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This chapter extends the phenomenographical research method by arguing the merits of engineering the outcome space from these investigations to effectively communicate the outcomes to an audience in technology-based discipline areas. Variations discovered from the phenomenographical study are blended with pre- and post-tests and a frequency distribution. Outcomes are then represented in a visual statistical manner to suit the specific target audience. This chapter provides useful insights that will be of interest to researchers wishing to present findings from qualitative research methods, and particularly the outcomes of phenomenographic investigations, to an audience in technology-based discipline areas.

Comments on the changes in attitude of sales personnel now that customers wield more power; customer satisfaction, customer care and quality are priorities now that companies cannot afford to lose existing customers and have to work hard to attract new ones. Studies examples of how sales staff in both newspaper advertising and in software companies have been trained to deliver better Customer service. Looks at ways in which the sales function has changed and will change in the future, creating the need for corresponding changes in job description.

Field sales managers are judged by the combined sales produced by their teams. During the course of any one year, individual appraisals will reveal that sales teams have some common training needs or weaknesses. These may range from company/competitor product knowledge, a selling technique such as closing or an aspect of their work organisation. When this occurs, there are two choices. You can plan and carry out a programme of training on an individual basis for each salesperson. This will take time and it may be felt that immediate action is needed to correct this common weakness. A more speedy and effective solution might be to bring the sales team together and conduct a group training meeting. In most companies employing large and small sales forces, local training meetings held on a regular basis are commonplace. It has been estimated that more than 10,000 internal sales meetings are held in the British Isles alone every week.

With the likelihood of a general election only a few months away, management consultants Binder Hamyln Fry have produced an executive guide analysing the policies of both the Government and the Conservative Party towards greater employee involvement in making and carrying out company policy.

Production workers in the Press shop at the Yate, Bristol, works of Newman Electric Motors now lead a much quieter life, thanks to a noise‐reduction system devised by the company.

W. Edwards Deming is famous for his work in Japan and his attempts to transform Western management. A recently established collection in the Library of Congress contains his personal and professional papers. These files help clarify Deming’s profound views. Well organized and properly maintained, this collection is titled The W. Edwards Deming Papers. Those who are searching for an understanding of Deming’s experience and views will find a treasure trove of information and ideas. Obviously, this collection will not answer all of the questions about his philosophy, but it will help significantly. After a short description of his experience this article provides an overview of the collection and then focuses on five examples of potential research that will be aided by The W. Edwards Deming Papers. These examples are not presented as completed research, but rather as research opportunities intended to whet the research appetite of the reader.

The Board of Agriculture has received from the Principal of the Somerset House Laboratory a report on the examination of samples of milk taken by an inspector in connection with an inquiry into methods of sampling milk.

It has been widely acknowledged that education takes on a pivotal role in reducing disasters and achieving human security in the attempt to achieve sustainable development. Previous experiences have shown positive effects of education in disaster risk management. Children who have been taught about the phenomenon of disasters and how to react to those situations have proved to be able to respond promptly and appropriately, thereby warning others and protecting themselves during times of emergencies. One of the classic examples illustrating the power of knowledge and education is the story of the 10-year-old British schoolgirl, Tilly Smith, who warned the tourists to flee to safety moments before the Indian Ocean tsunami engulfed the coast, saving over 100 tourists' lives in 2004. She had recognized the signs of an approaching tsunami after learning about the phenomenon in her geography lessons at school, just weeks before visiting Thailand (UN/ISDR, 2006a). Although the United Kingdom is not a tsunami-prone country and the schoolgirl did not have any previous experiences, with the knowledge acquired at school, she was able to save the lives of many.

The Anthropocene is commonly explained as a current epoch that began when human activities started bearing a major impact on the natural world. As an area of study, it has a logical disciplinary home, addressed widely in geology (Gibbard & Walker, 2014). However, it is also gaining traction in other disciplines, especially the social sciences (Bonneuil & Fressoz, 2017). In most accounts, it involves examining how the relationship between humans and the planet has changed and what can be done to monitor the balance.

Sustainability represents a more familiar challenge and discussion area in higher education. Nevertheless, two areas of questioning about it endure: what is sustainability and should students be taught about it? One established account is the “three-pillar model” which presents sustainability as an intersection of economic, social, and environmental issues (Brundtland Report, 1987). There are, however, different views as to how sustainability curriculum change should be implemented (Hopkinson, Hughes, & Layer, 2008; Stubbs & Schapper, 2011) but students appear to want sustainability better represented in their institutions (Drayson, Bone, Agombar, & Kemp, 2013).

This chapter considers whether the relatively recent focus on the Anthropocene can help us develop sustainability teaching in higher education. My project draws on desk-based research, comprising a review of academic sources on the Anthropocene and on sustainability, as well as teaching materials on these areas. The author also draws on five conversations with staff involved in teaching and researching the Anthropocene.

The outcomes point to some support for further teaching about the Anthropocene and in a way which links to sustainability, and the author argues that as a concept and proposition, the Anthropocene has important potential for informing future sustainability teaching. However, the relationship between the Anthropocene and sustainability needs exploring further in follow-up research with both staff and learners.