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The process of action learning‐based training of managers in the field staff of the UK division of the Prudential Assurance Company is described, covering its introduction, acceptance and subsequent evolution. The programme undertaken is assessed, including examples of success and failure. The role of managers as set advisers is discussed and it is established that action learning could make a significant contribution to the development of section and district managers.

High-growth firms have recently received considerable attention in the firm growth literature. These firms might have grown despite the existence of growth barriers, and evidence also suggests that, having already grown exponentially, they may not be in the best position to grow further. Policies targeting high-growth firms may therefore be misdirected. We argue that entrepreneurship researchers should concentrate more on firms that are not hiring, despite having high profits. We call these firms “sleeping gazelles,” and demonstrate that they represented almost 10% of all limited liability firms in Sweden from 1997 to 2010. Nearly half of these firms continued to earn high or moderate profits in subsequent three-year periods, while still displaying no growth. Regression analyses indicate that these firms were significantly smaller, older, more likely to be active in industries with high profit uncertainty, and more likely to be located in less densely populated municipalities than were corresponding growing firms.

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.

New Zealand firms display reluctance in embracing the ISO 14001 Environmental Management System (EMS) standard. The low adoption rate suggests that the benefits of doing so are not adequately understood by New Zealand firms. The purpose of the paper is to report success factors for the implementation of ISO 14001, as well as the barriers to, and benefits of, adoption.

The paper is based on data from a survey of all ISO 14001 certified firms in New Zealand.

The key factors reported as being critical to the successful implementation of an ISO 14001 driven EMS for the respondent firms are planning and strategy, and capability building, with process management of lesser importance. Factors recognised as potential barriers to successful ISO 14001 adoption are primarily implementation processes and costs, with external engagement, information and infrastructure, and contractor commitments deemed lesser barriers. Perceived benefits of ISO 14001 adoption are reported as environmental operating performance, compliance related performance, environmental outcomes and perceptions and, lastly, competitive orientation.

The paper is limited to data from externally certified firms (i.e. it excludes any data from firms who “self‐declare”). The data are also post‐implementation (i.e. there is no measurement of whether the reported benefits, barriers and success factors were what the firm had expected pre‐implementation).

The paper is one of few that explore the phenomenon of ISO 14001 adoption by firms in the New Zealand context.

How management information is an essential requirement for assessing the performance of library services and how a management information system (MIS) fits into the overall framework of management in an organisation is described. Stages in the design of an integrated MIS are discussed in turn, including an analysis of organisational information needs at the senior, middle and operational management levels. An appendix lists the type of questions which could be used in structured interviews in the investigative phase of the system design. Performance measures and indicators are described with reference to the performance review process favoured by the Audit Commission for public libraries. Software and hardware for a typical system are described, including estimated costs.

For adequate bibliographical information about Baudelaire's works one must go to collected editions by no means readily available in Great Britain. Information concerning the extensive literature about Baudelaire is still farther to seek. For the English reader the bibliography in Arthur Symons's study mentioned below has not been superseded, although important editions of Baudelaire's works have been issued and much written about him since 1920.

Cross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently.

Data from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers.

Despite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns.

The study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement.

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.

In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?

The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.

In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.

The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.

In this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.