Elena Antonacopoulou is a lecturer in Human and Organisational Analysis at Manchester Business School. Before joining MBS, Elena held faculty positions at Warwick Business School and the University of Manchester Institute of Science and Technology (UMIST). Her principal research interests are Change and Learning processes in organisations. Within that she has concentrated on individuals' receptivity to change and the role of learning and knowledge, in conjunction with Human resource Development practices in organisations. Other research interests include changing aspects of HRM and the role of Critical Thinking in Critical Management Studies. Elena is a member of the Executive Committee of the Management Education and Development Division of the American Academy of Management since 1996 and has been elected as Division Chair for 2002. She is currently Joint Editor -in- Chief of Management Learning Journal and also serves on the advisory board of the International Human Resource Development Journal.

Alessia Contu completed her Masters in Management and Organisational Learning
at  Lancaster University. She is presently studying for Phd at the Manchester School
of Management. She is interested in postmarxist theory and how it can inform
the analysis of learning, knowing and organising.  She has published on
situated learning theory and communities of practice.

Cathie Edwards is a lecturer at the Department of Continuing Education, University of Warwick. (see www.warwick.ac.uk/fac/soc/conted/ for further details). Prior to this she was a lecturer in Continuing Education at the University of Sheffield since 1992. Her current research interests include the assessment of learning of postgraduate professionals in training and development, and networked learning. She is on the editorial board of the European Journal of Industrial Training.

Michael Fielding is Reader in Education at the University of Sussex. He was previously at the University of Cambridge School of Education where much of his work was in the domain of organisational learning and school improvement. His current research interests are mainly concerned with the development of a counter discourse to the dominant effectiveness ideology still ravaging what is left of education in the UK. Part of that alternative consists in the development of student voice within an emancipatory notion of community. He is pursuing aspects of this work within a recent ESRC Network project Consulting Students about Teaching and Learning and with a student led research project on democratic citizenship in Chile

Steve Fox is a Senior Lecturer in Management Learning and Head of the Department of Management Learning at Lancaster University. His main research interests concern ethnographic studies of learning, management and social action informed by theoretical interests in situated learning and actor-network theory, post-structuralist critical theory, and ethnomethodology. His studies have included classroom group dynamics in business school, to management education and development policy and practice within public and private sector organisations, to virtuality and the use of the internet within European management education. He has worked with several large organisations assisting them to manage change productively. He is Co-Editor of Management Learning.

Chris Grey is University Lecturer in Organizational Behaviour at Cambridge
University (see www.jims.cam.ac.uk for details). He was previously a Senior Lecturer at Leeds University and an ESRC Fellow at UMIST and is a VisitinFellow at Stockholm University. His research interests include critical management education, the nature of managerialism and various issues around post-structuralist analysis of organizations. He is Joint Editor-in-Chief of Management Learning (see  www.sagepub.co.uk for details)and is a member of the DfEE's National Educational Research Forum, chairing its Task Group on research quality.

Irena Grugulis is a lecturer in Employment Studies at Manchester School of Management, UMIST. Her main research interests are in vocational education and training, corporate culture, NVQs, learning in organisations and SMEs and her research has been funded by the ESRC and the ERD. She co-organised the 16th Annual Labour Process Conference; co-founded the First Critical Management Studies Conference and is working on the second, tobe held in July 2001. She sits on the national executive of the British Universities Industrial Relations Association and is an acting Council Member of the Manchester Industrial Relations Society.

Christina Hughes is a lecturer in the Department of Continuing Education, University of Warwick. Her research interests include feminist perspectives of education, work and family and the development of research methodologies. She is currently working within feminist post-structural frameworks to explore theoretical and conceptual issues in feminist theory and empirics. She is co-editor of Gender and Education and a member of the editorial board of Gender, Work and Organisation.

Davide Nicolini is senior Social Scientist at the Tavistock Institute, London: http://www.tavinstitute.org/docs/units-programmes/octi.htm. His background combines studies in sociology, philosophy, individual and social psychology with interests in applied human sciences. His recent work focuses on "knowing" and its relation to the phenomena of learning, power and the organising process. He is also interested in facilitating organisational change and supporting inter-organisational and supply chain relations. He is an active member of theInternational Research Unit on Organisational Cognition and Learning basedat the University of Trent, Italy: http://www.soc.unitn.it/dsrs/Resunit.htm

Michael Reynolds is a senior lecturer in the Department of Management Learning at Lancaster University. Before that he taught Organizational Behaviour at Durham University Business School. Drawing on the work of writers in critical and feminist pedagogy his interest is in educational design - particularly its structures, methods and procedures - and the values and assumptions on which they are based. His recent publications explore possibilities for a critical management pedagogy, including critiques of concepts of reflection and community and the practice of assessment as applied within this context.

Malcolm Tight is Professor of Continuing Education in the Department of Continuing Education at the University of Warwick where he has worked since 1990. Prior to that he held posts at Birkbeck College (University of London) and the Open University. He is Director of Graduate Studies in the Department. His research interests are in relationships between adult learning, work and family; higher education policy and practice; and part-time forms of higher education. He is Editor of Studies in Higher Education (www.tandf.co.uk/journals) Co-Editor of the Higher Education Quarterly (www.blackwellpublishers.co.uk) ) and a member of the Editorial Board of the Journal of Education and Work. (www.tandf.co.uk/journals) and Widening Participation and Lifelong Learning (www.staff.ac.uk/journals).

Hugh Willmott is Professor of Organizational Analysis in the Manchester School of Management. He is currently working on a number of projects whose common theme is the changing organization and management of work, including projects in the ESRC Virtual Society and ESRC Future of Work programmes and an ICAEW funded study of strategic reorientation. The Future of Work project is exploring the relationships between learning, managing and the experience of work. Hugh has served on the editorial boards of a number of journals including Administrative Science Quarterly, Organization, Organization Studies and Accounting, Organizations and Society. Further information about recent publications and teaching interests can be found at his home page: http://dspace.dial.pipex.com/town/close/hr22/hcwhome

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