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This paper aims to present a practitioner overview of the challenges and growing strategic importance of knowledge and knowledge sharing in organizations, considering roles of learning, and in particular networks, together with collaboration in the development of sustainable competitive edge through knowledge, knowledge management and the activities of knowledge workers.

First, the paper sets the scene for the development of the twenty‐first century knowledge economies, by providing a brief literature overview incorporating some of the key work of Peter Drucker, Charles Handy, Tom Stewart and others. It also provides insights into the London Knowledge Network and its role in supporting organizations in the pursuit of effective knowledge‐focused strategies. Then, via insights into three organizations: one medium‐sized private company (US) and two public (one small, one very large) UK organizations, some of the challenges are considered that organizations experience as they seek to use learning and knowledge as sources of sustainable competitive edge at organizational and often regional, national, international and global levels.

Overall, it was found that knowledge management has not become the latest management fad but, if properly supported, can be used to benefit customers and workforces alike.

Some conclusions are drawn about how organizations are managing the significant change, especially the cultural change, involved in using knowledge as a key driver for future competitiveness. This paper will be of use to any organization wishing to implement knowledge management.

THE ARTICLE by Simon Francis in the last issue of NLW (and the letter from Anthony Croghan in the Record for December) are clear indications that the honeymoon between the library profession and the British Library is drawing to a close. To change the metaphor, we have done our share of cheering and clapping, and are beginning to ask interesting questions about the new package deal. Surprisingly we are finding a dearth of hard facts within the mass of publicity which is being poured out. There are those who see this as a gigantic public relations exercise—what has the British Library to hide?

The purpose of this paper is to develop a framework to demonstrate the contribution of whole school approaches embodied by the health‐promoting school approach, to the promotion of school connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community.

A cross‐disciplinary review of literature was conducted to identify strategies consistent with the health‐promoting school approach and the values and principles that promote school connectedness. The review included peer‐reviewed articles and published books and reports identified from the databases spanning the education, health, social science and science disciplines and used search terms encompassing health and mental health promotion, schools, social connectedness, belonging and attachment. The paper is also a framework of the contribution of the health‐promoting school approach to promoting school connectedness and was developed drawing on health promotion strategies at the broader community level known to foster connectedness.

The paper found that the framework developed illustrates how the health‐promoting school approach has the potential to build school connectedness through two major mechanisms: inclusive processes that involve the diversity of members that make up a community; the active participation of community members and equal “power” relationships, or equal partnerships among community members; and supportive structures such as school policies, the way the school is organised and its physical environment, that reflect the values of participation, democracy and inclusiveness and/or that promote processes based on these values.

In this paper the detailed mechanisms outlined in the framework provide practical strategies for health promotion practitioners and educators to use in the everyday school setting to promote school connectedness.

This paper draws together substantial bodies of evidence and makes a persuasive case for the contribution of the health‐promoting school approach to building school connectedness.

Examines the process of change in hospitals that has emerged following the introduction of the health quasi‐market in 1991. Blends empirical evidence with Greenwood and Hinings’ archetype and tracks of change concepts to analyse the process which is labelled quasi‐market transformation (QMT). Argues that, before 1991, hospitals tended to operate within structures and systems underpinned by an interpretive scheme. Represents these similarities of configuration as the directly‐managed (DM) hospital archetype. When change initiatives challenged this configuration, the outcomes were negotiated and resulted in “adjustmental” change. In contrast, shows the introduction of the quasi‐market to have involved the first transformation of the DM archetype’s interpretive scheme, systems and structures. Analyses four years of transition to reveal that QMT has been interpreted differently within hospitals. However, presents data to suggest that many hospitals now display significant similarities in terms of configuration. Represents these similarities within the emerging Trust hospital archetype.

This paper describes the qualitative evaluation of Imagine East Greenwich (IEG), a series of arts/health projects developed as part of a regeneration programme on two housing estates in a London borough. The evaluation seeks to identify (through consultation with various stakeholders) indicators for measuring the impact of arts/health on communities, and to itemise some of the key factors that appeared to influence the success of IEG's arts/health projects. The paper reflects on some of the challenges that attend arts/health evaluations and, in so doing, contributes to ongoing debates about the role and value of the arts, notably in deprived and fragmented communities.