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The purpose of this paper is to report the views of UK marketing educators about critical issues in teaching and learning of university‐level marketing education, and to compare these views with the views of other stakeholder groups.

An online survey was administered to members of the UK Academy of Marketing; 51 completed, usable questionnaires were returned.

Respondents believe that teaching international students, plagiarism and providing feedback to students are the three top‐priority issues in teaching and learning. Perhaps surprisingly, e‐learning and the use of virtual learning environments are considered to be relatively low‐priority issues.

The low‐response rate is a limitation of the study. The study detected some interesting similarities and differences of opinion between marketing academics and deans of business schools, between pre‐ and post‐1992 universities, and between professors/readers and those in lecturing positions. Notably, the lack of agreement between marketing educators and deans over the importance of relating research to teaching (educators allocate this greater importance) and e‐learning (deans allocate this greater importance) suggests areas for careful consideration in the development of teaching and learning policies.

The paper is unique in examining the views of university‐level marketing educators about teaching and learning issues. University marketing educators are an important stakeholder in the marketing education process.

Bobbie Scull's bibliography of federal government bibliographies was begun in 1971 as an annual informational publication primarily intended for the faculty at Louisiana State University. Later she distributed it to libraries all over the state of Louisiana. In 1973 RSR began to publish these lists on an annual basis. This is the fourth such appearance. In the meantime these bibliographies were cumulated and published in two volumes: Bibliography of U.S. Government Bibliographies 1968–73 and 1974–76. (Pierian Press, 1975, 1979). RSR is proud to continue the annual supplements which are now computer produced at LSU. Although this supplement appears in Volume 8:1 (1980) in the future they will appear in the final issue of the year.

Aims to provide a framework for identifying barriers to the implementation of a clinical guideline by examining a clinical effectiveness programme and a review of relevant literature. A total of 41 types of barrier were identified and categorised according to characteristics of the guideline to be introduced, the individuals who need to change behaviour and the organisation or environment in which the change is to occur. Several groups have the potential to overcome such barriers, ranging from individual clinicians to national policy makers. Multi‐level as well as multi‐faceted strategies may be required to overcome barriers to the effective implementation of clinical guidelines.

Audit and feedback (A&F) often underlie implementation projects, described as a circular process; i.e. an A&F cycle. They are widely used, but effect varies with no apparent explanation. We need to understand how A&F work in real-life situations. The purpose of this paper, therefore, is to describe and explore mental healthcare full A&F cycle experiences.

This is a naturalistic qualitative study that uses four focus groups and qualitative content analysis.

Staff accepted the initial A&F stages, perceiving it to enhance awareness and reassure them about good practice. They were willing to participate in the full cycle and implement changes, but experienced poor follow-up and prioritization, not giving them a chance to own to the process. An important finding is the need for an A&F cycle facilitator.

Research teams cannot be expected to be involved in implementing clinical care. Guidelines will keep being produced to improve service quality and will be expected to be practiced. This study gives insights into planning and tailoring A&F cycles.

Tools to ease implementation are not enough, and the key seems to lie with facilitating a process using A&F. This study underscores leadership, designated responsibility and facilitation throughout a full audit cycle.

This chapter focuses on diversity issues in France. It shows how these issues came historically in the French context and how the main tensions generated, notably the equality-diversity and universality-diversity tensions, are not understandable without a knowledge of the French Republicanism which gives to the foundations of the French social fabric its peculiarities.

Les lignes qui suivent vont permettre de démontrer que le phénomène des excursionnistes au Québec est:

The question of responsibility is not new to labour law. The earliest developments in labour law and social law sprang from a “legal revolution” to borrow the words of Georges Scelle, considering the concept of responsibility that prevailed in common law. Civil responsibility which was originally based on fault could now be based on the risk inherent to a socially useful activity so as to ensure that the responsibility for damages that might result from it be equitably shared. This development took place under the generalization of the industrial production mode, first within the frame work of laws respecting compensation for industrial accidents.