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Based on the proposition that “per pupil per hour” is a viable unit for analysing both costs and benefits of education. It is proposed that “per pupil per hour” is a unit on which programmes can be analysed and tracked across terms or years to give trend data. Such trend data can provide better information on which educational decisions can be based. “Benefits” are defined as percentages of students who achieved an expected level of accomplishment set by principals prior to the start of the study. Whatever the basis of expected success, it is proposed that standards set at the school level in harmony with the real situation can provide the most relevant data for programme analysis. Results from this case study reveal that on a “per pupil per hour” basis, education is perhaps the best bargain that the public gets.

What constitutes a success, survivor, or failure regarding UK quality circle programmes, is not a clear‐cut issue, according to results from four questionnaire‐based surveys carried out by the Department of Management Sciences at UMIST, 1982–4. It is an open question whether some quality circles have a limited life‐span and should be allowed to die off naturally when appropriate; circle activity often appears to resume once labour conditions have stabilised. The success of individual circles seems to depend greatly on how well their members work and integrate together, and how well the circle philosophy has been evolved to fit the company's style. A circle will only work as part of a policy of worker involvement and open management and if it is coupled with a specific long‐term company‐wide commitment to quality.

Product innovation is central to the success of most companies. The rewards of a successful innovation programme are highly visible in terms of sales, profits and growth. But not so apparent are the strategies that underlie these product innovation efforts. This monograph is about the ingredients of a winning new product strategy — about strategic decisions on markets, technologies, products — that result in a successful innovation programme.

The purpose of this paper is to explore why some firms succeed while others flounder or fail to implement quality improvement programmes. It synthesises self-efficacy literature to propose a model of self-efficacy’s role in affecting implementation success of quality improvement programmes in organisations.

A review of scholarly articles on the topics of self-efficacy and quality initiatives brings to light self-efficacy’s role in successful quality programme implementation. When considered in the context of organisation barriers, it can lead to organisational success.

It is determined that quality training programmes play an important role in affecting existing efficacies and leading to “quality self-efficacy” in employees. The proposed model and related propositions suggest that right approaches of implementing quality training among certain types of employees and/or organisations can promote teamwork to achieve performance success.

Moving forward, the proposed model should be empirically tested to improve our understanding of quality self-efficacy construct and its role in aiding organisational success. Furthermore, it would offer guidelines for the implementation of quality programmes in the most optimal way.

In applying theories on self-efficacy, motivation, empowerment, and quality training, the authors posit that existing efficacy and quality self-efficacy are crucial for quality implementation efforts to overcome organisational barriers and lead to effective teamwork and performance success.

The authors postulate that deciding factors for organisational success originate from employees themselves as existing efficacies. Even though employees can foster quality self-efficacy through the implementation of quality improvement initiatives, existing self-efficacy, and organisation barriers will be moderating forces on eventual effectiveness of quality self-efficacy, teamwork, and organisational performance.

The model and related propositions, linking self- and collective efficacies to quality training, teamwork, and quality performance, offered in this paper will prove useful for organisational decision-makers in selecting quality programmes for implementation in organisation to achieve performance success.

The purpose of this paper is to examine the predictive value of age, gender and work experience in relation to hospitality management (HM) academic success, as measured by year one leadership programme (LP) achievement and cumulative grade point average (CGPA). The association between LP and CGPA success and internship performance is also evaluated.

The sample comprised 349 international undergraduate HM students. Secondary data were compiled and analysed using SPSS. Eight hypotheses, developed from the literature were tested using χ2, t-tests and Kruskal-Wallis tests as appropriate.

Although age was not a predictor of success, males significantly outperformed females. Pre-programme work experience was not a predictor of LP performance but length of paid work experience and supervisory work experience were linked significantly to mean CGPA. LP achievement was positively associated with CGPA and with successful internship completion.

Although the student sample was international and spanned three cohorts, the data collection was limited to one institution.

Pre-programme work experience, in particular supervisory experience, and the incorporation of management competency-linked LPs into first-year HM curricula are recommended.

The paper contributes to the under-researched predictive value of age, gender and pre-programme work experience in relation to HM academic performance, in particular in an LP context. An additional innovative finding is the positive association between LP achievement and success in HM professional practice.

One problem in studying quality circles (QCs) is the shortage of objective measures of success. Another is the fact that many previous studies have been longitudinal but based on only one site. Presents results of a large sample of over 5,000 QCs which capture some longitudinal aspects of quality circle development and relate them to several objective and subjective measures of success. Contrary to previous small, longitudinal studies which have been reported in the literature, this study found no evidence at the level of organizational QC programmes to support the role of top and middle management in QC success, except for the need for management representation on steering committees. Data suggest that organizations with TQM have more successful QC programmes and (weakly) that older QC programmes are more successful.

The purpose of this paper is to try and understand how several organisations in one area in England are working together to develop an integrated care programme. Weick’s (1995) concept of sensemaking is used as a lens to examine how the organisations are working collaboratively and maintaining the programme.

Qualitative methods included: non-participant observations of meetings, interviews with key stakeholders and the collection of documents relating to the programme. These provided wider contextual information about the programme. Comprehensive field notes were taken during observations and analysed alongside interview transcriptions using NVIVO software.

This paper illustrates the importance of the construction of a shared identity across all organisations involved in the programme. Furthermore, the wider policy discourse impacted on how the programme developed and influenced how organisations worked together.

The role of leaders from all organisations involved in the programme was of significance to the overall development of the programme and the sustained momentum behind the programme. Leaders were able to generate a “narrative of success” to drive the programme forward. This is of particular relevance to evaluators, highlighting the importance of using multiple methods to allow researchers to probe beneath the surface of programmes to ensure that evidence moves beyond this public narrative.

The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education.

The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education.

The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme.

It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.

The paper describes the results of an exploratory study of the application of programme management in six companies. A classification of programmes developed may help in understanding the differences between programmes and the managerial impact of these differences. The research shows that the formalised and rigorous approach as described in most programme management handbooks is not widely adopted. The cases show less centralisation, less formalisation and less management of the interdependencies between the projects in the programme than one would expect on the basis of the programme management literature. This is especially the case in programmes that originate as a grouping of a set of existing projects. Yet, formalisation is mentioned as the main success factor in managing programmes.

In a three‐year study of a firm undergoing major technical changes, the factors related to successful implementation of a JIT programme were determined. These factors could all be categorised as human relations or organisational behaviour issues and included: (1) communication skills, (2) management commitment, (3) worker commitment, and (4) appropriate performance evaluation goals. No technical factors were rated as most important to programme success. Management development training programmes that would enhance these key success factors were then identified. Training and development should include a comprehensive pilot programme, a series of initial pre‐implementation sessions, and ongoing training. The content of these sessions is discussed. Management development practitioners must recognise these behavioural needs since a behavioural focus for such technological changes is important and the engineering focus alone is not enough for the successful implementation of such major changes in an organisation.