A study of 21 small‐to‐medium sized Hong Kong Chinese business organizations analysed the relationship between structural characteristics and growth patterns. Qualitative data were collected through intensive, one‐to‐one interviews conducted in Cantonese. Three propositions concerning...

“Real time” experiential learning for managers appears to be taxing on the emotions and tough on the nerves. How readily can this be changed by equipping managers to learn more congenially? It is argued that such a mission borders on the impossible. Some of the psychological and cultural...

Management competences significant for large and medium‐size companies in the West may not be universally applicable. Describes which qualitative, inductive approaches were used to identify competences important in expanding smaller businesses in a particular locality (Hong Kong). Identifies...

Research suggests that learning at work involves needless psychological distress among managers. It is proposed that management educators make it a priority to equip managers to adopt better learning practices. A picture of learning practices at work that promise to be “emotionally better”...

The choices facing a management developer in using open and distance learning are described. The three identifiable types of programme are materials based for solo learners, learning‐group based for two or more learners, and materials and learning‐group based, depending on both materials and...

Four main types of learning pattern are identified: solo problem solving, collaboration, modelling and other participant observation, and the skills involved in coping with each are suggested. The issues of distress and joy in learning, and how distress can be reduced and joy enhanced, are...

This article develops a research agenda, the aim of which is to cast light on how managers, during their everyday working lives, develop and change their own understandings of ethical practice. The ultimate purpose of the proposed research would be to inform how, within formal management...

This paper is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships between tutors and learners and the facilitating strategies of tutors, and the effect of these on learners' feelings...

The first paper in this series explored the effects of the tor‐learner relationship on learners' feelings, learning and interest during management learning events.

This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.