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For the past two years, the Centre for the Study of Management Learning (CSML) has been carrying out research into Information Technology based Open Learning (ITOL). The overall aim of the research has been to develop the potential that information technology offers for, in particular, distance, open education. The impetus for the research comes largely from a sympathy with such views of T.R. Morrison who recently commented that:

What do we really know about participants' experience of courses and training programmes? What are their thoughts and feelings at the time? What goes through each person's mind during the course of a learning event? Do course members' experiences of training reflect in any way their experience of the work‐place?.

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 is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships between tutors and learners and the facilitating strategies of tutors, and the effect of these on learners' feelings and their learning and interest.

This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.

This paper aims to identify the ethical foundations and principles underpinning the learning organization (LO) concept.

By interviewing one thought leader in the field, Professor Robin Snell, this paper traces how his early days in academia shaped the development of an ethics-driven research agenda on LO.

An ethical perspective advocates the importance of establishing a covenant or constitutional foundation of rights that would enable and empower organizational members at all levels to enact the processes of LOs, thus signifying the importance of employee development and a more sustainable approach for developing LO.

A personal reflection of Robin Snell on his own academic career development and research trajectory offers some insights into how an ethical perspective of LO evolved and flourished as a field of study.