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This article aims to propose a critical review of James G. March’s research in and particular its consistency with its epistemological and psychological underpinnings.

The paper proposes a textual and conceptual analysis of James G. March’s study.

The article argues first that March’s study exemplifies the “physics envy” typical of management and organisation studies scholars since the early 1960s. Second, evidence is presented that March’s conclusions, irrespective of their legacy on management and organisation studies, were not developed along and were not consistent with the foundations that March espoused and advocated during most of his career. As a result, the implications of his conclusions are uncertain. To his credit, however, there are reasons to believe that, towards the end of his career, March came to recognise the limitations of his scholarship. Further, he indicated an alternative avenue for organisation studies which eschews the shortcomings of positivist and post-modern research.

Although centred on March’s work, the argument presented is relevant to psychology, organisations, choice, the nature of knowledge, the limitations of positivism and post-modernism.

The paper balances the perspective offered by recent celebratory reviews of March’s study.

All auditors have to work in situations that will involve some stress. This article outlines the causes of stress and what auditors can do to manage themselves and the situation.

Tokyo Conference 14th‐17th October 1979 ‐ The following was the Conference programme.

Teacher preparation programs (TPPs) in the professional development school model can serve as a valuable channel for teacher leadership opportunities. Using the distributed leadership perspective, this chapter explores how one school–university partnership focused on developing teacher leaders rather than simply teacher candidates. Viewing the TPP as an incubator for teacher leaders primes candidates to not only teach in the classroom, but to also seek out leadership opportunities based on their passions. This chapter highlights components of the TPP, such as assignments and innovative practices, and provides two specific examples of teacher candidates following their passions to leadership.