferers. However, writing disclosure may also have negative effects on clients with post‐traumatic stress disorder (PTSD). The cognitive‐behavioural bases of “writing therapy” include the informative function of emotions, self‐regulation, re‐framing, and dealing more effectively with negative feelings.

Provides health professionals with an overview of research into health‐related effects of creative and expressive writing, and may encourage sensitive approaches which include writing therapy. The studies of poetry and immune function report some of the first empirical biological evidence for the poetry‐health link.

Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain relational identity and relative status positioning) is neglected by the other party. Using a case study approach, this chapter provides insights into how shame shapes the relationship and leadership structure in organizations. The case used is based on a documentary TV show; hence this chapter also provides insight in the use of visual/TV material to gain insight in relational leadership dynamics.

The purpose of this paper is to explore how business schools can better engage with business practice, building on literature that highlights their lack of impact and questions their business-model sustainability. Reporting exemplars of good practice in engagement (in both research and teaching), the paper offers six recommendations for Deans of business schools, government, and businesses.

The research was undertaken for a report commissioned by the Association of Business Schools for the Minister of State for Universities and Science. Methods included a review of published literature; surveys of practising managers, managers who had changed careers to work in business schools, managers who had taken MBA degrees, doctoral students, deans of business schools, and fellows of learned societies; and interviews with individuals close to government who were themselves preparing reports on shaping government policy for business development and economic growth. Examples of good practice were examined for both content and lessons on how they developed.

Six recommendations are proposed, on programme design; faculty skills and experience; developing partnerships and relationships; assessing impact; managing and organizing research; and differentiating business-school offerings for enhanced profile and distinctiveness. Two further crosscutting themes relate to the incentives that might be required for change to happen, and the capabilities needed for delivery.

Originality in the paper stems from its focus on the solutions to the problems identified, as opposed to the restatement of the problems themselves.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This paper aims to highlight the importance of the design for disassembly (DFD) concept and to consider the key DFD principles.

This paper first considers the motivations for applying DFD. It then identifies and discusses the key DFD principles.

This paper shows that legislation and consumer pressure are driving product recycling and that DFD is a critical enabling technology. It shows that a series of simple design rules concerning product architecture, materials and fasteners can be used to implement DFD. It highlights the benefits arising from this strategy which include compliance with legislation and reduced component counts and material inventories.

This paper provides an insight into the motivations behind the use of DFD and describes the techniques used in its implementation.

Purpose – Reviewing the notion of ‘neo-productivism’ as represented in the literature, this chapter explores multiple forms of neo-productivsm and presents a case study of the dairy industry of New Zealand as a new form ‘cooperative productivism’.

Design/methodology/approach – First, a brief review of the literature on neo-productivist forms is performed in order to develop a framework of neo-productivism as presented in the literature. Second, a case study of Fonterra in New Zealand is undertaken and makes the case that Fonterra represents a new productivist form (that does not fit within the current literature) – that of cooperative productivism.

Findings – Three forms of neo-productivism are described in the literature, namely market productivism, competitive productivism and ‘neo-productivism’. We find that cooperative organisations (in this case Fonterra) can also develop into highly productivist forms when the objectives of members concur with the corporate objectives and are facilitated by a supportive government and weak environmental regulation. The possible implications for European rural development are discussed.

Originality/value – This chapter presents the first framework of the different neo-productivist forms and describes the new concept of cooperative productivism.

This paper seeks to identify the changes in cognition associated with becoming information‐literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e‐learning and information behaviour (IB).

Three interventions were designed to develop the information literacies of first‐year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face‐to‐face and online social network learning (OSNL) – also referred to as social media learning (SML) – and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL.

The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful.

Undergraduate students' IB can be changed and IL developed. Additional long‐term data would have indicated whether this intervention had a lasting impact on the undergraduates.

IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer‐to‐peer assessment is likely to lead to deeper learning when teaching IL.

The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information‐literate.