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This research investigates the study of service operations and information technology (IT) in order to observe the interaction between these two constructs. Phase I utilizes a Delphi study, involving 31 participants from 11 organizations, to provide initial specification of a service typology based on task requirements. Phase II of the research is a multiple case study that further refines the construct specifications and analyzes the dynamics of the interaction between components of the service task and IT. Results of the Delphi and case analysis suggest that differentiation within the service task construct occurs along an expertise‐based continuum that incorporates four primary task requirements. These requirements include knowledge‐base, level of standardization and two databased elements, data configuration and data interpretation. The case analyses further indicate the presence of three primary levels of task requirements – transaction processing, request fulfillment and problem resolution. Early results from the task‐IT interaction analysis suggest that the task‐IT relationship affects critical operations factors such as process innovation, IT diffusion rates, achievement of informational and operational advantage, performance measurement and elements of service quality.

This study examines the role that information technology plays in supporting relationships between customers and suppliers in the financial service industry. It traces the interrelationships among the different sectors of this industry – brokerage houses, retail banks, institutional banks, mutual funds, insurance underwriters, and others – and identifies roles that information technology and electronic service delivery can play in creating and supporting inter‐organizational integration across sector boundaries. It further identifies the opportunities for and threats to these relationships caused, in large part, by the continuing evolution of information technology. This study will help managers in the financial services to analyze the opportunities and assess the risks of building tighter relationships with their customers and suppliers through electronic commerce.

AT the request of the Director‐General of the International Labour Office Mr. Petre Lupu, Rumania's Minister of Labour, has described the benefits brought to his country through setting up a Management Development Centre.

This is an attempt to write an account of action learning that is as close to the ground on which it was practised as the author can make it. In that sense, the reader can read what follows below as a kind of autoethnography, a “representation as relationship” as Gergen and Gergen (2002, p. 11) call it. This is because in the opportunity of telling a story about his practice as an action learning facilitator, the author hopes to evoke that which is more akin to the contactful environment of quality action learning than any amount of abstract theorising.

This is an example of “narrative inquiry”, best judged, according to Sparkes (2002), in terms of the ability of such accounts to “contribute to sociological understanding in ways that, amongst others are self-knowing, self-respecting, self-sacrificing and self-luminous”.

As the author re-tells this partial account, he has a sense of the massive wider structures around him, but all he can see in his dim lamp is the fleeting glimpse of the local strata. The author traces his hand along the seams, not intending to dig them out, but simply to witness them, or even, in a spirit of yearning, to give them a witnessing of themselves.

To the author, this is about portraying what action learning feels like, rather than thinks like, for his own and for the benefit of other practitioners.

FOURTEEN years ago 16% of all employees in our manufacturing industries were what are commonly described as ‘white collar’ workers. They belonged to the group that includes clerical, technical and administrative staffs. If that seems a very high proportion what can be thought of the fact that by 1960 the figure had risen to 21%? The actual rate of growth is even more startling. During that 12 years the total number of employees in manufacturing industry increased by 12% but in the same period the ‘white collar’ workers in that section of the economy rose by 48%, according to figures issued by the Ministry of Labour.

FOURTEEN years ago 16% of all employees in our manufacturing industries were what are commonly described as ‘white collar’ workers. They belonged to the group that includes clerical, technical and administrative staffs. If that seems a very high proportion what can be thought of the fact that by 1960 the figure had risen to 21%? The actual rate of growth is even more startling. During that 12 years the total number of employees in manufacturing industry increased by 12% but in the same period the ‘white collar’ workers in that section of the economy rose by 48%, according to figures issued by the Ministry of Labour.

UNTIL now the field of clerical work is one which has been cultivated only marginally by work study methods. When the Prices and Incomes Board examined pay agreements in that sector of British business it was constrained to comment that ‘the application of measurement techniques to clerical work still has a long way to go’.

Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.