Search results

John Brown, a colonial American merchant‐adventurer, was unwilling to settle for the status quo. The Blackstone Canal typifies his interest in anticipating – and even precipitating – change so as to promote the growth of business. Measured in terms of creativity and innovation, his management style could probably benefit industry today.

This article aims to explore the impact of the Great War on the Sheffield armaments industry through the use of four company case studies in Thomas Firth, John Brown, Cammell Laird and Hadfields. It charts the evolving situation the armaments companies found themselves in after the end of the conflict and the uncertain external environment they had to engage with. The article also examines the stagnant nature of armaments companies’ boards of directors in the 1920s and the ultimate rationalisation of the industry at the close of the decade.

The research design is based around a close examination of the surviving manuscript records of each of the companies included, the records of the speeches recorded by chairpersons at annual meetings and some governmental records.

The article concludes by outlining how the end of the Great War continued to affect the industry for the following decade and the complex evolving situation with a changing external environment and continuity of management internally ultimately leading to mergers in the industry.

This article uses a number of underused manuscript records to examine the Sheffield armaments industry and explores the effect of a global mega event in the Great War on one of the most technologically advanced industries of the period.

A YEAR OR TWO AGO there came into my hands a manuscript book about Edinburgh in the 1790s written in his old age in 1854 by a certain John Howell. This book, which had been sent by a relative, proved to be of great interest both topographically and as a record of social life, and was eventually secured by the National Library of Scotland. A few months later, the Keeper of Manuscripts in the Library wrote to me again saying that he believed there might be further eighteenth‐and nineteenth‐century letters and papers in the possession of the former owner of the Howell manuscript, and asking whether she might be willing to allow these to be seen, and possibly acquired, by the Library. The papers turned out to be predominantly family papers, and the central figure in this context was John Brown, M.D., the Edinburgh essayist (1810–82), the author of three volumes of essays and papers, Horae Subsecivae, the best known of which are perhaps ‘Pet Marjorie’ and ‘Rab and his Friends’.

Describes how John Brown Engineering and Constructors has set up project workshops for all involved parties to work together in a partnership environment. Reviews an approach combining the partnering style and the TQM philosophy. Contends that the design of the project workshop is crucial and it is important that it takes a holistic view of the problems identified. Concludes that competitive advantage will go to those who learn better ways to work together, and then rationally deploy this knowledge to the benefit of all. Partnering is teamwork between companies ‐ project workshops provide the chance to try it out, to train in it, and to excel.

WHILE there is no doubt that the system of issuing books at “net” prices is of great benefit to booksellers, there is also no doubt that, unless care is taken, it is a serious drain upon a limited book‐purchasing income. A few years ago the position had become so serious that conferences were held with a view to securing the exemption of Public Libraries from the “net” price. The attempt, as was perhaps to be expected, failed. Since that time, the system has been growing until, at the present time, practically every non‐fictional book worth buying is issued at a “net price.”

The purpose of this paper is to examine the education of children at St Helena Penal Establishment in Queensland and the trials faced by the educators that delivered their formal schooling. The paper will add to the growing research into the prison island and will provide an insight into a unique facet of education in the newly established Australian State of Queensland.

The historical analysis draws on original documents and published works to chronicle the provision of education to the children of warders at the St Helena Penal Establishment.

The establishment of the Department of Public Instruction and the introduction of the State Education Act of 1875 were intended to provide Queensland children from 6 to 12 years of age with free, compulsory, and secular primary education. The full implementation of the Act took until 1900, and in the process, initiatives like St Helena State School No. 12, through issues of administrative control, saw teachers excluded from the Department of Public Instruction in order to include schoolchildren under the auspices of the same department.

The research paper is an initial investigation into the subject and limited by the paucity of primary data available on the topic.

The case study adds to the growing literature on other aspects of the prison at St Helena, Queensland and adds to knowledge of life on the island. Furthermore, the aspects of control over staff on the island and the requirement for the teachers to double as guards, ready to take up arms in defence of the prison, provides new insights into the obligations placed on some early educators.

The purpose of this article is to explore the importance of workplace learning in the context of performance measurement on an organisational level. It shows how workplace learning analytics can be grounded on professional identity transformation theory and integrated into performance measurement approaches to understand its organisation-wide impact.

In a conceptual approach, a framework to measure the organisation-wide impact of workplace learning interventions has been developed. As a basis for the description of the framework, related research on relevant concepts in the field of performance measurement approaches, workplace learning, professional identity transformation, workplace and social learning analytics are discussed. A case study in a European Public Employment Service is presented. The framework is validated by qualitative evaluation data from three case studies. Finally, theoretical as well as practical implications are discussed.

Professional identity transformation theory provides a suitable theoretical framework to gain new insights into various dimensions of workplace learning. Workplace learning analytics can reasonably be combined with classical performance management approaches to demonstrate its organisation-wide impact. A holistic and streamlined framework is perceived as beneficial by practitioners from several European Public Employment Services.

Empirical data originates from three case studies in the non-profit sector only. The presented framework needs to be further evaluated in different organisations and settings.

The presented framework enables non-profit organisations to integrate workplace learning analytics in their organisation-wide performance measurement, which raises awareness for the importance of social learning at the workplace.

The paper enriches the scarce research base about workplace learning analytics and its potential links to organisation-wide performance measurement approaches. In contrast to most previous literature, a thorough conceptualisation of workplace learning as a process of professional identity transformation is used.

The purpose of this article is to share this study’s efforts to foster belonging in special collections public service spaces, as Black and Latina practitioners of color, while navigating known systemic professional barriers to inclusivity in the library information profession.

In this conceptual essay, frameworks from Black and Chicana feminist theories are applied which resonate deeply with this study’s practices but are not often encountered in library spaces, namely intersectional nepantla, which is used to situate the positionality within special collections.

Fostering belonging in special collections environments is an ongoing effort, but this study offers reflections in solidarity with all who seek to increase inclusivity and equity in their spaces. It is believed that the cumulative impact of many small actions implemented from the ground up can potentially be as significant as top-down, administrative charges.

This article's originality stems from both its authors and the methodology. As BIPOC practitioners, to the authors emphasize the authentic, day-to-day interactions that are essential to developing inclusivity and equity in special collections and archival spaces. Special collections reference workers have limited time off desk to collaborate and conduct research.

IT is with peculiar pleasure that I find myself once more engaged in University Extension work under the presidency of Lord Goschen. Until your well‐remembered tenure of the Chancellorship of the Exchequer drew you from active service with us, my lord, you presided for many years over the London Society for the Extension of University Teaching, and therefore, over myself as a humble member of the Council. I trust you have as pleasant memories of us, as obedient and diligent workers, as we have of you as an energetic and enthusiastic chairman. Many changes have come since then. The London Society is a thing of the past, absorbed into my own University, which itself has changed almost beyond recognition. One of the members in your time is now a Bishop, another rules South Africa, you, yourself, no longer sway the House of Commons. If we still existed and had now to hold a sub‐committee in the chamber of our colleague Milner, we should have to travel many hundreds of miles instead of walking round to Duke Street, St. James's, as you will remember we did in those old days.