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A previous article showed how business games could be used more effectively for educational purposes. What may be less familiar to many readers of this Journal, however, are the growing number of ways in which a variety of games are being used for research into behavioural and organisational issues. This article discusses a number of different examples. The underlying methodology is described and compared with other approaches to organisational research. The key requirements for the use of games for research purposes are outlined.

Business simulations have played an important part in management development activities for many years, but the world of business is changing fast and managers’ responsibilities are changing too. If simulations are to remain relevant they must keep abreast of these changes, and preferably anticipate them. Argues that while impressive “technical” developments have occurred in the design and use of business simulations over the last few years, other, rather different changes, have to take place or simulations will risk becoming increasingly irrelevant.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The origins of gaming can be traced back to the early 19th Century when the use of maps led to the birth of the rigid War Game (Kriegspiel). These were partly used for educational purposes (e.g. to improve military officers skills) and partly for research (e.g. to study military strategy in a variety of settings). From these early beginnings, a great number of different uses for games have arisen, and teaching and research applications have diverged. The question of how and why games are currently used as the basis for a growing amount of organisational research will be addressed in my second article. At the moment, the most popular and well‐known types of games are business games based on a particular company or sector of industry, and used for educational purposes. As such, they offer a number of unique advantages over other educational devices such as case studies, lectures, behavioural and other exercises. I believe, however, that the full educational potential of games has not been fully realised for a number of reasons. Perhaps the word “game” itself gives the impression of time‐wasting amusement for its own sake. Also, in common with many new developments, it took time for the full implications and requirements of games to be realised, and some early experiences were unsuccessful. In fact, there is still some disagreement on the merits of games relative to other learning methods. I now describe these potential advantages and how they may be realised, beginning with the key question of game reality.

Examines the design, development and use of a computer‐based simulation as part of a course for executives in a leading insurance company. Uses the case to show the benefits of such approaches to learning.

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

This research examines the use simulation, StarPower, as an instrument to teach students about ethics in management and leadership. The paper begins with an overview of sources of learning in leadership and management development and later focuses specifically on the use of simulations. This is followed by a brief explanation of the StarPower simulation and the results of an exploratory study conducted. It was determined that 100% of participants found the activity educational and would recommend using it again in the future. In addition, 96% of the participants responded that StarPower is an effective activity for teaching students about ethical behavior.

The purpose of this paper is to find a relationship between traditional faceted classification schemes and semantic web document annotators, particularly in the linked data environment.

A consideration of the conceptual ideas behind faceted classification and linked data architecture is made. Analysis of selected web documents is performed using Calais' Semantic Proxy to support the considerations.

Technical language aside, the principles of both approaches are very similar. Modern classification techniques have the potential to automatically generate metadata to drive more precise information recall by including a semantic layer.

Linked data have not been explicitly considered in this context before in the published literature.

From time to time we report cases of food being sold under false and misleading descriptions, where the defence claims the consumer is really expecting too much for her money; like Pip, she has “great expectations.” The sale of food and drugs abounds with deceptive descriptions and devices; clever, subtle, attractive and far more extensively practised than in the old days when analysts and inspectors sought out the adulteration of food. Their annual reports contain the more lurid examples, which are but a fraction of the whole. The price of genuine products has risen out of all proportion in recent years and the introduction of artificial and synthetic materials in substitution is regrettably inevitable, but the importation of price into the offence of misdescription is likely to bring to confusion law that is probably more complete than ever before. It is the essence of all false descriptions that they should in fact mislead, but it is garnishing the point to suggest as many a defending counsel and not a few magistrates do, that the price paid must be taken into account in any alleged misdescription; that if it is low for such an expensive commodity as “cream,” then a purchaser should not be deceived into believing she was obtaining genuine cream, even if the name “cream” was being applied. As the County Magistrates at Leicester were recently asked to decide, “Who would expect real cream in a fourpenny cream bun ?” (p. 70). Still less so, if a fancy name such as “Kreem” is used; all this, Section 47, Food and Drugs Act, 1955, notwithstanding. In the case quoted, evidence was called to show that if a shopper requires a cream bun containing real cream, she will ask for a “dairy cream bun” and that the witnesses would only expect to receive the genuine article if they went to a dairy; that when buying cream confectionery from a confectioner's shop, they did not expect to receive anything but imitation cream.

This article describes a number of significant changes taking place within the management education and development sphere within the National Health Service. It also highlights a number of important developments within the higher education world. At the confluence of these changes, it is possible to identify a new alternative to more conventional in‐house management training and the pursuit of postgraduate management qualifications. An example of this “third way” in action is offered through the description of an in‐house accredited management development programme run within an NHS Trust.