So far Internet studies have focused mainly on using website content for gathering business information, however web hyperlinks have not been exploited enough for business purposes yet. Webometric techniques are based on the exploitation of information contained in the hyperlinks that connect the different documents contained on the Web. Webometrics could be considered as a new discipline that applies bibliometric techniques to the quantitative study of the Web, but also a discipline that progressively develops its own concepts and methodology. So far studies in this field have focused on academic and scholarly web spaces; however this methodology is equally applicable to commercial sites which are more predominant on the Web. This paper is intended to show how webometric techniques could be applied to business and management studies. Therefore, it describes a number of basic concepts and techniques and the way in which they have been applied to these fields so far. Firstly, some studies found that the number of links pointing to companies' websites correlates significantly with the business performance measures of the entity. This finding suggests that links to a website could be used as a timely indicator of business performance. Secondly, the examination of co‑links, which refers to webpages that links two business sites simultaneously, have been used for competitive intelligence purposes. These studies are based on the idea that the number of co‑links to the websites of a pair of companies is a measure of the similarity between them. For instance, this similarity measure between companies in the same industry can provide information about their competitive positions. Finally, motivations for the creation of hyperlinks to business sites could be analysed through a content analysis approach in order to get confirmation about the business relevance and nature of links. This view complements the quantitative perspective to link and co‑link research, providing a brand new approach to business studies.

Abstract: Despite the fact that qualitative interviews are reputed to be an effective method of obtaining data from organizational elites, studies are concurrent on a number of obstacles which surround the interviewing of senior management. Problem areas flagged by the literature include issues of access and suspicion towards the interviewer as an outsider. This paper presents experiences with interviewing senior‑level HR managers in German organizations. The author attempted to overcome some of the estab lished barriers to interviewing internationals and organizational elites. However, as the paper argues, unique working experience collected in Germany gave the researcher insights into how to interact with senior German managers. In particular, the resear cher drew on a previous role as a language trainer to create a method of engaging managers. The semi‑structured interviews that followed were free from barriers and resulted in the gathering of rich data which enabled the researcher to better understand p rocesses, networks and relationships.

The twenty first century has been a period of major change for business organisations and industries. This has led to an ever greater interest in and demand for managers with not only the traditional subject knowledge and technical skills but also individual business skills. To meet these demands business schools are under pressure to adapt their courses appropriately and to innovate. For an undergraduate degree in business management, this includes both the structure of the degree, the subjects covered, the teaching methods used and the whole student learning experience. But innovation poses a major challenge for researchers and teachers alike – how can the effect of an innovation be measured or assessed? This paper assesses the current state of evaluation methods applied in Business Schools. Student feedback has emerged as the dominant approach, but application is still at a fairly basic level. A case example of evaluating the new first year redesign of the business management degree at City’s Business School is used to illustrate the practical issues involved. Student feedback offers some indication of the success of the redesigned degree, but it does not entail any constructive dialogue between students and lecturers, and students often lack the skills to frame feedback constructively. The paper discusses the implications of changes in the business context for the evaluation methods used in Business Schools.