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TED Talks are short videos of experts talking about a variety of topics. This paper outlines six TED Talks that connect with the leadership literature and topics commonly taught with an explanation of how they enhance teaching about a corresponding leadership topic. The researcher shares how introducing TED talks related to leadership can stimulate critical thinking about leadership while keeping the class interesting.

Leadership theory has little value if it cannot be applied to real world situations. A summary review of the literature on leadership theory is provided here first. A disguised real case concerning Ted Shade, a Vice‐President at Galactic Chips, Inc. is then provided which describes a manager who is extremely task‐oriented. The case analysis follows. It includes questions and answers which connect leadership theory to case specifics and requires learners to analyze the case using differing leadership models.

This article gives a centenary appreciation of the contributions to economic thought of Joseph A. Schumpeter, with special focus on his work, The Theory of Economic Development (TED). It proceeds, first, by providing an overview of Schumpeter's life and works; secondly, by giving an interpretative exposition of the main themes of TED, and, thirdly, Schumpeter's broader “economic sociology” in terms of the place of these ideas in the history of economic thought; fourthly, by examining the reception to TED and the impact of it and Schumpeter's dynamic methodology on the discipline.

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges.

The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time.

The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

UNTIL 1952 Queen's University was fortunate to have one main library building. With the establishment of the Institute of Clinical Science in the hospital area 1½ miles from the main university site, the formation of a separate medical library near the hospitals was considered essential.

The premise of the paper is that Foucault's concept of governmentality has important but unacknowledged implications for understanding strategy. Highlighting the strengths and weaknesses of the governmentality approach, the paper seeks to suggest how governmentality can be used to conceptualise strategy. More generally, the paper seeks to contribute to the body of research on governmentality articulated by authors such as Peter Miller, Ted O'Leary and Nikolas Rose.

The paper reprises the argument that accounting is constitutive of social relations. It proceeds to discuss Peter Miller, Ted O'Leary and Nikolas Rose's seminal contributions to the conceptual development of governmentality. In outlining their work, the paper highlights the significance accorded to the emergence of standard costing and scientific management and its subsequent role in developing both the strategies and structures of managerial capitalism. The paper examines how this, in turn, was pivotal to the emergence of strategy as an important means through which organisations began to understand and conceive of themselves. The paper rehearses the standard criticisms made of governmentality within the accounting literature, before arguing that the concept emerges intact from the critique levelled against it. Proceeding to summarise Foucault's radical conception of power, the paper notes the elusiveness of Foucault's relationship with strategy. Elaborating on the nature of governmentality, the paper employs the concept to re‐examine the managerial revolution. The objective is to explore its implications for understanding strategy.

The paper builds on the innovative work published in accounting on governmentality to construct an account of the emergence of the managerial revolution. This yields important insights on strategy. In particular, the paper challenges Chandler, arguing that the birth of strategy is best seen as a post‐hoc rationalisation produced by the emergence of systematic management and standard costing. The paper explores how governmentality might be developed to study strategy. The overarching message of the paper is that there is a need to rethink strategy as a language and social practice. Strategy, therefore, must be understood as much as a cultural and political project than as an economic one.

The paper highlights how strategy can be regarded as a cultural and political phenomenon. This opens up the possibility of accounts of strategy that are firmly grounded within studies of organisations, politics and society. Dispensing with neo‐economic notions of strategy, the paper advocates writing Foucault into strategic management.

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.

This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.

Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.

This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.