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David Pardey, development consultant at the Institute of Leadership and Management (ILM), explores why effective leadership is so important during times of organizational change. He examines two cases where strong leadership made the difference ‐ the first in achieving a complete overhaul of systems and processes, and the second in moving employees to a customer‐centric culture.

The purpose of this paper is to provide a brief historical perspective of leadership and management theories in the twentieth century to demonstrate that those theories are still prevalent today and underpin the latest “revolutionary” leadership models.

Research carried out by AQR Ltd, a provider of assessment products, and a team from the University of Hull headed by Dr Peter Clough looked to map a leader's style as a tool for matching it to organizational requirements. This research was carried out with support from the Institute of Leadership and Management (ILM). The research included a review of existing leadership models and primary data collection from nearly 2,000 practicing leaders and managers.

The data collected were analyzed to produce six dimensions that form the Integrated Leadership Measure (ILM72), which represents different types of management behavior: task v. person; flexible v. dogmatic; de‐centralized v. centralized; reward v. punishment; the means v. the end; and structured v. organic. The research found that how a particular leader behaves at any time in any situation depends on their personal preferences, but also on the organization and its culture. The research also identified three global values that people want from their leadership: determination to deliver; individual cohesion; and team cohesion.

Training and development activities can be used to help people become more effective leaders, however if the organization limits their ability to use this learning they will become frustrated. Leadership style and organizational requirements need to be aligned.

The author suggests that there is very little new in terms of leadership ideas; the challenge of today and the future is to adapt leadership styles to fast changing business environments.

This chapter takes an unusual view of leadership development through the study of philosophies of phenomenology and the works of Martin Heidegger. By focussing on the three elements of space, place and time, Arthur explores their roles in providing a structure or scaffolding for innovative and interesting programmes of learning. Phenomenology allows us to see how leadership skills and behaviours are emergent and are part of a longer journey of development for both individuals and organisations where leadership exists in all parts of the company.

Of course, this treatment of the topics of space, place and time is partially conceptual, however, course designers and developers can now add these lenses and perspectives to their work and provide a better balance to programmes which might otherwise be too full of data, power-point slides and tutor-led discussions. By dovetailing theory with practice, the author seeks to forge a link between those diverse ideas articulated by Martin Heidegger and what really happens in real-life workshops and a wide range of training opportunities. The reader is taken through definitions, case histories, up-to-date theory (which includes the notion of un-leadership) and contemporaneous student feedback from an online programme completed in July 2021.

The chapter allows the reader to then contemplate their own journeys and to consider what they might do to undertake changes in their own approaches. These ideas are offered not as a prescription but as a stimulant to rigorous course design and consideration of the intangible aspects of our lives in leadership.

The UK government’s recent initiatives on life long learning focus on giving people a number of “key skills” such as improving one’s learning and performance, problem‐solving ability and working with other people. The government believes such skills are essential to the UK’s continuing growth in a fast‐changing world economic environment. The identification of education with the nation’s prosperity sets particular challenges for those involved with vocational training and everyone out in the world of work. This article looks at how traditional approaches may increasingly need to be replaced with continuing professional development or CPD.

Leadership in the 21st century can be a minefield. Power to the people, and to the shareholders, is the order of the day, and the autocratic route is rarely an acceptable option ‐ even in entrepreneurial‐based organizations where it was once deemed alright for strong‐willed leaders to firmly stamp their vision and authority on others.

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.

This paper aims to investigate how climatic, market and policy factors interact to determine food production in Togo. Specifically, we estimate acreage and yield response to market prices, weather and policy changes for maize and rice.

We use panel data estimators in a Seemingly Unrelated Regressions Equation (SURE) model with region-level data from the Food and Agriculture Organization statistics department and the National Oceanic and Atmospheric Administration (NOAA) of the US Department of commerce.

We found lower fertilizer price and higher grain price effects on maize acreage and yield. In addition, we found a positive effect of expected rice price on both its acreage and yield. As expected, rainfall during planting months has a significant impact on both maize (April) and paddy (May) acreage allocations. Similarly, total rainfall during the growing season has a positive impact on both maize and paddy yields. Moreover, recent agricultural policy initiative designed to boost domestic food production has significantly increased acreage and yield for maize, and yield for paddy, especially the strategy for agricultural growth.

The dataset includes region-level observations from 1991 to 2012 which limits the observation span. However, we had enough variability in key variables to determine the estimated coefficients.

Although the dataset is limited in time (1991–2012) and uses national-level output prices, this investigation reveals that cropland allocation to maize and rice is sensitive to fertilizer and grain prices, weather expectations and policy interventions. These findings provide evidence for sustainable food production and productivity enhancement in Togo.

Understanding drivers of cropland allocation and cereal yield contribute to better food security and poverty reduction in developing countries, especially Togo.

Prior to this study, little was known on the effect of price, climate and policy on cropland allocation in Togo. This investigation contributes significantly to filling this knowledge gap and provides insights for effective interventions.

States that the concept of marketing is regarded with suspicion by many in education because of its commercial implications. Marketing is seen as a potential tool for the application of market forces and is therefore regarded as ethically undesirable. Argues that the methods and ideology of commercial marketing, if properly understood and correctly applied by professionals in education, can be beneficial rather than harmful, and may be imperative for schools and colleges wishing to attract students and to offer them the most relevant provision.