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To consider whether the growth in management and entrepreneurship education is driven by (external) demand or (internal) academic supply.

Three key elements of the intellectual context of management and entrepreneurship education are considered: the apparent causal relationship between improved management and economic performance; the privilege afforded to management as an agent of change in the context of globalisation; reforms in the public sector which define problems in terms of management rather than resources.

There is a lack of clarity as to whether the purpose of entrepreneurship education is about promoting higher levels of activity or better recognising entrepreneurial activity.

The paper offers an alternative perspective on entrepreneurship education through an examination of its purpose rather than its form and content.

The Education Reform Act and, in particular, the Local Management of Schools will demand different skills, understanding and differing roles of senior management in educational establishments. This text draws on written assignments and experience of teachers and headteachers who piloted an MBA programme, designed specifically for senior teachers. Topics such as customers, product, price, promotion and the notion of teachers as a salesforce are unfamiliar to educators. They draw attention to the kind of strategic planning which will take place in schools as they take over responsibility for delegated budgets. All of this is new territory for the majority of state schools and this collection hopefully provides a useful resource.

This paper argues that business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, management research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organisations to be different. Reflecting on the author's experiences within two business schools and on their empirical research carried out over six years, the paper provides substantive arguments for the authors' position relating to the masculine nature of management, the place of academic women in management, the male dominated processes of management education and management research and the need to place gender on the agenda in management education. The paper concludes with a call for an “unlearning” and a “rethinking” of gender blind management education and provides some examples of how this might be achieved.

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.

An indication is given of recent developments of management training provision in relation to schools and further and higher education in England and Wales. As Local Education Authorities and providing institutions seek to grasp the new opportunities implicit in changed financial arrangements for in‐service training, four issues are identified as being in contention: 1. the relative merits of long award‐bearing courses and more flexible, but less expensive, short courses; 2. the most appropriate target group; 3. the relevance or otherwise of industrial management models; and 4. the evergreen issue of orientation to practice. The discussion is focussed on the situation in England and Wales; the issues may be perceived to be of wider significance.

This special “Anbar Abstracts” issue of Education + Training is split into five sections covering abstracts under the following headings: Education; Management development; Training techniques; Skills training; General training.

The contribution that the function of management makes to economic growth and development is very difficult to assess. Similarly, the role of education in the improvement of management is not beyond debate, unless it is defined so broadly as to include all the other possible avenues in addition to formal systematic education.

The creation of a limited number of Regional Management Centres (RMCs) in England and Wales was an institutional innovation without precedent in British further education. It was the creation of a group of new academic institutions based on a single subject — management studies. It was a major policy initiative to enhance the credibility of management education in further education, and thereby to enable that system to complement the national Business Schools in meeting the management education needs of the business community. It was a political decision with far‐reaching consequences for management and for British industry as a whole.

The aim of this paper is to contradict past and present perceptions of excellence in business education, and to present excellence as a primary element for future business education in an era of new challenges for global management.

The approach, by which this paper is structured, is theoretical and has been based on literature regarding excellence in business education and philosophical works.

The findings of the paper support the view that current business education results in a partial conception or misconception of management with immediate consequences in managerial decision making and business activity. Business education should be seen as an odyssey towards personal (balanced spiritual and technocratic) advancement that can pave the way for noble management behaviour.

The paper brings out an alternative perspective on business education by considering economics and management as part of a unified context. The attainment of excellence in business activity signifies necessary changes in the foundations of business education, so that future managers have a wider and diversified knowledge repository that will allow them to act in a harmonious way.

The paper offers an alternative way of viewing excellence in business education combining knowledge on management and philosophy which perhaps needs to be taken into consideration by business schools worldwide in order to build a mentality of excellence in business behaviour.

This monograph is devoted to the countries of Eastern Europe, which are experiencing the dramatic changes following on from the fundamental developments of the last few years. These countries, Albania, Bulgaria, Czecho‐slovakia, Hungary, Poland, Romania, the USSR and Yugoslavia, are likely to become members of a greater Europe in the future. Their economic and educational systems are examined and the structures of their management training systems are described.