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While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

Explains that while great changes are taking place in the way that industrial markets buy, industrial marketers are seemingly unaware of their importance, preferring to rely on stereotypes concerning their “customers”, thus wasting resources. Discusses these changes and the reasons for them, finding that the function of purchasing has been re‐evaluated by senior management. States that industrial purchasing is being increasingly influenced by long‐term strategic factors rather than short‐term operational ones. Concludes that industrial marketers must now sell value in order to survive in modern cost‐consciousmarkets.

The Chicago Library system serves one of the nation's largest public libraries, one of the nation's largest public school systems, over 200 special libraries, and 52 academic libraries. Its Executive Director and Deputy Director describe how they outsourced and contracted for major services. Outsourced and contracted services include ownership, operation, and maintenance of a central automation site, interlibrary loan delivery services, reference services, as well as other system operations.

Be wary of bandwagons, involving either trendy industries or hot business concepts. The fit is more important than the glitter. Be wary also, once a band‐wagon has been boarded, of jumping off too soon to ride one that looks newer or more attractive. Management by zigzagging around will eventually leave you and your company victims of terminal whiplash, an inability to maintain focus on any growth objective long enough to achieve it.

This experiment investigated the causal links between injustice and interpersonal conflict. Previous research has suggested two possible explanations. One group of theorists has argued for a pragmatic model, whereby individuals engage in interpersonal conflict in order to maximize personal gain. Justice is, at most, a secondary consideration. Alternatively, others have suggested that perceived unfairness is a crucial element in conflict. The present study tested these two frameworks. As predicted, results were generally consistent with the justice model. However, the expression of conflict only took place when there was no opportunity for power restoration. Results are discussed in terms of the situation's impact on conflict behavior. Limitations of the present research design are noted.

The emergence of “knowledge economies” brings along new lenses to organizational management and behaviour. One of the key concepts at the heart of this new wave is knowledge management (KM). The purpose of this paper is to scrutinize how KM is taught and discussed within the context of business schools around the UK.

The general research question is: how do top 40 business schools in the UK understand, teach and implement KM in their teaching? To answer this question, the author reviewed the curriculums of leading schools and contacted all schools to collect more information and data.

The study reveals that KM has yet to carve a self-standing place for itself within taught programmes in UK business schools.

The study’s methodological design can explore the relevance of KM as a term, but it can only provide limited perspective into how this complex and multidimensional concept is operationalized in business schools’ curriculums. Moreover, the capacity of business schools to frame KM holistically is beyond the scope of this research.

Framing KM discourse within the relevant academic literature, this paper outlines that, while KM is being scrutinized as a research topic, interest in KM has yet to be translated into a widespread integration of KM as a taught skill within business schools.

The study is considered as one of the first attempts to investigate how KM is understood, taught and implemented in teaching and curriculum design within the UK business schools.