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There have recently been considerable changes in the UK Chamber of Commerce system, leading to the creation of a network of Approved Chambers and of Chambers of Commerce, Training and Enterprise (CCTEs). However, debate continues in academic and practitioner circles concerning whether UK Chambers of Commerce should move further towards the dominant Chamber model of mainland Europe, based on public law status. This paper assesses the case for and against such a move, in order to contribute to the understanding of the likely impact of recent changes and possible future reforms to the UK Chamber system. Various aspects of UK, French and German Chambers are discussed, compared and contrasted in order to consider whether a move to public law status on the part of UK Chambers would be in the UK’s best interests.

Postmodern conditions and re‐evaluations of marketing theory are prompting a re‐consideration of marketing strategies and methodologies. This paper is concerned with research issues arising from these changes and uses the case of retailing financial services as an illustration. Groups of financial services customers, once assumed to be homogeneous, are proving to have individualised needs and are resisting conventional segmentation techniques. Behavioural consistency and orderliness are giving way to fragmentation and market instability in what is described as the postmodern era. Financial service retailers, structured, formalised and risk averse, may find that their preference for uniformity inhibits their ability to serve with diverse, evolving markets. A research agenda is proposed based on a juxtaposition of postmodern considerations and financial services retailing incorporating recent contributions to marketing thought.

Defines two competitive ideas – competence and capability – and argues that neither deals adequately with the central issue of the present. Provides a model, to place these ideas in conceptual space – the vertical axis of which is bounded by the extremes of narrow and broad focus, and the horizontal axis by the past and the future. Suggests that competence is on an outer edge, being narrowly focused on the performance of pre‐defined tasks, and based on the past in that it can be demonstrated in the present only if it has already been developed. Capability is on the opposite outer edge, being broadly focused on the performance of non‐defined tasks, and cannot be demonstrated in the present, because it exists as potential/future possibility or capacity. To illuminate the centre, suggests a tentative solution called “capatence” – the necessary symbiosis between competence and capability that will allow for flexibility of focus and a grounding in the present.

The paper explores the potential problems which UK business support organizations may encounter when introducing the Business Excellence Model (BEM). Many of these problems result from the negative attitudes engendered by experience of past programs of change. A business support organization which was about to introduce the BEM was the site used to collect empirical data by means of participant‐observation and interview methods on the issue of implementing quality standards procedures. Conclusions are drawn as to the difficulties which business support organization managers are likely to encounter when introducing the BEM.

Discusses the audit processes in health care from the existing perspectives and argues the need to extend the current uni‐dimensional approaches which include medical, clinical and managerial quality. Argues that one way of expanding these approaches is to develop an audit instrument based on the views of service users. The implementation of audit has been a process with regional variations, which have created centres of excellence and centres where there is very little happening. Considers elements that are involved in devising an audit tool which is based on customers′ perceptions of service quality, and reports on an empirical study which is still in progress and which aims to develop a tool which is effective, efficient and based on patients′ views.

Reports the findings of a qualitative piece of research that was undertaken with professionals in the health field. There are numerous professionals working in the health/social services fields. Those who were the respondents in the research included chiropodists, nurses, doctors, psychologists and art psychotherapists. The sample was taken mainly from Essex, with input from a wider environment which included Newcastle, Southend, Manchester and Burnley. The researchers gave a brief scenario prior to asking open‐ended, qualitative questions about professionals' perceptions of: the physical appearance of managers; the roles of managers in the NHS. The comments made by the respondents indicate a disturbing degree of hostility towards and misapprehension about managers in the reformed NHS.

The purpose of this paper is to describe linkages between the techniques of poetical expression and the language used by scholars to communicate management practice.

The approach is to consider the stylistic perspective of the language used for management theorising or research, viewing the documents produced by management researchers as communicating devices and cultural products which contribute to the creation or construction of the reality that they seek to describe and analyse.

The paper uncovers the poetic aspects buried – often deeply – in the language of management studies through which the concepts of, and ideas about, management are expressed.

The links between ways of saying usually considered to be in opposition are made known, and enjoyed.

The National Health Service (NHS) has many different kinds of professionals and managers working underneath its large umbrella: non‐clinical managers administer the work of health‐care professionals, who in turn are concerned with the management of patients’ treatments. Delivery of health‐care services involves the managers and professionals working together to achieve a service that is good for, and acceptable to, patients. A change in the philosophy of the NHS is indicated by the growing acceptance, by both managers and professionals, of the necessity to elicit the views of patients (i.e. the expectations and perceptions of service users) and to incorporate these views into the planning and implementation of services. Discusses one such attempt to elicit the perceptions of service users, and reports on the preliminary findings of a patient‐centred audit which has been undertaken in Southend Community Care Services NHS Trust. Discusses the effects that the audit has had on the chiropody services in Southend, for both non‐clinical managers and health‐care professionals, in order to highlight the usefulness of the approach.

The immediate, common sense answer to the question, “Who is the NHS for?” would obviously be, “The patients who use it”. This may well be the fundamental purpose of the NHS, yet it would appear that differing views of how this is to be achieved contribute to a misreading between stakeholders of each others′ remit. The different positions taken by the two most important NHS stakeholders, the professional clinicians and the administrative managers, affect their definitions of, and therefore their attitudes to their own contribution to the purpose of the NHS. Suggests that before priorities in health care can be considered and discussed, let alone be set, consensual agreement needs to be reached concerning the views of professional clinicians and managers of ways of achieving their vision of who the NHS is for.

Discusses an exercise which appears to make a contribution to the introduction of deep learning strategies to course participants. The exercise is based on five pairs of words concerned with knowing and learning: learn/study; educate/train; know/understand; teach/tutor; and student/pupil. Examines the theoretical framework on which the exercise is based, and from which it draws its inspiration. Explains the exercise itself, and attempts to draw out the implications of the exercise for educators, and for those being educated. The exercise may appear trivial, and is conducted in a light‐hearted manner but, when successful, it can compel students to reflect, often for the first time, on the meaning and purpose of their educational experience. Frequently, students make explicit previously unarticulated views about the process and content of their educational programmes.