Purpose-The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in organisations might be facilitated better. Design/methodology/approach-The paper discusses organisations as complex adaptive systems and uses complexity theory to inform two new frameworks for facilitating organisational learning and change. Findings-In order for organisational learning to occur we need to change our mind-set of how we see organisations and to think of learning not just as individual but also as generative "communicative action" that emerge out of collaborative relationships. Research limitations/implications-The frameworks proposed are grounded in organisational learning literature and the experience of the author. The proposed agenda for organisational learning has yet to be acted upon and evaluated. Practical implications-The frameworks can be used to enhance understanding of learning and change in organisations. The agenda for enabling organisational transformation identifies key steps to put the ideas developed in the paper into practice. Social implications-The approach advocated for use within organisations is one of empowerment and collaboration rather than top down direction. Originality/value-The paper introduces new frameworks and a practical agenda to bring about organisational transformation through work-applied learning.

Recruiting and Developing the Student Mindset "There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning." (Jiddu Krishnamurti, On Education, 1974) Sales Education for a Profession in Constant Change Sales education has significantly grown in importance because selling skills are highly demanded in the marketplace, thus providing higher levels of employability to new graduates. In 2010, there were more than 8.2 million jobs directly employed in sales in the United States. If we take into account top executives, who are often engaged in business development activities, this number would reach 10 million (U.S. Bureau of Statistics, 2010). Higher education institutions have responded to the need for a qualified sales labor force by growing the number of sales-related courses offered. For instance, sales education courses in the United States were delivered by 44 universities in 2007, and this number grew to 101 in 2011 (Cummins, Peltier, Erffmeyer, & Whalen, 2013). Universities with a track record in sales education such, as Baylor University (Center for Professional Selling), Ohio University (Ralph and Luci Schey Sales Centre), the University of Akron (Institute for Professional Selling), and five others, played a critical role in creating the University Sales Center Alliance (2013), founded in 2002 in the United States. Other examples of the growth of the field are the Sales Education Foundation (2014) established in 2007, also in the United States. In Europe, the Global Sales Science Institute (2013) was founded in 2007 to bring together the study and practice of sales and sales management internationally to further advance global collaboration in sales research, practice, and education. The increase in the importance of sales education is also driven by the dramatic transformation of the profession 531964J MDXXX10.

Makes a case for a new kind of partnership between universities and their local communities within which organizational as well as individual learning can be recognized, developed and accredited. Describes Middlesex University's new MA in personal and organizational development and suggests that a programme of this kind could be a catalyst for such a change to be brought about.

In most instances, the isolation of Aspergillus species from non-sterile sites does not represent clinical disease, but only colonisation/contamination. However, for high-risk patients including transplant recipients, a positive culture is associated with invasive disease. Our tertiary centre routinely reports single fungal isolates and mixed cultures with appropriate comments, and those considered significant will also have susceptibility testing carried out. The correlation of culture results with clinical features can differentiate between invasive disease and contamination.

The need to understand chaos and complexity in organisations has particular importance for health which is bedevilled by the complexity of organisations and the sometimes chaotic nature of its core activities. This article seeks to explore these issues in the context of one of the key functions which is expected to hold together this diversity: Human Resource Management (HRM). An exploration of the nature of HRM in health care as it has evolved indicates that in order for it to have a pivotal role for the future it will need to rethink this role in the changing paradigm which is now emerging; in so doing it could develop as the organisational intelligence for health care in the future facilitating organisational learning and creativity.