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Action research (AR) is not without its critics, and those who reject some of the paradigmatic assumptions embodied in AR maintain that AR is little more than consultancy, that it is impossible to establish causal relationships, that it is difficult to generalize from AR studies, that there is a risk of researcher bias, and that generally speaking, it lacks some of the key qualities that are normally associated with rigorous research. The authors are sensitive to such criticisms, for although they are committed action researchers, they have elsewhere voiced their concerns about the quality of AR practice in the field of information systems. The authors argue that part of the issue concerns the way in which we currently conceptualize AR. In this article, the argument for a deeper and more reflective analysis of the meaning and full implications of AR is developed, culminating in a model of AR being developed that explicitly includes both a problem solving interest cycle and a research interest cycle. Important implications of this new model are articulated, with examples to illustrate these points being drawn from a real‐life AR study.

Introduction Working in organisations not only provides a large section of the population with life‐sustaining income, but also exerts its own pressures and stresses on them, which can ultimately have negative consequences both for achieving the goals of organisations and meeting the needs of the individuals working within them. Before we examine the various sources of pressure and stress at work, it might be useful to define these two central concepts. “Pressure” is an external or internal force acting on an individual to perform in a particular way or achieve a particular end result. This can be a source of some discomfort and some anxiety, but it can be at the same time exciting, challenging, and growth‐producing. “Stress”, on the other hand, has only negative outcomes for the individual concerned because (1) the individual feels that he or she will not (in the long term) be able to cope, and therefore (2) will find it necessary to deal with it in a defensive and maladaptive way. Pressure is a tolerable, manageable condition, includes some positive attributes, and is characterised by activity and productive coping; stress is a regressive and counter‐productive condition, can produce extreme and usually undifferentiated anxiety, and is characterised by defensive coping.

A growing body of research demonstrates that diversity training can be successful in improving attitudes and behaviors towards ethnic minorities but, very little research focuses on the effects of diversity training on ethnic minorities' attitudes. Therefore, the purpose of the current paper is to examine ethnic differences in organizational attitudes as a function of offering diversity training.

Using survey methodology, 186 students majoring in hotel and restaurant management that were part‐ or full‐time employees at a hospitality operation were requested to participate. Participants were forwarded an e‐mail with the link to the survey that contained the measures of interests, as well as demographic questions, control variables, and a debriefing statement.

The results showed that offering diversity training at the workplace had a significant effect for ethnic minorities' job satisfaction, perceived workplace discrimination, and turnover intentions, but this effect was not found for majority‐member participants. Perceived workplace discrimination mediated the relationship between job satisfaction and turnover intentions.

This study provides support that diversity training is a tool that can have a positive impact on ethnic minority employees, while not negatively affecting Caucasian employees.

Very little research examines why diversity training works. This research shows that by offering diversity training, organizations potentially send signals to their employees that a diverse workforce is important.

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers previous findings in this area. Looks at different types of thinking before covering how to assess learning styles using a questionnaire. Provides some implications for educators and looks at the design of assignments which can be tailored in different ways depending upon the findings.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

The introduction of new industrial legislation in 1987, in the former Soviet Union, followed a policy of decentralization in which factories were given increased authority to seek their own customers and suppliers, agree prices, and to engage directly in foreign trade. Additionally, from 1987, various forms of co‐operative enterprise and leasing were established, State price controls began to be lifted from many products, and the groundwork was established for a wide range of industrial assets to be converted from public to private ownership. Discusses the major features of technological change and management behaviour likely to occur in the Commonwealth of Independent States, as enterprises continue to operate in an environment of decentralization in which authority and responsibility is being transferred to them from the previous State committees and industrial ministries. Specific attention is paid to the likely effects of this decentralization on markets, innovation and quality within the Commonwealth of Independent States. Details possible changes in supplies, workforce management, and management development as the effects of decentralization are diffused throughout these areas of industrial activity.