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The third in a series of four articles that seeks to answer questions about the applicability of action learning. Aims to look at what can be learned using action learning; and seeks to identify what can be best learned by action learning and what is best learned by other methods. Concludes that action learning is most likely to produce learning that is personal, situational and emergent. It is less likely to be learning that can be closely specified in advance or is skill based. Action learning is most valuable for higher level professional development (i.e. developing excellence) and less useful for the development of foundation skills (i.e. developing competence) where instruction and training remain more important.

Jamie hires a carpet cleaner from the supermarket, but the vacuum doesn’t work, so he returns it. However, he and his flatmates are now unable to clean their carpet, which means they fail their final flat inspection and subsequently lose a part of their bond. He receives a refund for the product rental, but is still out of pocket with regard to the flat bond, and is also a bit disillusioned by the poor service he received in-store.

THE RELICS OF A WRITER, his manuscripts, typescripts and memorabilia, have no life of their own, but they give life: they generate and resurrect. Too often they are abused, their products peddled to advance a thesis of no virtue, but this is the nature of things. Yet without them, properly handled, as they should be in an archive, there is no revelation: and not just for scholars either, less for them than for those who love O'Hara. Just a contemplation of them can bring some of him back to those who love and have some inkling of the concern and the care he had for his craft and his creation. He was a concerned man; he had a conscience. He sought and engaged the craft and sullen nature of his gift until it became as much a part of him as his fist. It became as much a part of him as his mind and body; it became his life. No photostat, microform, information retrieval can ever, will ever, replace the true relics, so that the place that holds them becomes for all who need or desire them a singular place, a side altar as well as a memorial. This is both meet and proper, for John O'Hara was a religious writer. He was not unique in this—all good writers are, one way or another—but he was one, especially; a moralist, in a Brooks Brothers shirt, in his bespoke shoes off Peal Brothers. Writing was his rod and his staff. To die in harness, shining in use, was his good luck that we must be thankful for. Requiescat in Pace, as he wrote of Philip Barry, another of them, in his dedication to him of The Farmers Hotel, a book that notched me. O'Hara knew what he was about. He was like one who keeps the deck by night, bearing the tiller up against his breast; he was like one whose soul was centred quite in holding course although so hardly pressed. And veers with veering shock now left now right,

Questions where and for whom action learning might not work and seeks to find the limits of the method. Suggests that by better understanding the situations in which action learning works least well, its more effective use will be more fully understood.

In this quarterly review of government publications, the judgments expressed are those of the reviewer, Dr. Frederic J. O'Hara, professor of library science, Graduate Library School, Long Island University, Greenvale, New York 11548. Unless otherwise indicated, all items are depository items and may be purchased from the Super‐intendent of Documents, Government Printing Office, Washington, D.C. 20402. Dr. O'Hara does not handle the distribution of any documents.

The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when action learning is most appropriate. The authors reflect on their own experience as action learning participants and set advisers to identify the conditions which best support action learning. Offers suggestions for those people who may be considering setting up action learning sets within their own organization. Concludes that action learning works best when the prevailing organizational culture is congruent with that of the action learning sets.

Examines recent changes in further education colleges and colleges’ greater responsiveness to the needs of employers and students. Explores the development of a model of responsiveness, the main ways in which responsiveness is changing and future directions for colleges. Concludes that colleges’ responsiveness to employer needs will continue to be influenced by financial and commercial decisions, and the needs of wider communities.

This paper aims to determine what impact an economic recession and recovery had on the selling and non-selling activities of trade show attendees and the subsequent marketing tactic changes.

Samples were collected from an international trade show during the recession (2009) and during the recovery (2013). The responses were analyzed using ANOVA and structural equation modeling to establish significant changes in activities between the periods and to provide a factor model.

Direct selling goals do not change during economic conditions. Intangible priorities increase during recessions.

The trade show is limited to one location; therefore, is not a representative sample. Questionnaire design issues did not allow the linking of survey respondents to specific companies; therefore, is not a true longitudinal study.

Companies should focus on prospecting, enhancing corporate image and morale, testing and introducing new products and gathering intelligence during economic downturns. Conversely, companies should focus on sales and servicing clients during economic recovery.

This is the first research to study the macroeconomic impact on marketing tactics over multiple periods in an international setting. Several accepted selling and non-selling instrument goals are measured in an international context. A new model for structuring trade show goals is developed.

What does it ‘feel like’ to be working class and an academic? This chapter explores the significance of working-classness both from influences in childhood, and experiences as an adult, when entering academia. Asking what feelings are involved makes autoethnography the perfect lens for analysis, while immediately challenging the objectivity of a distanced neutrality preferred by much academic process. A provocation comes from the question, ‘who do you think you are?’ that reverberates through my life and reinforces that as autoethnographers, we become both subject and analysts; as such working-class subject analysts, the reflections amplify the importance of experiences lived and offer more than mere diversity in research methodologies. This is an account of what it feels like, and how these feeling have altered what my work in the academy looks like, how theory, pedagogy and practice have changed and how a working-class praxis emerged.