A prototype two-dimensional finite element flow model for depth-averaged free surface flows was developed for floodplain environments. Limited refinement of the model's physical representation was undertaken and the enhanced scheme applied to an 11 km river channel/floodplain reach in the U.K. Preliminary model results indicate that this modelling approach can be used to identify dynamic variations in the flow field parameters over length scales of the order of l(r100 m. Potentially, such data have the ability to permit detailed analysis of short-term floodplain .sedimentary dynamics.

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Fieldwork continues to underpin undergraduate geography in the UK and elsewhere. In recent years fieldwork destinations in UK geography programmes have grown more global in scope. This paper examines the pressures and processes that underpin the increased reach of fieldwork in undergraduate geography. Based on a recently implemented research practice module that includes long-haul fieldwork, the academic value of such fieldwork and its positioning in subject benchmarking statements are discussed, and the implications of long-haul fieldwork, in particular for effective module design and assessment forms, are further considered. The authors suggest that reflective research diaries are a particularly useful assessment form for students to fully engage and consider the political and ethical dimensions of long-haul fieldwork.

This special issue of Management Learning provides the opportunity to reflect on the contribution over the past 30 years of Chris Argyris to the field of organizational learning and on some implications for future research. In order to do this we will reconsider his work against the context of other research that has been done over this period. This special issue therefore contains two items generated by Argyris himself: a commentary piece on the papers that are included here and an interview. The interview is part of a celebration event organized by Management Learning to honour Chris Argyris as a 'Timeless Learner' and to celebrate his 80th birthday, and Elena Antonacopoulou, who conducted this interview, presents the main insights from Chris Argyris' scholarship. In this opening paper we focus on the nature of 'contribution' in relation to organizational learning, and this leads into an introduction to the six papers that comprise the core of the special issue.