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Distinctive characteristics of Myers′ psychological‐type theory, including its aims, “tone”, type development and the concept of preference are discussed. The theory and the Myers‐Brigg Type Indicator (MBTI) are relevant to counselling in three main ways: (1) by making the core qualities, e.g. empathy and acceptance, more tangible; (2) as a technique and framework; and (3) as a perspective on counselling practice and on other counselling theories.

Is there a best state of consciousness for selection interviewing? And are mental exercises — analogous to an athlete's ‘warming up’ just before an event — a practical way of achieving or enhancing it? This paper suggests some preliminary answers to these questions. It is in three parts. The first is a discussion of (a) effective listening and rapport and (b) a calm‐alert state of consciousness and ways of developing or enhancing it. Second, a mental exercise is described. It has, in theory', several attractive quantities, e.g. speed, low cost, and effects which wear off gradually and without habituation. Third, a pilot experiment on the exercise is evaluated, emphasising the many methodological problems in this area, e.g. selection of subjects, setting of the experiment and expectancy effects.

Despite strong attacks on its use—such as that of Eysenck—and the consistent conclusions of the literature reviews that its reliability and validity is unsatisfactory, the interview continues to be the main technique in selection. Whilst a great deal of research has been done on it, the focus of attention has usually been on interviewers themselves and the results they achieve. Other perspectives, such as the influence of the candidate or the effects of different types of interview, have been relatively neglected. The study reported then concerns the latter, comparing the efficiency of two of the most widely‐used kinds of selection interview—the Board or Panel in which a candidate faces several interviewers at once, and the sequential interview, where the interviewee meets a series of interviewers one at a time.

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.

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.

This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support.

The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users’ applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production.

The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application’s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching.

Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further.

The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption.

The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use.

This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.

This article describes the conceptual background of some recent research on the organisational context of managerial roles. The guiding principle is the idea that the notion of management competence is not independent of the notion of organisation as context for the deployment of managerial performance. Through a discussion of some general aspects of contemporary organisation theory, an alternative way of thinking about organisations is introduced which leads to an alternative view of management competence.