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This paper hypothesized that ratees who share their multisource feedback with raters and ask for suggestions would improve more than other ratees. The participants were 5,335 ratees in a large, global corporation who received multisource feedback. Nine months after the initial survey, there was a follow‐up survey in which raters indicated whether the feedback recipient had shared the feedback and asked for suggestions. One year after the initial survey, there was a second multisource feedback survey. It was found that sharing feedback and asking for suggestions accounted for only a very small (albeit statistically significant) proportion of variance in improvement over time. This paper discusses factors that may affect the impact of sharing feedback and asking for suggestions following multisource feedback.

“A knowledge of different literatures is the best way to free one's self from the tyranny of any of them.” Jose Marti, Cuban writer, poet and statesman.

This chapter demonstrates that despite an unfavorable disciplinary climate for new academic subjects in France, tourism found its place in the French geographical scene almost 40 years ago. The first part traces the history of tourism in French geography until the epistemological turn due to the research laboratory MIT in the mid-1990s. It also focuses on the absence of knowledge of the Anglo-American literature and of multidisciplinarity in French research on tourism. The second part focuses on the valorization of tourism geography research in France, emphasizing the development of multidisciplinarity since the early 2000s, including the creation of a multi-disciplinary tourism laboratory and two journals. The chapter concludes reflecting on the possibility of a science of tourism.

Delivering benefits from ERP II is challenging and the purpose of this paper is to investigate the allocation of resources contributing towards benefits realisation.

A case‐study investigation was based on a five‐month placement within the project team of an organisation implementing ERP II. A critical success factors (CSF) phasing model was developed in order to categorise invested resources. Participant observations formed the first stage of the research and two years post implementation the observations were presented back to four key members of the project team to identify which invested resources contributed towards benefits realisation. Subsequently, the findings were presented to seven supplier organisations to validate the CSFs required to deliver benefits realisation from ERP II implementations.

This research has identified 19 CSFs for ERP II, contributing an additional six to those already outlined in literature. A critical pathway for ERP II implementations has been presented, allowing the identified CSFs to be tackled at the appropriate stages of the implementation.

This is the first time CSFs have been allocated to different phases of the implementation lifecycle using a structured model. As a result, resources contributing towards benefits realisation can be more effectively applied, saving the organisation valuable resources.

There is a lack of research covering the training requirements of organisations implementing highly demanding information systems (HDISs). The aim of this paper is to help in the understanding of appropriate training requirements for such systems.

This research investigates the training delivery within a customer‐facing organisation that successfully implemented an HDIS. A case study was undertaken to identify resource allocation during the implementation lifecycle and training guidelines were prepared following in‐depth interviews with client and supplier consultant practitioners.

Organisations implementing HDISs should invest in training throughout the implementation lifecycle. Two areas of training were found to be of importance: end‐user training to avoid technical‐isomorphism and post‐implementation training to avoid system atrophy.

Literature shows that training attracts the smallest proportion of the implementation resources. This research shows, however, the critical role training plays in delivering a successful HDIS implementation.

The phasing of training requirements allows training resources to be allocated more effectively into end‐user and post‐implementation training, which is necessary for the full benefits of HDIS to be realised.