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Reviews the issues arising out of an annual series of conferences, Information for Scotland, held since 1993. Three main contexts are identified and issues examined: marketisation and globalisation, convergence and regrouping, the Scottish Parliament and democratic renewal within the political context; the new agenda for learning within education; and the rise of electronic networks within technological change, are all discussed in the context of papers delivered at the conferences.

Reports the outcome of research conducted as part of a project funded by the Learning and Technology Support Network – Information and Computing Studies Group (LTSN‐ICS). The paper deals with the issues perceived as being important “barriers” to using technology in teaching and learning within the academic staff community working in higher education in the UK. Data were gathered from a critical analysis of the literature, the administration of a questionnaire survey and a series of interviews with academic staff. Empirical data are used to verify some of the contentions from the literature review and to contextualise these (mainly US‐based publications) in terms of the experience of UK academics. The overall picture which emerges when examining a range of initiatives currently being undertaken across a range of academic institutions is that developments are often led by the enthusiasm of individuals with little extrinsic reward structure to encourage these innovations.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000003926. When citing the article, please cite: Robert Newton, Michael J. Wilkinson, (1994), “When the Talking is Over: Using Action Learning”, Management Development Review, Vol. 7 Iss: 2, pp. 9 - 15.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09622519510077538. When citing the article, please cite: Robert Newton, Michael Wilkinson, (1995), “Critical success in management development”, Management Development Review, Vol. 8 Iss: 1, pp. 16 - 24.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000003924. When citing the article, please cite: Robert Newton, Michael Wilkinson, (1994), “A Portfolio Approach to Management Development”, Management Development Review, Vol. 7 Iss 1 pp. 24 - 31.

This case serves as an introduction to field sales management. A manager must address three sales representatives' ingrained behaviors in order to implement a major shift in marketing strategy. Students should recognize the nature of the "man-in-the-middle" squeeze: the manager caught between the pressure of implementing a new strategy from the top and the resistance to change from the bottom.

Early in 1996 South Ayrshire Libraries submitted a proposal to the British Library Research and Innovation Centre’s Digital Libraries Programme, outlining a plan to enhance public library support to users who were engaged in open or distance learning by identifying and classifying a range of learning resources which could be accessed via the Internet. This was to be accomplished by designing and developing a Web‐based directory to support open learners. In addition it was planned that references to locally held open learning material should also be included in the directory. The proposal included a preliminary stage which involved collaboration with the Robert Gordon University School of of Information and Media, to develop information and skills training for independent learners. It was envisaged that this would take the form of a Web‐based resource which collated various learning skills packages which are currently available on the Internet. This could then be used as the basis for developing information skills courses which could be run locally by public library staff. The aim of this paper is to describe the procedure and rationale for developing the Information Skills Web site and to report on progress to date. Examines the question of why information skills training was seen to be a key starting point for the project and the issues and challenges which have surfaced during the development and implementation of the Web site designed to facilitate this training. The Web site itself can be accessed at http://www.rgu.ac.uk/∼sim/staff/mmcc/ ayr/intro.htm

Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.

Discusses in depth mentoring and its meaning and present use, in particular with regard to Ashworth Hospital′s Management Development Programme for 80 managers. Gives the background and development of its comprehensive and sophisticated mentorship programme and the benefits which accrued.

This paper reviews provision for open and distance learners across further and higher education libraries in the UK, focusing in particular on developments in Scotland. After offering a critical review of the literature which pays particular attention to international examples of best practice, the paper reports on the findings of a questionnaire survey conducted among all Scottish FE and HE libraries and selected English institutions and on a short programme of structured interviews conducted with HE librarians working at universities within the Glasgow area. Evidence from the review of literature, the questionnaire survey and the programme of interviews is drawn together and analysed in order to indicate the key areas which have to be addressed by libraries in institutions which are aspiring to offer open and distance learning education.