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Provides an overview of the developing role of facilities management as a profession and outlines the directions in which it is now moving. Examines the broad range of disciplines it encompasses as well as its inherent individuality caused by its comparative youth as a profession. Addresses the role of the AFM as part of the evolution of the facilities management movement.

Considers the relationship between the emerging facilities management discipline and the existing building‐related professions. Defines facilities management and argues that it is impossible for the facilities manager to become expert in every area of responsibility. Facilities management must help to integrate the work of specialists in the many distinct areas involved. Discusses the issue of co‐ordinated professional qualifications.

The first of two parts examines the Office of the Year Competition and its importance in the facilities management world. Suggests that the competition highlights and encourages companies to use the best in modern design in order to make their premises an effective tool. Highlights the advantages of Pearl Assurance′s Pearl Centre at Peterborough Business Park which was the winner of Class I ‐ Purpose‐built Buildings, in the competition.

In his book on Animal Chemistry Liebig wrote as follows:—

A brief history of the libraries in Oxford University is given, followed by a review of progress towards comprehensive library automation from the early 1960s. This includes a description of the retrospective conversion of the Bodleian Pre‐1920 Catalogue, the OCLC LS2000 pilot project, and the present university‐wide IBM DOBIS/LIBIS system. The process of selecting, installing and modifying this system is described in more detail.

I feel therefore that the estimated calcium intakes of children and adults may probably be too high. It has been stated that if we take all our rations of milk and cheese, then our calcium intake now is no worse than it was before the war. That is probably true, if we eat all our rations. The point I would like to make however, is this. Assuming our calcium intakes are the same now as before the war, they are still below optimum. The correction of this calcium deficiency cannot at present be done by increasing the rations of the calcium foods, and so some other means had to be found. The Government decided, in the interests of national health, to fortify bread with calcium. With this extra calcium they considered that the majority of people, rich and poor alike, would be able to ingest at least a bare minimum of calcium. By adding it to bread, a cheap staple food, it brought this important mineral within reach of the poorer classes who were and are in need of it most. This step has aroused a certain amount of controversy, so let us examine the facts.

To explore the roles of perceived leader caregiving, and followers’ leader-specific attachment orientations, in followers’ experiences of negative interactions and emotions.

In a qualitative field study, individuals identified as secure and insecure (avoidant or anxious) on a pre-measure of leader-specific attachment, were interviewed regarding perceptions of leader caregiving and experiences of negative affective events in their current leadership dyad.

Followers perceived and interpreted negative interpersonal events and emotions in ways that reflected underlying attachment concerns, and embedded perceptions, of leader caregiving quality.

The study was small-scale but provides rich relational information on which future researchers can build to further explore the development and impact of leader-follower attachment dynamics.

Attachment-focused leadership development training may be useful in enhancing leader-follower relationship quality.

This study is the first to demonstrate qualitatively the associations between followers’ leader-specific attachment orientations, their perceptions of leader caregiving, and their experiences of negative affective events in the leader-follower dyad.

In this article, I do not intend to describe, except in the briefest terms, the LS2000 system, as this has already been ably reviewed elsewhere. Rather, it will be my aim to highlight the lessons which have been learned from the selection and installation of the system, and to review some of the special problems which we endure in Oxford, and the possible solutions which we are investigating.

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.