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The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives.

A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims.

The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn.

Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews.

The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

A highly significant action taken by the Minister of Agriculture, Fisheries and Food, reported elsewhere in this issue, could well result in important advances in surveillance and probably legislative control over enforcement of certain aspects of EEC legislation in the Member‐states. The Minister has sent an urgent request to the Commission in Brussels to dispatch inspectors to each country, including the United Kingdom, to examine and report on the standards of inspection and hygiene with detailed information on how the EEC Directive on Poultry Meat is being implemented. Information of the method of financing the cost of poultrymeat inspection in each country has ben requested. The comprehensive survey is seen as a common approach in this one field. The Minister requested that the results of the inspectors' reports should be available to him and other Member‐states.

The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to examine whether demand‐led higher education work‐based learning programmes can help nurture a supportive culture of learning and continuous improvement that helps companies to become learning organisations.

An analysis of students’ work‐based negotiated projects was undertaken to determine the extent to which their projects facilitated organisational learning. The analysis was carried out using an organisational learning checklist, developed through reference to the literature and research on organisational learning and learning organisations.

The study highlights the fact that although work‐based learning programmes can facilitate some aspects of organisational learning, the principles of organisational learning are not necessarily embedded in work‐based programme design.

Although the results cannot be considered generalisable because they are based on a single case, further analysis of a greater range of work‐based learning programmes could establish external validity of the findings. Further research could include the development of an organisational learning taxonomy or action research to develop a work‐based programme that embeds organisational learning principles.

The principles of organisational learning should be considered when designing work‐based learning programmes.

The study highlights the importance of considering organisational learning when designing demand‐led, higher education work‐based learning programmes and outlines a method for analysing the extent to which existing programmes embed organisational learning principles.

Internet technologies are increasingly being adopted by UK businesses to facilitate collaboration, trade, learn, manage company business processes and deliver services. Most manufacturing small to medium enterprises (SMEs), who are low investors in the technology, have not benefited from its application. The purpose of this paper is to identify ways of removing the barriers for SMEs and the change approaches used by SMEs to implement internet and information technologies.

An analysis of 32 companies assisted in the internet technology adoption initiative under government funding was carried out. Tailored ICT solutions were recommended and implemented. Information was collected before the start assistance and at the completion of 10 or 25 days of assistance to the companies. Each company case was analysed to generalise the findings. Two change models: classic three step change model and improvisational model were used to analyse the approaches taken by the SMEs in the adoption of ICTs.

The study suggests that SMEs tend to favour the improvisational model of technology adoption over the classic change model. The reasons might be the alignment of technology, the organisational context and the change model used.

This study highlights that incremental change model is favoured by SMEs in adopt in ICT technology as a change process.

Any initiative aimed at improving performance of SMEs in ICT adoption will benefit from the lessons learned from this study. Also, SMEs adopting change processes will also find the study valuable.

This paper reviews experience with credit union demutualisation to date in the light of increasing discussion about whether demutualisation is a likely (or inevitable) future stage in the evolutionary process. It is argued that the credit union industry faces an inherent demutualisation bias which emerges as the sector develops maturity. Contributing factors include the emergence of professional management pursuing personal objectives, together with the economic realities of technological change, financial liberalisation, increased competition, and prudential regulation based on minimum capital requirements. Demutualisation incentives may partially reflect the unsuitability of the mutual form of governance in larger, more sophisticated financial institutions, but there is also a significant risk of demutualisation based on wealth expropriation motives. Alternative policies and strategies which might avoid this demutualisation bias are examined.

Graduate students of the University of New England (U.N.E.) during the period 1970–1984 wrote one hundred dissertations on morale in a wide variety of educational institutions. The Staff Morale Questionnaire (S.M.Q.) developed and progressively refined at U.N.E. was extensively used in these and other studies in Australia. The project's greatest value lay in the way it enabled external (i.e. off‐campus) students to develop their academic critical abilities in a guided research effort, and in the ripple effect which has enabled numerous administrators in Australian schools to gain some sensitisation to and understanding of the importance of organisational morale.

“Consumerism”, for want of a better description, is given to the mass of statutory control (which shows no sign of declining) of standards, trading justice to the consumer, means of redress to those who have been misled and defrauded, advice to those in doubt; and to the widespread movement, mostly in the Western world, to achieve these ends.

Devotes the entire journal issue to managing human behaviour in US industries, with examples drawn from the airline industry, trading industry, publishing industry, metal products industry, motor vehicle and parts industry, information technology industry, food industry, the airline industry in a turbulent environment, the automotive sales industry, and specialist retailing industry. Outlines the main features of each industry and the environment in which it is operating. Provides examples, insights and quotes from Chief Executive Officers, managers and employees on their organization’s recipe for success. Mentions the effect technology has had in some industries. Talks about skilled and semi‐skilled workers, worker empowerment and the formation of teams. Addresses also the issue of change and the training that is required to deal with it in different industry sectors. Discusses remuneration packages and incentives offered to motivate employees. Notes the importance of customers in the face of increased competition. Extracts from each industry sector the various human resource practices that companies employ to manage their employees effectively ‐ revealing that there is a wide diversity in approach and what is right for one industry sector would not work in another. Offers some advice for managers, but, overall, fails to summarize what constitutes effective means of managing human behaviour.