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When N.J. Habraken proposed the conception of support-infill in housing construction in 1960s, housing issues was centered by drawn material construction and consumption, although the needs of involving in the final occupants' participation emerged. It reflected a transition from the industrial economy to the post-industrial economy. Since the rapid development and evolution in the field of technology and social culture in the last several decades, both the social structure and ideology have been changing. The consumption conception of dwelling has also shifted from physical substance to some invisible items, such as knowledge and service. Therefore, open building, as an architectural design method, should adapt to this situation in its future development. This paper firstly describes the characteristics of the post-industry society. Based on analyzing and summarizing the theories and some examples, this paper tries to re-explain the definition of “flexibility” in the context of the post-industrial society. It concludes that the possible tendency of open building is to establish a service system for future occupants to adapt to the changing living environment in addition to physical changeability of the building.

The purpose of this research is to make evident the inadequateness of concepts and language based on industrial knowledge still used in current practices by managers to cope with problems of the post‐industrial societies characterised by non‐linear process of emergence and acquisition of properties. The purpose is to allow management to use language and concepts more appropriate to deal with complexity, i.e. to represent, induce and orient processes of chance, and second, to outline a theory of practice guiding their efforts. The purpose is also to underline the urgency of a new general management education.

The methodology is based on contrasting concepts and their linguistic representations of the industrial age to the related post‐industrial ones. The approach is based on representing processes by using a more appropriate language, cultural aspect of science of complexity, able to deal with processes of emergence.

Suitable, appropriate and open linguistic representations allow effective management of complex social systems where processes of emergence, i.e. acquisition of properties, occur. Current educational process for managers should be rethought. Learning relates to design new suitable models.

One limit of this approach is given by the fact that it is not easy to implement, it cannot be considered a tool and imbalances are inevitable due to differences and inhomogeneous assumption of this new thinking.

It is a potential guide in helping practitioners in recognizing, inducing and managing complexity of processes and change.

The paper presents a new way to recognise and see reciprocal‐relational forces within a cultural‐social‐political context by using suitable translations of concepts and approaches introduced in science of complexity, such as in physics, mathematics, biology, and chemistry.

Recent innovations applied to the design and management of production in the United States have been termed “post‐Fordist”, in an effort to distinguish these methods from those of large‐scale mass‐production characteristic of earlier decades. These efforts, however, may be vulnerable to criticism from both a conceptual and also a practical position. Specifically, suggests that post‐Fordist methods not only fail to live up to their ideological promise, but are inappropriate to our current “post‐industrial” state of diminishing manufacturing output.

This paper aims to contribute to the literature and practice on beginning principal socialization by identifying the features of post‐industrial work that create a more complex work environment for the practice and learning of the principalship in the USA.

Based on recent literature on the changing nature of work, the paper applies those features of complexity to components of beginning principal socialization.

The nature of work in post‐industrial society and the changes in education, including a knowledge society, technology, demographic changes, and public accountability increase the complexity for US school principals. These features provide an important conceptual and normative basis for understanding and changing the content, sources, methods, and outcomes of beginning principal socialization.

The paper contributes a set of conceptual and normative features that strengthens the understanding of how beginning principals learn the role.

Analyses, critically, the interest in “knowledge work” and the “knowledge age”. Arguing that definitions of “knowledge work” and predictions regarding the future trajectories of knowledge organizations are characterized by confusion and ambiguity, calls for a quite different form of analysis. Argues that energy should be directed away from the study of “knowledge work” ‐ the privilege of a minority élite ‐ and redirected to acknowledge the extent of working knowledge across the workforce as a whole.

Computer‐based systems have been used in a variety of organisations for some time now, and there are many studies of their effects upon organisations. In the 1980s, concern has centred more around the introduction of information technology (IT), which may be briefly defined as the combination or integration of computer, telecommunications and information systems. This convergence of technologies provides a greater impetus for information transfer at both the inter‐ and intra‐organisational levels. Organisations of all types have become involved with IT and have implemented (or are implementing) IT‐based systems. On the macro level, there is growing interest in, and concern over, the wider socio‐economic effects, such as employment, work patterns, information access and individual freedom and privacy.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

The development of learning objects and technical e‐learning standards is often justified in the literature as a necessary response to the challenges of our present “information age” or “knowledge society.” Such understandings of our current historical and social situation tend to be presented as self‐evident, and are not subject in this same literature to further explanation or question. This paper attempts to make these understandings explicit, and in doing so, throws into question their accuracy and adequacy as ways of understanding our current economic era or historical configuration. As a further result, this paper raises questions regarding the urgency of the development of “object‐oriented” and standardized approaches to educational content.

The relationship between man and nature varies with different stages of the development of human society. The destructive consequences brought about in the early stage of industrialization sparked serious concerns about ecological and environmental issues.

The worldwide controversy aroused by The Limits to Growth published in 1972 made people realize that the carrying capacity of the ecosystem was limited, as were the resources. In the long run, scientific and technological progress can constantly discover new energy and resources.

However, in every specific stage of human society, the energy and resources crises are always a severe challenge that human beings should face. It is the core contents of sustainable development to change the old economic growth model and explore a new economic growth model.

The relationship between man and nature is one of the most fundamental relationships in human society and economic development. How to deal with it is also one of the most fundamental issues in human society and economic development. From the perspective of the historical process of human society, the relationship has roughly gone through the following stages.

The word ‘telematics’ derives from the French ‘telematique’, a neologism coined by Simon Nora and Alain Minc, authors of a report commissioned by the French government, which appeared originally as L'informatisation de la societe (The computerisation of society). The report appeared in 1978 and despite its high octane intellectualism and occasional prolixity, succeeded in capturing the popular imagination. More to the point, it struck a cord with the then government and became, in effect, a blue‐print for major infrastructural reform and development — development which has continued apace under successive French governments.