A recent report has suggested that there is a total inadequacy of management education and development in Britain. One fundamental concern is the design of programmes which focus on the development of effective managers, as opposed to just teaching people about business and management. An...

Developing effective managers requires a reappraisal of the development process — for the educators, as well as the students. It is necessary to make the curricula as exciting and attractive, as well as basically useful, as possible. The method of teaching, as well as the content, must also be...

The emerging global economic environment has produced a new and critical human resource demand, one that will become even more important in the decades ahead — the international manager. At present, two primary international training approaches exist: organisational and academic. Differences...

Ethics training is important in the preparation of current or future managers, but many people have misconceptions about ethics in general, and business ethics in particular. Those who question the wisdom of business ethics education are ignoring the fact that ethical dilemmas are a standard...

Myths in organisations are often portrayed as evolving gradually, and perhaps decaying even more slowly, whether the myth seeks to establish internal standards or to provide cause and effect in a turbulent environment. A detailed case study of the start‐up phase in a graduate management school...

How do successful management educators prepare for, organise, conduct and evaluate their teaching? A dialogue between four management faculty members is presented.

In the US more than 250,000 students (a quarter of the total US college population) study business education; in all of Europe, only 3,000 MBAs will graduate this year, and Japan has no MBA programmes at all. Why are business courses so popular in the US? How are the different courses...

Some background on General Electric and its executive education operation in the US is provided. The review process and its major findings are described, followed by some of the major recommendations and action taken. Finally, a retrospective evaluation is offered.

In this second of two articles describing a two‐year part‐time management development programme conducted at the Royal Melbourne Institute of Technology, an account of the impact of the programme on the development of the participants as managers is offered from their viewpoint, and the...

A five‐stage process model of training is presented which integrates research concerning the transfer, evaluation and institutionalisation of training. The model is designed to enhance the on‐the‐job evaluations of training effectiveness by following up on negative reactions, using...