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Using a series of interviews with top executives conducted between October 1992 and April 1993 in 24 large British companies, discusses the way that top executive pay is determined. Finds that there are well ordered practices and procedures in place. These are analysed from the perspective of the recommendations of the Cadbury Committee report. The analysis highlights the key role played by non‐executive directors in the process and underscores the importance of the nominations process by which non‐executives are selected. This is also the area where the greatest revision in current practice seems to be required.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of writing, teachers are often left to figure it out on the job. The central hypothesis in this paper is that the lens of reflective practice can help focus teacher efforts and ultimately improve both feedback and instruction. The purpose of this paper is not to produce a universal prescription for assessing reflective writing but rather a protocol for teacher reflective practice that can apply to challenging grading and feedback-giving situations.

Student assessment is a chance for teachers to learn about their students’ abilities and challenges and to provide feedback for improvement. Assessment and grading sessions can also become opportunities for teachers to examine their own instructional and assessment practices. This self-examination process, a cornerstone of reflective practice (Schön, 1984), is challenging, but it may be especially valuable when guidelines for feedback and assessment are hard to come by. Such may be said to be the case in student-centered learning environments such as school Fablabs and makerspaces, where stated goals commonly include cultivating learner self-regulation and resilience. These hard-to-measure constructs are typically assessed through analysis of student reflective journals. This in-depth case study uses mixed-methods to examine how a semester-long intervention affected the grading, feedback and instructional practices of a teacher in a hands-on design classroom. The intervention involved 10 grade-aloud sessions using a computer-based rubric tool (Gradescope) and a culminating card-sorting task. The lens of reflective practice was applied to understanding the teacher’s development of their own reflective capabilities.

During the intervention, the participating teacher grappled with grading and feedback-giving dilemmas which led to clarifications of assessment objectives; changes to instruction; and improved feedback-giving practices, many of which persisted after the intervention. The teacher perceived the intervention as adding both rigor and productive “soul-searching” to their professional practice. Lasting changes in feedback behaviors included a comprehensive rubric and an increase in the frequency, specificity and depth of feedback given to student written work.

Significant prior efforts have been directed separately at the use of reflective practice for teachers, in general, and on the feedback and grading of student process journals. This work combines these lines of inquiry in the reflective classroom assessment protocol, a novel on-the-job professional development opportunity that fosters reflective practice in times of assessment to improve instructional and feedback practices.

Simulation games have long been used as a teaching tool in the classroom environment mainly due to the high level of participation and engagement that students are able to generate from these, making the learning process more enjoyable and capable to replicate real-life scenarios. Feedback given during the simulation helps to motivate students to find better solutions to the problems being presented in the games and thus enhance their hands-on knowledge on particular subjects. The purpose of this research is to provide empirical evidence of interrelations and impacts that exist between real-time continuous feedback and simulation game performance as well as the interrelations and impacts that exist between real-time continuous feedback and both students' attitude and engagement towards learning.

The research focused on 60 undergraduate students enrolled at the Centre of Commerce at RMIT University Vietnam who had taken at least three semesters at various programmes. For test purposes, the research employed a 3D IBM business process management (BPM) simulation game, INNOV8 developed by the IBM Academic Initiative (more information about the game is available at: www-01.ibm.com/software/solutions/soa/innov8/index.html). A web-based survey followed at the university grounds for the collection of data.

Students showed a favourable attitude towards learning through the simulation game. In addition, the real-time continuous feedback given during the simulation game had a positive impact on the students' cognitive learning outcomes.

The sample size used was relatively small with 60 participants, most unfamiliar with the theories of BPM.

The originality of this research stems from the real-time and continuous nature of the feedback being given to students during the gameplay of a computer-based simulation game, and how this type of feedback could positively impact the students' learning outcomes.

The purpose of this paper is to examine the key practical factors that confront global businesses as they attempt to improve all aspects of their operations including emerging areas of the customer experience. The paper focuses on the way various organisational capabilities such as information systems/information technology have been adopted in order to provide an enhanced operational and strategic control over key areas of business.

The paper adopts a case‐based participation observation study which explores the global operations of a major restaurant brand. This approach enables it to explore several concepts which examine the behaviour of global operations at a time of major change.

The paper has focused on the application of change principles in the restaurant and hospitality industry and its importance for business performance and marketing strategy. The paper shows how adapting business strategy to incorporate key cultural sensitivities can pay major dividends for organisations. This strategy appears to be contrary to the general approach of standardisation adopted by other franchises in this key market sector.

It will be necessary to increase the range of this research to ensure any real certainty regarding its implications.

The paper identifies a number of interesting changes to preconceived ideas of standardising product portfolios in the restaurant sector. It shows the need for a balanced “mix” of menu products to satisfy local and national requirements.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

I RECALL a seminar on the problems of teaching history where one speaker began by saying that until he was asked to prepare a paper, he had been cheerfully unaware any problems existed.