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Discusses some of the lessons arising from the work of Sypol Environmental Management in conducting risk assessment and audit exercises at hospital sites and in the community. Points towards the future development of a health and safety culture within health care.

It is now quite widely suggested that a post‐industrial revolution is in progress (see, for example, Handy, and Naisbitt). Mass unemployment, rapid obsolescence of established technologies and the emergence of new technologies are some of the more concrete examples of the dislocation and reshaping of the economic, social, political and value patterns which we had come to take for granted in previous decades.

This paper develops the practice-driven institutionalist perspective by introducing the concept of “restless practices.” Drawing on the practice theory of Theodore Schatzki, the authors distinguish practices by their “teloi”: some practices are devoted to replication, others are restlessly aimed at change. These restless practices are themselves composed of constitutive practices orientated toward “collecting,” “selecting” and “directing.” The authors illustrate restless practices and their constitutive practices by drawing on examples from consulting and standard-setting, both repeatedly generators of purposive, field-level change. The authors conclude that practice-driven institutionalism can accommodate change originating both from local improvisatory activities on the ground and from the designs of restless practices oriented toward fields at large.

This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.

The area of organizational learning and the learning organization is of burgeoning interest among progressive business organizations, educationalists and consultants concerned with transformational change in turbulent business environments. A key feature of this approach to learning and managing change is a focus on teamworking. Reviews the organizational literature and identifies the role of teamworking in building a learning organization. A challenge facing contemporary business organizations is to redefine and change their organizations in such as way as to be consistent with the learning organization notion, but many difficulties remain to be articulated in the design of such organizations.

Modern academic links between leadership and strategy were forged in the early 1960s with the heightened application of strategy to business planning. These links were soon dissolved by the strategy consultants who came to dominate the field of business strategy in the mid-1960s. The consultants dismissed the role of leadership in strategic planning in favor of objective analyses of the external environment that eliminated any need for leadership skills, judgment, values, or intuition. Failures to implement strategy in the 1980s led to limited roles for leaders in implementing strategies they had no role in creating, but the gulf between leadership and strategy has steadily widened.

This paper traces the consequences of this widening gulf for teaching leadership and strategy in the classroom. It explores how an integrated approach to teaching leadership and strategy would better prepare today’s students for the challenges they will face as future business leaders.