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Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies.

The strategies were developed using a research-oriented method: grounded in the literature and an institutional development model, the work included a comprehensive survey of the university’s existing international engagement, two rounds of structured discussions with senior staff, and a formal organisational development process.

The survey of the university’s international engagement was a most useful exercise. It revealed a substantial and diverse range of engagement which provided confidence that the aim to be a “fully internationalised university” was realistic. There was general agreement that Winchester must demonstrate strong levels of engagement through five strategic priorities related to: curriculum and student mobility; European Union/international staff and students; collaboration with international organisations; academic and social integration of students and staff; coordination of practices and processes.

This is a case study of one UK university.

The process by which the strategies were developed should be relevant to other universities.

Winchester is “Values Driven University”: “We value freedom, justice, truth, human rights and collective effort for the common good”. Internationalisation is consistent with these values, fostering an understanding of diverse cultures and an awareness of global issues.

The authors found no published work describing such a structured and participative process for developing internationalisation strategies within a university.

Alasdair MacIntyre’s path-breaking book After Virtue launched him into a place of prominence in social and moral philosophy. Two central, and still relevant, themes are identifiable in the corpus of MacIntyre’s work. First, advanced modernity is in a perilous state because of the philosophical creation of the emotivist self. Second, virtue must be reclaimed if the crisis in moral philosophy is to be addressed and an institutional world worthy of what we are as human beings is to be built. MacIntyre’s heroic effort in this regard is a new presentation of a Thomistic Aristotelianism but he was not naïve about the chances of his project’s success. Emotivism has made it extremely difficult for a virtue perspective to even gain a hearing. MacIntyre proposed a way forward different from abstract theorising. He felt that at this point we could, and had to, learn how to act from accounts of exemplary lives. This chapter presents the wisdom of legendary basketball coach John Wooden as a contribution to aid in the recovery of virtue. The central claim being made is that it is long overdue that John Wooden should take his rightful place in the virtue tradition in ethics. This work gives John Wooden’s conception of leadership that flows from his understanding of virtue the attention it deserves. The examination of John Wooden’s life undertaken bridges virtue theory and leadership. Several other key elements of MacIntyre’s thought set the structure of the inquiry. The chapter begins with a biographical sketch of Wooden’s life because of the stress that MacIntyre places on tradition and narrative unity. The basis of Wooden’s reflection on virtue, the tradition informing his practical reasoning, is a selected canon of Western civilisation, its great literature and the Bible. The Midwestern values of hard work, honesty, faith, and caring for one’s family are also significant. MacIntyre places great emphasis on the need to understand the story of a life and, in particular, the need to understand how development was aided or hindered in childhood and what kind of apprenticeship into a practice was available. The singular influence John Wooden’s father had on his life is documented. The role that John Wooden’s teachers, coaches and mentors played in initiating him into the practice of coaching is reviewed. The experiential base for Wooden’s derivation of his emotionally healthy definition of success and his well thought out conception of the virtues is thus put in place. MacIntyre summarises the teleological structure of human life and the role of virtue in human flourishing by contrasting man-as-he-happens-to-be with man-as-he-should-be-if-he-realised-his-essential-nature. John Wooden’s Pyramid of Success identifies the combination of personal qualities and values, virtues, that fulfil MacIntyre’s second term, that are intrinsic to reaching one’s potential as a person. The 15 qualities Wooden gives – industriousness, enthusiasm, friendship, loyalty, cooperation, self-control, alertness, initiative, intentness, condition, skill, team spirit, poise, confidence, competitive greatness – are defined and illustrated. The rationale for the qualities and for their placement into a coherent whole is discussed. Basic elements of John Wooden’s leadership genius are then brought out. Leaders need to get the culture right, build cohesive teams, and be guided by a moral topline.

This paper aims to distil the management challenge pertaining to B2B SME branding strategy, communication and constraint in the emerging market context of Chinese manufacturing.

Complemented by 19 interviews, this paper adopted a novel methodological approach – netnographic analysis – to investigate a selection of Chinese manufacturing SMEs.

Findings revealed three managerial approaches to B2B brand management: conservative, flexible and integrated-exploratory.

Understanding the three approaches offers managerial implications for Chinese manufacturer SMEs to redesign their branding practice. Informed with a better understanding of the available option, they will be able to achieve high value-added production through branding to gain competitiveness. This study sheds light on B2B SME branding from an emerging market perspective, an area that has been largely neglected in the existing literature.

Findings make a novel contribution to B2B SME brand management literature by clarifying practical management issues pertinent to Chinese emerging market manufacturers in particular, and offering widely generalizable lessons for B2B brand management research.

Risk appetite is widely accepted as a guiding metaphor for strategic risk management, yet metaphors for complex practice are hard to critique. This paper aims to apply an analytical framework comprising three categories of flaw – futility, perversity and jeopardy – to critically explore the risk appetite metaphor. Taking stock of management literature emphasising the need for metaphor to give ideation to complex management challenges and activities and recognising the need for high-level metaphor within strategic risk management in particular, the authors propose a means to scrutinise the risk appetite metaphor and thereby illustrate its use for further management metaphors.

The authors apply a structured analytical perspective designed to scrutinise conceivably any purportedly progressive social measure. The three flaw categories are used to warn that organisational risk appetite specifications can be: futile vis-a-vis their goals, productive of perverse outcomes with respect to these goals and so misleading about the true potential for risk management as to jeopardise superior alternative use of risk management resource. These flaw categories are used to structure a critical review of the risk appetite metaphor, which moves towards identifying its most fundamental flaws.

Two closely interrelated antecedents to flaws discussed within the three flaw categories are proposed: first, false confidence in organisational risk assessment and, second, organisational blindness towards contributions of behavioural risk-taking to true organisational risk exposure. A theory of high (over-optimistic, excessive or inappropriate) risk-taking organisations explores flaws within the three flaw categories with reference to these antecedents under organisational-cultural circumstances where the risk appetite metaphor is most needed and yet most problematic.

The paper is highly original in its representation of risk management as an organisational practice reliant on metaphor and in proposing a structured means to challenge it as a dominant guiding metaphor where it has gained widespread uncritical acceptance. The discussion is also innovative in its representation of high risk-taking organisations as likely to harbour strong managerial motives, aptitudes and capacities for covert and illicit forms of risk-taking which, being subversive and sometimes reactionary towards risk appetite specifications, may cause particularly serious futility, perversity and jeopardy problems. To conclude, the theory and its implications are summarised for practitioner and educational use.

Digitisation initiatives have produced a wealth of high quality digital images for educational use. Illustrated by examples from the SCRAN digital library, this article describes some of the ways in which images can be used to support innovative and effective learning and teaching in further and higher education.

The purpose of this paper is to focus on an inward drive and commitment toward ethical discovery, which the authors refer to as the competency of moral curiosity. When directed toward moral decision making, the authors believe this ability can help managers effectively respond to their ethical challenges and contribute to an organizational environment that supports ethical performance.

After presenting insights from the literature on curiosity and establishing its relevance, the authors describe a specific experiential learning tool designed to cultivate moral curiosity in organizational settings. The authors conduct a field study using this process to explore how moral curiosity can be strengthened through experiential practice.

Results from the field study suggest that engagement in balanced experiential inquiry, a process that asks managers to reflect on their salient ethical dilemmas and then engage in both individual and collective meaning making, positively influenced participants’ curiosity toward moral decision making.

Limitations include challenges inherent to the field-study design, including lack of a control group and limited ability to predict long-term impacts of the intervention. Despite these concerns, the study has useful implications for managerial training and development. In particular, providing safe spaces where managers can discuss their ethical dilemmas is an important element of supporting their development into morally curious leaders who are interested in pursuing business ethics.

Findings suggest that providing safe spaces where managers can discuss their ethical dilemmas is an important element of supporting their development into morally curious leaders who are interested in pursuing business ethics.

The paper contributes to the research literature on ethics training and education for managers. The authors introduce the construct of moral curiosity as a competency that can be developed through experiential practice in organizational settings.

The purpose of this paper is to examine how the design of characteristics and use of practices incorporated in customer relationship management information systems (CRM‐IS) impact on the expression and realisation of moral agency within organisations.

The paper draws on the findings from an in‐depth UK case study of a CRM‐IS implementation.

The paper finds that some characteristics and practices within CRM‐IS can restrict the expression and realisation of moral agency in organisational life, resulting in a number of problems. For a greater consideration of MacIntyre's virtue ethics approach in order to respond to such challenges is argued.

The paper offers a relatively rare insight into the significance of the ethical issues arising from the organisational use of CRM‐IS and strategies. The paper should be of interest to managers, computer professionals and academics.

At present, Higher Education Institutions around the world are developing and implementing university social responsibility(USR) as part of their strategy. They do so because they seek to assure the quality of higher education systems, as well as to positively impact their surrounding environment. This chapter aims to analyze the university’s role in the process of building social responsibility in line with efforts to adequately fulfill its three missions of teaching, research, and linking with society. The case study herein refers to the Universidad Panamericana (UP), a private university in Mexico with humanistic and Christian roots, which recently celebrated its 50th year. The analysis demonstrates the UP’s significant efforts to build a social responsibility system and its achievement of significant social impact through programs that support the community, healthcare, and people with disabilities. However, management of USR should be done at an institutional level and across the board.