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Restates the case for accounting and management research from a grounded theory perspective, and advocates its informed and more frequent application. Examines the intellectual foundations and key tenets of grounded theory in the context of researchers’ theoretical assumptions and methodological characteristics, discussed in relation to Laughlin’s (1995) classification schema. Pays particular attention to grounded theory assumptions and methods in relation to other interpretive paradigms such as symbolic interactionism, ethnomethodology and hermeneutics. Describes the basic principles and methods of grounded theory research, and presents potential applications to the accounting and management research arenas. Argues that rigorous grounded theory research can offer the accounting and management literatures unique understandings that provide additional perspectives to those already being offered by major schools of thought, and discusses implications of grounded theory for informing contemporary professional practice.

Analyses studies on the marketing practices of Australian, UK and Hong Kong public accountants and reviews the standards of professional conduct in each of the countries. Classifies the methods used for marketing these services and associates them with the prevailing accounting ethical codes, thus providing a means of identifying similarities and differences in marketing services arising from those ethical codes. States that these methods also provide a basis for inter‐country comparison. Concludes that professional ethical standards have an impact on marketing strategies and this is not reflected clearly in the literature on the marketing of services.

This paper argues a case for the integration of grounded theory and indigenous research principles in international management research. Through presenting results of a study of women managers in the Philippines, the paper shows ways in which culture‐bound or ethnocentric management theory and practice can be enriched by analysing culture and gender dimensions of dominant discourses around women in management.

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

This article examines the nature and impact of boundaries and boundary management in interpersonal skills training (IST). The definition of IST used is:

The purpose of this paper is to propose a behavioral theory of organizational vision.

Based on existing theoretical concepts and empirical evidence, this new theory development compares a diverse set of plausible logical, empirical, and/or epistemological conjectures so that highlighting occurs to form the substance of the new vision theory.

The approach takes the form of an emerging vision theory, which explains how vision attributes create an impact on organizational performance.

While vision is core to the prevailing vision‐based leadership theories, little is theoretically and empirically known about attributes for effective vision. Moreover, there is no existing leadership theory, which explains the process by which vision attributes create positive effects on organizational performance. The paper proposes a vision theory to fill this gap.