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Currently, there are signs of great interest in the provision of relevant management training for senior educationalists, especially for head teachers. The need for head teachers to receive some form of planned learning experience in management is apparent. After all, they are responsible for their staff, their pupils, the educational process within their schools, and the premises in which these processes take place. This represents a significant set of managerial responsibilities for which they have not received any formal training. Naturally, then, the provision of some form of management training can only be expected to improve the situation. Indeed, current developments would appear to be increasing the need for such learning experiences; head teachers now have responsibilities for training and developing their staff, appraising their performance and providing feedback to staff on ways of improving performance.

A South Wales company has developed a system that speeds up the production of PCB prototypes. Brian Rooks visited the company and was suprised at its origins.

This study aims to explore the reaction of consumers to a new package design through differing levels of experience. It examines how consumers' expectation of product quality change as the consumer's experience with the package moves from indirect to direct.

Respondents evaluated a new package design at indirect, moderately direct, and direct levels of experience. Factor analysis was also conducted to determine what dimensions consumers use for evaluation.

This study revealed three major findings. First, consumers evaluate a new package on the two dimensions of “ease of use” and “ease of handling”. Second, the type of experience with the package has a significant effect on the consumers' attitude toward the package and the quality assessment of the product inside. Third, consumers' expectations of product quality and package ease of use have a positive association with purchase intention for all types of product‐related experience.

This paper provides insight into how consumers respond to products when the packaging has changed to a new design.

The purpose of this paper is to examine empirically the interaction between entrepreneurial orientation (EO) and market orientation and its effect on performance in both high and low technology industries.

The paper proposes that being entrepreneurial and market‐driven stem from two distinct organizational capabilities that interact to influence subsequent firm performance.

Data from 457 manufacturing firms show that the interaction effect is significant only in high technology industries.

The results encourage future research on the nexus of opportunity recognition and entrepreneurial behavior in established firms embedded in organizational routines.

The paper shows that managers in high technology industries would benefit from developing capabilities and implementing systems that augment their firms' market orientation. Market orientation provides an important means to harness the firm's EO, an important means of achieving growth and profitability.

Summarises the research into an approach to selecting teachers for fast tracking into headship. There is an initial consideration of the political context in which the research was conducted. The research process is fully described and an analysis of the evidence is presented, together with the conclusions. This process required the selection of highly effective primary school headteachers to benchmark a diagnostic instrument, the selection of teachers judged to have high potential for headship but who would not meet the criteria for starting the National Professional Qualification for Headship, and the use of the diagnostic instrument to measure their potential for headship. This qualification will become mandatory for all headteachers being appointed to their first headship in England and Wales. The explanation of the results and the model complete the analysis. The appendices present evidence and models as a basis for future research.

In seeking to understand the impact of culture on conflict management (CM), extant organisational management research has, for the most part, confined itself to using the one-dimensional collectivism/individualism model of Hofstede's cultural theory. The purpose of this present study is to extend this knowledge area by adopting the more comprehensive analysis of Hofstede's fourfold dimensional typology – power distance, individualism/collectivism, uncertainty avoidance and masculinity/femininity – as a conceptual lens to investigate how national culture impacts the interpersonal CM of those in leadership positions in higher education institutions. Specifically, this article explores the extent to which cultural values influence the CM practices of university heads of departments (HODs).

Adopting a qualitative approach, 36 interviews were conducted with heads of different departments across a variety of disciplines in selected Nigerian universities.

The study's results conceptualise how underlying cultural norms – promoting paternalism, servility and social relations – influence the conflict-handling strategies adopted by university HODs. It consequently emerged from the thematic analysis that in Nigeria, conflict-handling decisions are shaped by status-based dictates, a normative emphasis on communality, masculine hegemony and religious motivation – as opposed to Western cultures, where these benevolent and integrative values play a far smaller role.

The study focussed on a small group of research subjects. Although the sample is not a sample that enables generalisation, the findings provide theoretical insights into how cultural ascendancy could frame conflict resolutions. This research is especially relevant as it runs in a culture significantly different from the ones that originally were investigated and in which managerial books and mainstream practices emerged and, thus, can contribute to challenge and enhance theory.

The study seeks to advance knowledge of the interface between culture and CM in a sub-Saharan African context where literature is scarce.

In early 2014, recent Stanford University graduate Tyler Shultz was in a quandary. He had been working at Theranos, a blood-diagnostic company founded by Elizabeth Holmes, a Stanford-dropout wunderkind, for almost a year. Shultz had learned enough about the company to realize that its practices and the efficacy of its much-touted finger-prick blood-testing technology were questionable and that the company was going to great lengths to hide this fact from the public and from regulators.

Theranos and Holmes were Silicon Valley darlings, enjoying positive press and lavish attention from potential investors and technology titans alike. Just as companies like PayPal had revolutionized the stagnant payments industry and Uber had upended the for-hire transportation sector, Theranos had been positioned as the latest technology firm to substantially disrupt yet another mature sector: the medical laboratory business. By the start of 2014, the company had raised more than $400 million in funding, and had an estimated market valuation of $9 billion.

Shultz's situation was exacerbated by the fact that his grandfather, the highly respected former US Secretary of State George Shultz, was on the Theranos board and was one of Elizabeth Holmes's biggest supporters.

But Tyler Shultz worried about the customers he was convinced were receiving highly unreliable and often inaccurate blood-test results. With so much at stake, Shultz wondered how he should proceed. Should he raise his concerns with the firm's investors? Blow the whistle externally? Report to industry regulators? Go away quietly?

This case and its subsequent four brief follow-up cases are based largely on interviews with Tyler Shultz, and outline the dilemma he faced and the various steps he would take both to extricate himself from his unsavory position and let the public know the full extent of the deception at Theranos.

Five optional handouts are available to instructors to further discussion after the case has been debriefed. The handouts serve as additional decision points for the students if your class time permits.

In this paper, the authors explore how Edinburgh's key Festivals have adapted to the COVID-19 pandemic. Their response presents the emergence of more innovative festival delivery models and a different imagining of the festival space.

The authors use a qualitative mixed methods research design involving 13 in-depth semi-structured interviews with Edinburgh's Festival Directors and other cultural and policy stakeholders as part of a University-funded stand-alone research project. The interviews were supplemented with participant observation at festivals virtually and in-person to experience new and emerging formats of festival content delivery, adherence to Scottish Government guidelines on COVID-19 safety, and to experience attending festivals during a pandemic.

The authors present findings on how Edinburgh's Festivals have responded to Covid-19 and how they have adapted – and in some cases reimagined – their business models to survive.

The authors propose a new theoretical framework that establishes a model for how festivals can approach risk management within their business model, focused on the ‘3R's’ – respond, resilience and reimagine –with communication and support being central to this framework.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.