In this book, first published in 1989, the authors have sought to highlight some of the major themes in the study of time and work within separate but related fields of study. A number of common starting points and issues are examined, alongside the various conclusions which different researchers have drawn together. Working together, the four authors have enriched their individual understanding of worktime through exposure to approaches taken by others working within different discipline boundaries. This title will be of interest to students of business studies.

In this book, first published in 1989, the authors have sought to highlight some of the major themes in the study of time and work within separate but related fields of study. A number of common starting points and issues are examined, alongside the various conclusions which different researchers have drawn together. Working together, the four authors have enriched their individual understanding of worktime through exposure to approaches taken by others working within different discipline boundaries. This title will be of interest to students of business studies.

In recent decades, business schools have become important components of higher education throughout the world. Yet, surprisingly, they have received little serious attention. This book provides a sober and evidence-based assessment, charting the history and character of business schools in the light of current debates about the role of universities and the evolution of advanced economies. Previous commentators have viewed business schools as falling between two stools: lacking in academic rigour yet simultaneously derided by the corporate world as broadly irrelevant. However, over-concern with criticism risks ignoring the benefits of reform. What business schools need is reconfiguration based on new relationships with academia and business. Such change would deliver institutions that are truly fit for purpose, allowing them to become key players in the 21st century's emergent knowledge societies. This timely critique should be read by academics and policy-makers concerned with the present state and future development of business education.

Organizational learning, the examination of how organizations learn as groups rather than as individuals, is a fast growing area of interest, and is now considered an essential factor in business success. This new edition of an already popular text critically examines traditional assumptions about organization and strategy, providing key readings by renowned international authors to help the reader understand and manage the challenge of organizational learning. How Organizations Learn links the two key concepts of leadership and the learning organization in this text, bringing together the key theories and suggesting new directions for studying and managing organizations. The choice of readings highlights the potential synergy between leading and learning, and how organizational structure and management processes impact upon learning, and includes work by numerous key academics. This will be a core text for courses in Organizational Learning and Knowledge Management at advanced undergraduate, MBA and executive training level, and a supplementary text for courses in Strategic Management, HRM and OB.