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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.
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