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Once upon a time The war game, as originally developed, was of a free or unstructured type in which the umpire made on‐the‐spot decisions over problems arising during play, and also made an evaluation at the end of the game. The power which he wielded under these circumstances was criticised and, as a result, the war game designers decided to develop new rules and to make the existing ones much stronger. Thus in the late 19th century a German, Von Reisswitz, produced what is now known as a rigid war game or Kriegspiel. This is a game where there are detailed, non‐deviating rules with the provision for chance events produced by the throw of a die, spin of a wheel, random number, etc.

There has been welcome comment in recent months from all shades of political opinion and from all levels in society, from the Prime Minister downwards, calling for more relevant education as a contribution towards regenerating British industry. However, one relevant technique in business education in Britain remains under‐utilised: business simulation exercises, or “business games”. As the essence of business is that of decision‐taking, and as the quality of decisions made is the single most important factor in economic performance (no amount of investment will create wealth if it is misdirected), surely this technique has a major contribution to play in education for business?

This short introduction to business (or management) games is intended, as its title implies, for those teachers, tutors and training instructors who have little or no experience of business games or their use and construction. It is not intended to be fully comprehensive but it is designed to give a background knowledge of major aspects of games which would be useful. It is hoped that even those more experienced in the use of games will find one or two points of interest in it.

The number of disasters has increased by 30 per cent worldwide in the past 30 years. Nurses constitute the largest clinical group within a hospital and their ability to respond to disasters is crucial to the provision of quality patient care. The purpose of this paper is to evaluate a four-year disaster preparedness partnership between two tertiary hospitals from the perspective of executive staff, senior clinical managers and specialist nurses. The national disaster response centre was situated in one hospital and the other hospital was located 3,500 km away.

The intervention involved selected nurses working at the partner hospital to enable familiarisation with policies, procedures and layout in the event of a request for back-up in the event of a national disaster. A mixed-methods design was used to elicit the strengths and limitations of the partnership. Surveys, in-depth interviews and focus groups were used.

In total, 67 participants provided evaluations including ten executive staff, 17 clinical management nurses and 38 nurses from the disaster response team. Improvements in some aspects of communication were recommended. The successful recruitment of highly skilled and committed nurses was a strength. A disaster exercise resulted in 79 per cent of nurses, able and willing to go immediately to the partner hospital for up to 14 days.

During the four year partnership, no actual disaster occurred that required support. This limited the ability to fully trial the partnership in an authentic manner. The disaster exercise, although helpful in trialling the processes and assessing nurse availability, it has some limitations.

This innovative partnership successfully prepared specialist nurses from geographically distant hospitals for a disaster response. This together with a willingness to be deployed enhanced Australia’s capacity in the event of a disaster.

Looks at the distinctive Australian background and the features of the national communication culture that may impact on business life as well as those of the traditional executive culture. Brings out the specifics of the Australian management style from a foreign viewpoint, looking at what differences exist compared to New Zealand, the United States and Asian countries. Concludes that Australians need to develop understanding of the global market whilst retaining their easy regard in which they are held.

HAS the librarian responsibility for what is in the books he provides for the use of readers; if so, docs he, indeed can he, recognize it or do anything useful about it? We do not mean, as the most important thing, his fear, reasonable or otherwise, of books which have too much sexuality. It is a major problem upon which no authoritative statement for our guidance has ever been made except perhaps the police inhibitions and the Roman Catholic indexes in the subject just mentioned. That we can dispose of in the favourite saying of Stanley Jast “The Bovril of today is the Mellin's Food of tomorrow”, and refer to the general shift of public opinion towards toleration, or a more easy regard for sex in literature. To deny sex is to deny life. The problem is one that does not affect any but public adult libraries, where the reader need not read any book which offends his code but is not privileged to interfere with the choice of others who alone can be responsible for their own reading. Thus the argument goes, but public men are concerned for the unlettered reader who chooses a book in innocence. These can cause much trouble. One of the annual reports before us puts another difficult angle of the question: the readers who invariably demand these books at the public expense and question the librarian's assumption that he can refuse to purchase them. The schoolgirl is also a great concern to many: she is likely to know as much, if she is damaged by any book, as does her gratuitous protector. It would have been unthinkable twenty years ago for a national newspaper to publish the substance of a recent teacher's assertion that after an address on the facts of life to a form of senior girls, one of the girls told her it was interesting but had come too late: all the girls in her form had experienced sex and “would be thought odd if they had not.” This seems an extreme case but it has a definite warning that the trouble does not originate in the library.

The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.

This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.

The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.

A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.

Inspired by the “responsibility turn” in the broader organization/management literature, the overarching aim of this article is to help scholars working at the gender × entrepreneurship intersection produce research with a higher likelihood of being accessed, appreciated and acted upon by policy- practitioners. Consistent with this aim, we hope that our paper contributes to an increased use of academic-practitioner collaborations as a means of producing such research.

We selected Cunliffe and Pavlovich’s (2022) recently formulated “public organization/management studies” (public OMS) approach as our guiding methodology. We implemented this approach by forming a co-authorship team comprised of a policy professional and an entrepreneurship scholar and then engaging in a democratic, collaborative and mutually respectful process of knowledge cogeneration.

Our paper is comprised of four distinct sets of ideas. We start by describing who policy-practitioners are and what they want from academic research in general. We follow this with a comprehensive set of priorities for policy-oriented research at the gender × entrepreneurship nexus, accompanied by references to academic studies that offer initial insight into the identified priorities. We then offer suggestions for the separate and joint actions that scholars and policy-practitioners can take to increase policy-relevant research on gender and entrepreneurship. We end with a description and critical reflection on our application of the public OMS approach.

The ideas presented in our article offer an original response to recent work that has critiqued the policy implications (or lack thereof) within prior research at the gender × entrepreneurship nexus (Foss et al., 2019). Our ideas also complement and extend existing recommendations for strengthening the practical contributions of academic scholarship at this intersection (Nelson, 2020). An especially unique aspect is our description of – and critical reflection upon – how we applied the public OMS approach to bridge the academic-policy divide.