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This exploratory research examines environmental, institutional, and behavioral factors that affect interorganizational knowledge development and transfer between United Kingdom business schools and business. Three theoretical bases—transaction cost economics, extension of transaction cost economics, and power properties—are integrated in order to understand and identify the antecedents and dynamics of the interorganizational interface. Results support the hypothesis that interface collaboration and face‐to‐face communications are important mediators of academic‐business outcomes—learning business practices and cooperative research.

The purpose of this study is to estimate the extent (mean and range) of non‐response bias in online travel advertising conversion studies for 24 destinations located throughout the USA.

The method uses two weighting procedures (i.e. post stratification and propensity score weighting) to estimate the extent of non‐response bias by adjusting the estimates provided by respondents to more closely represent the total target sample.

The results of this analysis clearly indicate that the use of unweighted data to estimate advertising effectiveness may lead to substantial over estimation of conversion rates, but there is limited “bias” in the estimates of median visitor expenditures. The analyses also indicate that weighting systems have substantially different impact on the estimates of conversion rates.

First, the likelihood to answer a survey varies substantially depending on the degree of the familiarity with the mode (i.e. paper, telephone versus internet). Second, the competition‐related variables (i.e. the number and competitiveness of alternative nearby destinations) and various aspects of the campaign (i.e. amount of investment in a location) should be considered.

This study of 24 different American tourism campaigns provides a useful understanding in the nature (mean and range) of impact of non‐response bias in tourism advertising conversion studies. Additionally, where there is difficulty obtaining a reference survey in the advertising study, the two weighting methods used in this study are shown to be useful for assessing the errors in response data, especially in the case of propensity score weighting, where the means to develop multivariate‐based weights is straightforward.

This paper reports on a comprehensive study of business schools in the UK. Data were obtained from two mail surveys ‐ one of faculty members and the other of deans from all of the UK business schools. Among the factors studied were demographic and institutional characteristics; the time faculty spends on major activities; faculty rewards, competencies and networks; faculty interaction with business; receptivity and support for increased interaction; benefits of increased interaction; characteristics of faculty who do applied research; barriers to applied research; and the role of advisory boards. The results show an internal alignment of activities and rewards for teaching and research, but limited support for applied and collaborative research, and a divergence between the two principal activities ‐ academic research and teaching. Interaction by business school with business appears to be mostly information passing.

The purpose of this paper is to introduce the Special Issue; to provide a practitioner's retrospective views of the learning organization concept; and to comment on the status of The Learning Organization journal.

The approach adopted involves recounting a personal history of a practitioner's experiences with the concept, and an observation on the health of The Learning Organization journal.

The paper finds that, although the learning organization concept is deemed narrow and out of date, it is judged to have had significant positive influence on organizational thinking. The Learning Organization is shown to be a healthy and popular journal.

The paper is included in a Special Issue that is part of the series commissioned by the journal on organization‐related topics of interest to its readers. Its originality stems from its examination of the learning organization concept through a particular practitioner's lens, provoking reflection amongst others engaged in both the delivery and the consumption of practice and study.

The aim of this review and of the papers in this special issue is to critically examine different approaches to teaching operations management (OM) in order to provoke and stimulate educators within the discipline.

The papers within this special issue include empirical assessments of a problem‐based learning enterprise resource planning (ERP) simulation; a computer‐based learning tool for material requirements planning (MRP); a simulation of assembly operations; an operations strategy innovation game; an extension of the production dice game; an experiential teaching method in different class settings; and problem‐based assessment methods in OM. A variety of data are used to support these empirical studies, including survey, interview, and observational data.

The papers within the special issue support the argument that OM is well‐suited to more applied methods of teaching focusing on the application of subject knowledge to real‐life situations through a variety of techniques.

It is hoped that this review and the papers within this special issue act to stimulate educators to re‐evaluate their approaches to teaching OM and encourage them to consider adopting experiential teaching methods, business simulations, role‐plays, group exercises, live cases, and virtual learning environments, instead of, or in addition to, the more conventional lectures that typically dominate many OM modules around the world.

A special issue on teaching OM appears timely given the significant changes to both the university landscape and to the nature of the discipline that we have witnessed over the last quarter of a century.

The purpose of this paper is to further the debate on relevance in business education by sharing one business school's experiences.

A qualitative survey was carried out, reviewed by two independent collaborators. Conclusions drawn from interviews with more than 30 CEOs and HR Directors, from across all industries, provide findings on how business leaders think about higher education in business.

The results highlight their perspective regarding: how academic programs can add real value in business; what business schools should teach more; and what they should teach less in their MBA programs.

There was a limited sample size of 30 participants. Also. the research is used as a part of a case study being conducted about Business School Lausanne by Prof. Dr J.B.M. Kassarjian, Professor in Management at Babson College, Boston, USA.

A detailed account of an ambitious academic revision provides insights into how entrepreneurship can be applied and lived in the academic world.

This paper examines how a boutique business school in Switzerland has undertaken a profound program revision based on the input and perspectives of business leaders. It demonstrates how key learnings from personally‐conducted interviews were effectively translated into the school's MBA curriculum, thereby transforming not only the program but also the way the school interacts with program participants.