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The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.

Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning.

Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy.

Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences.

Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy.

To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise.

The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

It is common nowadays to hear people speak of Management by Objectives. But it is not so common to hear the relevant but often ignored question, ‘By whose objectives?’ If the question were asked someone designing an effective ‘management’ learning programme, the answer should be loud and clear as ‘by the learner's objectives.’ This is so because the objectives of the learner are in full control of what is learned, how fast it is learned, how well it is learned, and for how long it stays learned. That is, the learner makes the choice of what is learned and/or unlearned, he learns what impresses him most (whether he is expected to learn such things or not) and leaves out the experiences that do not impress him at all (whether they are ‘important’ or not). This assertion of conscious will on the behaviour of the adult human being makes it imperative that for any learning programme to be effective, the learning material to be presented to the adult, must be made to be as near as possible to what he would have freely chosen (to satisfy his learning needs — why want to learn) in terms of content (what to learn with), methodology(ies) (how to learn), time (when to learn), duration (for how long to learn formally, location (where to learn), and facilitators (people to help him learn). Hence the need for a designer to put all these items together optimally for effective learning.

Considerable research has been conducted into the outcomes of vocational lifelong learning (VLL) funding in terms of courses offered and their effectiveness, but much less into the work, professional development needs and careers of staff organising and delivering VLL programmes. The purpose of this paper is to investigate the career management and development needs of such university staff.

A survey was conducted of VLL professionals in higher education to establish the position and their future prospects.

A survey revealed that experienced VLL staff are being required, in some cases unwillingly, to move away from activities concerned with external training to take on work in areas such as technology transfer and general student recruitment. This development is likely to be to the detriment of VLL provision by universities.

VLL staff identify further knowledge of new developments in the field, stronger IT skills, and competence in conducting research as their major development needs.

The paper puts forward some concrete suggestions for improvements.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.

This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.

The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.

In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.

The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.

The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.