Discusses the challenges facing HR departments in harnessing the potential of work‐based management development programmes. The article considers the research carried out by Mumford on executive learning styles and considers this in the context of the development of life‐long learning skills...

Work based programs of study are being constructed between universities and organizations, increasingly in the UK. This article explores some of the tensions between the organization and individual employees in gaining benefit from the programs. The article draws on evidence from individual...

Aims to identify the reasons for the development of work based learning (WBL) in Higher Education, its relationship to government policy, and its impact on and perception by university managers, lecturers and academic‐related staff. Discussion of government policy and the factors influencing...

This paper draws upon the extensive operating experience of work based learning programmes by the National Centre for Work Based Learning Partnerships (NCWBLP) at Middlesex University to identify the potential for work based learning to contribute to the intellectual capital not only of employer...

Analyses of work based learning (such as that offered by Brennan and Little) have typically ignored the issue of ownership of knowledge. Here the authors consider this issue as it relates to accreditation in the UK higher education sector, arguing that the points raised have relevance for the...

This paper discusses the role of narrative in the expression and transmission of social knowledge as a specific type of tacit knowledge. Narrative is a central mechanism by which social knowledge is conveyed. Narrative provides a bridge between the tacit and the explicit, allowing tacit social...

Changes in the work environment – increased empowerment, process re‐engineering, greater competitiveness – have led to a more urgent need for effective teamworking within the workplace. Employers have introduced a variety of teamworking activities into their training programmes, with...

All too often, managers are deemed to “need training” and sent on courses, with the process assumed to be complete at the end of the course. This article argues that management education must be seen as an ongoing process rather than a discrete event. It presents a model for executive...