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Aims to identify the reasons for the development of work based learning (WBL) in Higher Education, its relationship to government policy, and its impact on and perception by university managers, lecturers and academic‐related staff. Discussion of government policy and the factors influencing WBL development in Higher Education (HE) is contextualised by a case study of Glasgow Caledonian University (GCU). In seeking to ascertain if governmental policy is reflected in policy and practice at GCU, strategic managers’ perceptions of the influences on them in developing WBL and the role of supra‐institutional agencies in supporting WBL development were identified. The quality of institutional and supra‐institutional support in this area of curriculum development, as perceived by academic staff, was also explored. The paper concludes that congruence between government policy impetus, supra‐agency approaches, HEI strategies and institutional practice is questionable, and that there is a need for further research into the relationships between these.

The aim of this paper is to evaluate the role of learning from participation in a group of work‐based learners.

This study relies on qualitative data obtained from a survey of perspectives of students on two work‐based learning programmes. A group of 16 undergraduate and seven postgraduate students participated in a focus group and a number of one‐to‐one interviews.

It was found that work‐based learners learn effectively from both their community of practice in the workplace and their learning group of work‐based learners within the university. The study suggests that a learning group experience is valued highly by work‐based students and that dialogue with other students in the learning group appears to make a significant contribution to enhancing their knowledge.

The findings have implications for the design of work‐based learning programmes. The approach which integrates learning from the students' workplace community of practice and learning from the learning group at the university appears to be most effective.

The paper discusses the relationship between the nature of work‐based learning and the structure and pedagogy underlying such learning. Whilst the paper recognises that there are benefits to the individualised approach to work‐based learning, it nevertheless argues for more focus on the social aspect of learning, and emphasises the role of interaction with other learners in the learning group.

Gives an in depth view of the strategies pursued by the world’s leading chief executive officers in an attempt to provide guidance to new chief executives of today. Considers the marketing strategies employed, together with the organizational structures used and looks at the universal concepts that can be applied to any product. Uses anecdotal evidence to formulate a number of theories which can be used to compare your company with the best in the world. Presents initial survival strategies and then looks at ways companies can broaden their boundaries through manipulation and choice. Covers a huge variety of case studies and examples together with a substantial question and answer section.

The purpose of the paper is to introduce a systemic approach to organizational learning “triple loop learning” (TLL) that addresses processes of power. Three equally important foci in our TLL are processes of design, processes of debate and processes of power. The focus on power aims to shift “power over” (power as domination) to “power to” enact empowering designs, “power to” co-develop responsible decision-making and “power to” transform our relations with each other and with life on Earth.

The organizational learning literature is reviewed in the context of power dynamics and its shortcomings are highlighted. The authors introduce their understanding of TLL, and how it engages with power dynamics in organizations.

Peter Senge’s conceptualization of systems thinking is unable to recognize processes of power in organizations and offers limited support to transformative learning. Conceptualizations of TLL aim to enhance learning in organizations but none satisfactorily address the processes of power. The learning organization literature as a whole does not satisfactorily address processes of power or reflect our way of envisaging “looping between loops of learning” in TLL to better design, better debate and better develop relationality in the social fabric of organizations.

The authors introduce an original approach to TLL that directly addresses the processes of power in organizations. It offers researchers, learning facilitators and practitioners of the learning organization a way to engage with the processes of power without neglecting other important organizational and environmental issues.

This paper aims to problematize the dominant narrative forms of disciplinary histories of management thought. Specifically, the authors explore the narrative mode of emplotment used in Wren’s (and later Wren and Bedeian’s) 50-year encyclical on the history of management thought, namely, The Evolution of Management Thought (EMT).

The authors propose that management histories operate as powerful narratives that shape our understanding of management thought and, consequently, our disciplinary futures. This paper explores the textual narrative of EMT. Additional data are drawn from other scholars’ observations of this text. This paper is positioned in the debates of management history.

While acknowledging the wealth of historical facts in EMT, the authors argue that the umbrella narrative orders events of the past in such a manner that the historical knowledge follows a form of Darwinian evolutionism. Thus, the narrative leads to problematic representations suffering from progressivism, presentism and universalism.

Disciplinary scholars in management and organization studies need to carefully reflect on how we construct our representations of the past and histories. This will allow us to better craft transparent and reflexive histories.

To the best of the authors’ knowledge, this paper is the first to propose a remedy, albeit a partial remedy, which we believe is needed to avoid adverse epistemological consequences associated with the use of problematic narratives in management and organizational histories.

We investigate the convergence of Chinese real GDP per capita at regional and provincial levels, looking separately at the sub‐periods before and after major economic reforms and paying attention to the possibility of structural breaks induced by the ‘Great Leap Forward’. At the regional level we reject convergence pre‐ and post‐reform. At the provincial level we find evidence of a common regional trend for the Eastern region and again for the Central region, but not for the Western region. We conclude that, contrary to the policy objectives of the Chinese government, the regions of China have not shared a common development path.

The purpose of this paper is to examine the use of reflection as a tool of enquiry within the context of higher education work-based learning. The aim of the study is to investigate how reflection on professional practice brings about a review of the values underpinning that practice.

The data were collected from a group of undergraduate students undertaking their studies by work-based learning in the area of management in a Scottish University. An open-ended questionnaire was designed to learn about the participants’ views on their perceived freedom to reflect on their workplace practice in the university, their ability to challenge the organizational values and established practices in the workplace, and on their relationship with the workplace mentor.

Students on work-based learning programmes are subjected to demands from at least three directions: first, their own expectations, in terms of both what they want to achieve by way of their own development, second, the needs of their organization; and third, expectations of the university in ensuring that the work produced meets the standard for an academic award. These interests can sometimes coincide, but they can also conflict, and such a conflict can reveal tensions that run deeper into the culture of the organization.

This study is based on a relatively small sample of learners in one university, hence the findings are of preliminary nature. Despite the small sample size, the conclusions are indicative of a potential problem in the design of work-based learning, and a larger cross-institutional study would allow the validity of these results to be verified.

The findings emerging from this study have implications for the facilitators of work-based learning in higher education. Although university work-based learning programmes differ significantly from corporate learning and development efforts, this paper suggests that work-based learning providers should co-operate more closely with the learners’ employing organizations towards creating an environment for learning at work. More co-operation between the university and the employer might be more beneficial for all stakeholders.

The literature on work-based learning focuses in the main on the use of reflection as a tool of enquiry into workplace practice. Drawing on the study of contemporary work organizations, this paper explores the tensions arising from reflection on the learners’ practice, and possible conflict of values that reflection exposes.

A summary of the economic impact resulting from the celebration of a sporting mega-event in the city of Cali, Colombia, is carried out in this article.

The impacts are estimated by means of the systematic effects produced by the activities of investment/expenditure of the identified agents and the consequent multiplying effects captured from an input-output model.

The World Games represented a new income flow to the city of Cali of $101.036 million pesos (≡US$53.4 mill.) and 9.598 jobs were created (≡7,711 full-time jobs). Additionally, 2,174 foreign tourists and 11,250 national tourists were attracted to the city.

The article contributes with innovative aspects methodologically speaking, useful for future studies of economic impact in cities with low tourism located in developing countries.

This paper aims to articulate the emerging and non‐descript purposes “referred to as public purposes” for which land and property may be acquired within Australia and internationally using compulsory acquisition laws.

In demonstration the emergence of non‐descript purposes for which land is being acquired, a reflective case study in the USA, has been used to both highlight the broad nature of public purposes as well as the emerging trend of land acquired for site assembly and on‐sale to private developers.

The main findings of this paper are threefold. The first finding is the extent of public resistance and backlash to what is seen as a threat to the tenure of land and property rights. The second finding is the perceived abuse of land acquisition powers by government for site assembly and on‐sale of land for purposes beyond the provision of traditional public infrastructure. The final finding is the lack of adequate compensation or framework for the provision of compensation in the form of reinstatement for parties dispossessed of their property.

A “just term parity value” framework and model has been developed to evoke and provide a way forward in the provision of compensation which includes the provision of re‐instatement for property owners dispossessed of their property.