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While managerial influence has received much research attention, Scholl has presented a fairly new approach to examining such influence. This approach distinguishes between restrictive (pushing one's wishes through, although they may run counter to the interests of another) and promotive control (influencing another in a way that is in line with his or her interests). The current research intends to offer a preliminary investigation into the relationships between these control tactics, leader‐member exchange, and organizational commitment.

University faculty members (n=46) completed measures of restrictive and promotive control, leader member exchange and organizational commitment in relation to their department chairs.

Statistical analysis indicates relationships exist between all variables of interest, but that leader‐member exchange mediates several managerial control‐organizational commitment relationships.

The main limitation for this study is its relatively small sample size. As a result, implications of the results are discussed with an emphasis on future research.

The distinction between restrictive and promotive control is important because it offers a highly parsimonious way of viewing influence and leadership.

“WE come now to another aspect of the question, and it must be admitted that the resource and ingenuity of the opposition have left nothing unnoticed. This is the common and constantly repeated assertion that novels are so cheap that every working man in the country can buy all he needs for less than the annual library rate. This statement was first made some years ago when publishers commenced to issue cheap reprints of non‐copyright novels at 1s. and 6d. each. Previous to this the halfpenny evening paper had been relied upon as affording sufficient literary entertainment for the working man, but when it was found to work out at 13s. per annum, as against a library rate of 1od. or 1s. 4d., the cheap newspaper argument was dropped like a hot cinder. We doubt if the cheap paper‐covered novel is any better. Suppose a workman pays £20 per annum for his house, and is rated at £16, he will pay 1s. 4d. as library rate, or not much more than 1¼d. per month for an unlimited choice of books, newspapers and magazines. But suppose he has to depend on cheap literature. The lowest price at which he can purchase a complete novel of high quality by any author of repute is 3d., but more likely 4½d. or 6d. However, we will take 3d. as an average rate, and assume that our man has leisure to read one book every fortnight. Well, at the end of one year he will have paid 6s. 6d. for a small library by a restricted number of authors, and it will cost him an additional 4s. or 5s. if he contemplates binding his tattered array of books for future preservation. Besides this, he will be practically shut off from all the current literature on topics of the day, as his 3d. a fortnight will hardly enable him to get copyright books by the best living authors. With a Public Library at his command he can get all these, and still afford to buy an occasional poet or essayist, or novel, or technical book, well bound and printed on good paper, such as his friend who would protect him against an iniquitous library rate would not blush to see on his own shelves. It seems hard that the working men of the country should be condemned to the mental entertainment afforded by an accumulation of pamphlets. Literature clothed in such a dress as gaudy paper covers is not very inspiring or elevating, and even the most contented mind would revolt against the possession of mere reading matter in its cheapest and least durable form. The amount of variety and interest existing among cheap reprints of novels is not enough, even if the form of such books were better. It is well known to readers of wide scope that something more than mere pastime can be had out of novels. Take, for example, the splendid array of historical novels which have been written during the present century. No one can read a few of these books without consciously or unconsciously acquiring historical and political knowledge of much value. The amount of pains taken by the authors in the preparation of historical novels is enormous, and their researches extend not only to the political movements of the period, but to the geography, social state, costume, language and contemporary biography of the time. Thus it is utterly impossible for even a careless reader to escape noticing facts when presented in an environment which fixes them in the memory. For example, the average school history gives a digest of the Peninsular War, but in such brief and matter of fact terms as to scarcely leave any impression. On the other hand, certain novels by Lever and Grant, slipshod and inaccurate as they may be in many respects, give the dates and sequence of events and battles in the Peninsula in such a picturesque and detailed manner, that a better general idea is given of the history of the period than could possibly be acquired without hard study of a heavy work like Napier's History. It is hardly necessary to do more than name Scott, James, Cooper, Kingsley, Hugo, Lytton, Dumas, Ainsworth, Reade, G. Eliot, Short‐house, Blackmore, Doyle, Crockett and Weyman in support of this claim. Again, no stranger can gain an inkling of the many‐sided characteristics of the Scot, without reading the works of Scott, Ferrier, Galt, Moir, Macdonald, Black, Oliphant, Stevenson, Barrie, Crockett, Annie Swan and Ian Maclaren. And how many works by these authors can be had for 3d. each? The only way in which a stay‐at‐home Briton can hope to acquire a knowledge of the people and scenery of India is by reading the works of Kipling, Mrs. Steel, Cunningham, Meadows Taylor, and others. Probably a more vivid and memory‐haunting picture of Indian life and Indian scenery can be obtained by reading these authors than by reading laboriously through Hunter's huge gazetteer. In short, novels are to the teaching of general knowledge what illustrations are to books, or diagrams to engineers, they show things as they are and give information about all things which are beyond the reach of ordinary experience or means. It is just the same with juvenile literature, which is usually classed with fiction, and gives to that much‐maligned class a very large percentage of its turnover. The adventure stories of Ballantyne, Fenn, Mayne Reid, Henty, Kingston, Verne and others of the same class are positive mines of topographical and scientific information. Such works represent more than paste and scissors industry in connection with gazetteers, books of travel and historical works; they represent actual observation on the part of the authors. A better idea of Northern Canada can be derived from some of Ballantyne's works than from formal topographical works; while the same may be said of Mexico and South America as portrayed by Captain Mayne Reid, and the West Indies by Michael Scott. The volume of Personal Reminiscences written by R. M. Ballantyne before he died will give some idea of the labour spent in the preparation of books for the young. The life of the navy at various periods can only be learned from the books of Smollett, Marryat and James Hannay, as that of the modern army is only to be got in the works of Lever, Grant, Kipling, Jephson, “John Strange Winter” and Robert Blatchford.

In the UK, major IT public procurement projects regularly fail at significant cost to the taxpayer. The prevalence of these failures presents scholars with a challenge; to both understand their genesis and to facilitate learning and prevention. Functional approaches have revealed numerous determinants of failure ranging from procurement specifications to risk escalation, but true and definitive causes remain elusive. However, since failure is not itself an absolute truth, but rather a concept which is reached when support is withdrawn, the survival of a project depends on there being sufficient belief in its legitimacy. We use critical hermeneutic methods and the conceptual lens of legitimacy to reveal powerful legitimating influences that enable and constrain action, but which are not analysed in the retrospective government inquiries that determine lessons learned.

INTRODUCTION To choose 1958 as the year terminating a study of the development of public library facilities in Argyll may seem somewhat arbitrary. The year is chosen as marking the completion of the County Library system as conceived at its commencement in 1946. It was only then that the last of the Burgh Libraries became integrated into the service and it could be said to cover the whole county. Further developments took place within the context of this service but the concern of this paper is to examine the history which led up to its establishment. This is done mainly through the study of original material such as correspondence and reports. Since much of the available material related to the protracted period of negotiation between the County Authorities and the Carnegie United Kingdom Trust it seemed possible to concentrate on the activity of the Trust in the general development of rural library services in Scotland. During the years spent in considering their own position the Argyll authorities collected much information concerning other areas. Argyll's efforts, or the lack of them, might have been placed in comparison with activity elsewhere. However, it became obvious that services in other areas developed on individual lines which made comparisons possible only in the broadest of terms. Similarly, the Trust operated a policy within broad and negotiable guidelines involving detailed regulation on only a minimum of issues which were considered to be vital.

Institutional theory has arguably become a popular and powerful explanatory tool for studying various organisational issues, including those in the context of higher education. However, little is known about the efforts of higher education researchers in tracing the development of organisational institutionalism and applying the theory in their research for a better understanding of the nature of universities and colleges. The purpose of this chapter is thus to fill the gaps by analysing nine leading higher education journals. The results indicate that the application of institutional theory in higher education research is dominated by the concepts of new institutionalism developed in the 1970s and 1980s. In spite of a growing tendency to utilise the recently developed insights of institutional theory in higher education studies, the full potential of institutional theory has not been fully exploited by higher education researchers. We therefore propose some directions for further institutional analysis in higher education studies.