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Points out that the success or failure of a business can depend on the quality of the interpersonal relationships within it, and that three‐quarters of a manager′s time may be spent on such interactions. Details a new approach to improving interpersonal skills, based on drama as a learning medium. Suggests that such a technique has many advantages over role‐play and video, and outlines a workshop session, using this technique, and its rationale.

A new program of vocational training is helping a UK plastics company to achieve its five‐year target of trebling in size. Underpinning the aim of Ravenscroft Plastics, of Tewkesbury, Gloucestershire, to become the top polymer extruder in the UK and a major player on the world stage is a commitment to ensure that employees receive official recognition for their specialist skills.

Most people would agree that smoking, especially of cigarettes, is a closely ingrained habit in great masses of the British people, as indeed it is in most other parts of the world, but there can be few countries where so many people smoke at their work. The large number of prosecutions of food workers for smoking while handling open food and the presence of tobacco, cigarette ends, spent matches, etc., in foods; these are an index of how widespread is the habit of smoking at work.

The recent action in the New York Supreme Court concerning the book “Calories Don't Matter”—a dieting process for weight reduction—serves to accentuate the big business aspect of this difficult problem of obesity in man, woman and child. In this country, we are all too familiar with the wide claims of many so‐called slimming foods, as well as the distorted superlatives of the makers of some sugar and cream confections, who claim that these can be eaten without putting on weight.

International trends indicate that the rate of crime has declined in the developed world over the past decade. The reductions have had little impact upon the fear of crime. The impact of victimisation falls disproportionately on the disadvantaged. There is little understanding of this phenomenon beyond obvious correlations. It may be compounded by the ability of the middle classes to insulate themselves from crime.

In this monograph the author discusses the problems in constructing a logical and ethical‐empirical foundation so that relevant social values may be studied by the scientific method. Part One is concerned with the difficulties posed by the prevailing methodology. Part Two presents a new research programme based on the simultaneous equilibrium versus disequilibrium approach in conjunction with Wittgenstein's logic and the current research in ethics.

The purpose of this paper is to investigate whether and how knowledge hoarding, functions as antecedent and consequent of work related negative acts, as a measure of bullying. The authors investigate the relation as mediated by trust and justice.

Data stem from a longitudinal study in which questionnaire responses were collected twice from 1,650 employees in 52 workplaces. Structural equation modelling was used to analyse the two models. Design-based corrections were made to accommodate the multi-level structure of data.

The analyses showed that knowledge hoarding was both an antecedent and a consequent of negative acts. First, over time, knowledge hoarding was indirectly related to negative acts mediated by trust and justice. Second, negative acts were both directly and indirectly related to knowledge hoarding over time. The study thus points to the existence of a vicious circle of negative acts, psychological states of trust and justice, and knowledge hoarding behaviours, which presumably will affect both individual and organizational outcomes negatively.

The use of already collected, self-report data, single-item measures, and the two-year time lag could pose potential limitations to the study.

Preventive and repair actions could potentially impact both negative acts and knowledge hoarding by focusing on increasing the social exchange quality at work unit level.

This paper combines two strands of research, that of bullying at work and that of knowledge management, within which research on knowledge hoarding has been an under-researched area.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs.

Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies.

The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc.

Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work.

To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work.

This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.