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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.

COVID-19, by all accounts, forced higher education to shift to distance delivery. As a result, faculty attempted to innovate and integrate new teaching methods as courses moved online. We utilized an online, virtual reality game to teach team decision-making as a function of leadership. In teams, learners worked cooperatively, making decisions and solving progressive parts of a mystery to advance through an escape room activity. Following the activity, learners independently completed a structured written reflection designed to guide them through the experiential learning cycle. Additionally, learners’ perceptions of the learning activity were measured using a short quantitative survey. Results were mixed, with learners indicating that the activity was engaging, but also suggesting that their team could have worked better in a less virtual immersive experience. Learners’ written reflections indicated they successfully applied their knowledge of decision-making during the activity, along with other teamwork and leadership competencies. Recommendations include providing more time to complete the escape room game and incorporating more robust team debriefing to support reflection and learning transference. Virtual reality may provide effective leadership learning experiences, particularly for groups of learners who are geographically dispersed or participating in online education.

The purpose of this paper is to critically assess the degree to which current union learning strategy and practice in the UK can become a catalyst for greater activism and participation by their members in the workplace and beyond. To this end, the paper seeks to draw on the rich heritage of pedagogic theory and practice in adult education writing to bring a fresh perspective to a key aspect of industrial relations.

Through a meta-analysis of the current literature on the role of union learning representatives, learning centres and the context of that learning, the paper seeks to enhance understanding of how such initiatives in addition to upskilling workers lead to members' greater enlightenment with respect to the asymmetric power relations within the workplace and society. Using a conceptual model devised by the author from Freirean theory, this potentially increased awareness of their position in the organisation and society leading to greater levels of subsequent activism and participation by these learners is then critically assessed.

Utilising the radical perspective of Paulo Freire, the article critically analyses the key elements of current union learning strategies in the UK. The paper concludes that union pedagogy strategy not just often raises members' awareness, as Freire would advocate, of their “subordinate” position in society, but potentially also genuinely equips them with the skills, knowledge and understanding to challenge that position through subsequent union activism and, therefore, greater participation in decision-making in the workplace. Union-facilitated learning, it is argued, can also develop the skills and knowledge necessary to increase members' job security.

To the author's knowledge, this is the first time that a Freirean analysis has been applied to this key element of contemporary trade union strategy and practice. In particular, the study seeks to also go beyond most studies of union pedagogic approaches and focus on the learner's journey and how this may imbue a propensity to become more active in the union and, therefore, the workplace.

To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved.

Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion.

The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses.

This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.

Despite the proven importance of co-design as a way of improving the social relevance of architecture, there is a lack of opportunity for meaningful co-design processes in the current professional Master of Architecture programme in South Africa as it is largely modelled on the professional work stages of the South African Council for the Architecture Profession (SACAP), which are based on the assumption of primary authorship and authority of the architect.

This problem has been investigated by way of ten workshops with high school learners in the Mamelodi East township in South Africa, as part of a professional master’s degree in architecture.

The findings of the workshops indicate that the initial stages of design could benefit directly from the participation processes and could be critiqued constructively. However, increased resistance to the process by crit panels was experienced once the sketch design phase was completed and the expectation of primary authorship increased. Engagement of the learners in the latter part of the design decision-making process also diminished as levels of experience in spatial design became evidently further removed from the expected outcomes.

In terms of co-design discourse and the evident value of participatory skills in practice, it is evident that the initial work stages of concept, brief and ideation are fairly easily assimilated into the pedagogical requirements of the degree programme and as such could enable a more socially relevant and responsive approach to professional practice.

The South African standard of practising architecture leaves little space for the process of co-design, even within the educational environment. The value of co-design within this context lies predominantly in the values and conversations generated rather than the aesthetics of the end product. The process of co-design opens up the opportunity for new dialogues to emerge and for relationships to form.

Co-design illustrates how architectural intelligence can be exercised in a much broader spatial field that acknowledges more than just the building itself but social, global, ecological and virtual networks, thereby changing how the authors design, what the authors design and who designs it.

It is in the realm of co-design that the beauty of architecture oscillates between strangeness and the ordinary. If the authors embrace the power of the collective and collaborative thinking, the authors are able to conceive new ways in the making of architecture. In order to arrive at this, however, the straightjacketed approach of modelling the master’s programme on professional work stages and outcomes needs to be challenged so that true transformation of the profession can be enabled through its pedagogical instruments.

The purpose of this paper is to study how learning within the fire and rescue services may be conceptualized, with special attention paid to tunnel fire safety. Previous studies have developed a model to understand learning in emergency response work. The concept of learning is extended from observed changes in relevant settings to also encompass confirmation of existing knowledge and comprehension of existing practices. We are interested in investigating the properties of the learning model and identifying the mechanisms that influence fire and rescue personnel’s experiences of change, confirmation and/or comprehension.

This study relies on quantitative data obtained from a questionnaire answered by 939 Norwegian fire and rescue personnel. Multivariate methods have been used to identify the measurement model and the structural relations of the factors.

The results confirm the theoretical model and indicate that the outcome of learning is influenced by elements of content, context, commitment, decision-making and response and reflection, and that the influence of content and commitment on the outcome of learning is partially indirect and mediated through reflection.

To date, no systematic analysis has been conducted to investigate the factorial structure, as well as the interactions and relationship between the model’s components. This study makes an important contribution to a detailed understanding of learning within the fire and rescue services.

This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks.

In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing e‐learning environments.

For decision‐making tasks, audio conferencing has a significant impact on cooperative learning satisfaction but not on learning performance; while for intellective tasks, neither audio conferencing nor text messaging has an impact on cooperative learning outcomes. There are no cross‐effects between platforms and task types on cooperative learning outcomes. The results indicate that the main effects of platforms and task types are independent. In other words, the impact of platforms on group discussion processes can be examined without the need of considering task types, since the latter will not affect the impacts of platforms.

The main effects of information richness and task types are independent. Major limitation is that the student sample may not be sufficiently representative to allow wider generalization of the findings of this study.

The main effects of information richness and task types are independent as far as learning outcomes are concerned. The learners' attitude toward the synchronous learning system significantly affects the satisfaction of synchronous online cooperative learning.

This study uses empirical data to validate the hypothesized relationships between the independent variables of online synchronous learning systems (audio‐ and text‐based), the moderating variable of task types (decision making vs intellective) and the dependent variable of learning outcomes.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه