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Despite the growth in research on conditions for successful learning by organizations and the introduction of expanding practices and approaches, a progressive and shared understanding of the link between organizational learning and governance is currently missing. This paper aims to take a closer look at organizational learning from a governance angle alongside an institution’s strategic and performance improvement goals.

This article takes a reflective approach through which the author’s observations and experiences in guiding organizational learning efforts are presented.

The nature of participation and advances in learning how to participate in organizational learning are noted as areas for further inquiry. Dimensions such as desirability, discipline, decision-making, democracy and dividend are presented as critical elements through which organizational learning as governance can be better understood. This novel view of organizational learning is suggested to require more thoughtful and sensitive empirical inquiry and theory development, particularly in contexts with a history of less-than-good governance.

This viewpoint makes an original contribution to the literature by introducing a new lens through which a deeper and more nuanced understanding of the practices, processes and performance of organizational learning can be further pursued. The article invites researchers, practitioners and leaders in organizations to take another look at how knowledge generation and use is governed. This paper also positions developing and less-developed contexts as ripe and necessary fields within which organizational learning capacities should be explored and strengthened.

First January 1973 will not only mark the beginning of a New Year but a year which history will mark as a truly momentous one, for this is the year that Britain, after centuries of absence, re‐enters the framework of Europe as one of the Member‐States of the enlarged European Community. This in itself must make for change on both sides; Britain is so different in outlook from the others, something they too realize and see as an acquisition of strength. There have been other and more limited forms of Continental union, mainly of sovereignty and royal descent. Large regions of France were for centuries under the English Crown and long after they were finally lost, the fleur de lis stayed on the royal coat of arms, until the Treaty of Amiens 1802, when Britain retired behind her sea curtain. The other Continental union was, of course, with Hanover; from here the Germanized descendants of the Stuarts on the female line returned to the throne of their ancestors. This union lasted until 1832 when rules of descent prevented a woman from reigning in Hanover. It is interesting to speculate how different history might have been if only the British Crown and the profits of Tudor and Stuart rule had been maintained in one part of central Europe. However, Britain disentangled herself and built up overwhelming sea power against a largely hostile Europe, of which it was never conceived she could ever be a part, but the wheel of chance turns half‐circle and now, this New Year, she enters into and is bound to a European Community by the Treaty of Rome with ties far stronger, the product of new politico‐economic structures evolved from necessity; in a union which cannot fail to change the whole course of history, especially for this country.

Substance use plays a significant role in the perpetration of much intimate partner violence (IPV). However, responses to these two issues are rarely integrated. Single focus programme responses can lead to poor outcomes for men as well as their families experiencing these intersecting issues. This scoping paper aims to establish the current state of knowledge on contextual factors influencing the development and implementation of combined programmes.

Four electronic databases were systematically searched in May 2021 and December 2021. Twenty-one peer-reviewed studies reporting on ten programmes were included.

This scoping review revealed that combined programme responses are an underdeveloped area of research and evaluation. The limited evidence base indicated systemic barriers hindering services’ capacity to expand this field of work, affecting implementation and outcomes. Support is required from the wider service systems to intervene in men’s perpetration of IPV in the context of substance use.

Findings in this scoping review demonstrate the importance of fostering a coordinated and collective response to IPV in the context of substance use. Combined programmes have the potential to reduce siloed practices, enabling more holistic responses for men with intersecting issues. However, researchers and policymakers must also address contextual issues hindering or enabling combined programmes’ implementation and development.

Mapping the evidence based on combined programmes provides direction for further development and research to expand this field of inquiry.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

The film approach to history in this paper I want to consider the film as source material for history in the sense that palimpsest and parchment, hieroglyph and rune, clay tablet and manorial roll are source materials—fragments, sometimes fragments of fragments, often defaced by time, and applied to purposes of historical reconstruction rarely contemplated by the original authors. For the most part I shall not be particularly concerned with the various philosophies of history—whether it is the job of the historian to lay material dispassionately before the student so that he can make up his own mind about what happened in the past, or to digest source material in order to arrive at the truth—that is, what the historian may hope is the whole incontrovertible real truth, or to digest source material, as Macaulay and Carlyle digested it, in order to justify something in contemporary life or thought. All that need be said here for the moment is that films can be used, as other historical source material can be used, for various and different historical purposes.