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The purpose of the paper is to address the following question: What can novels reveal about what leadership nonfiction sources miss or obscure?

The paper reviews the benefits that are derived from the use of literature in the examination of leadership, compares and contrasts three novel experiments in the examination of literature and leadership, and examines the impact of one approach as reflected in student assignments and exit interviews.

Student reflection papers morphed from descriptive reviews to reflections expressed through poetry, artwork and personal experiences. Students also deepened their views on what leadership is and means. Exit interviews revealed student significant reflection on personal views in a number of areas. The longitudinal follow up of students expanded their flexibility and ability to listen and understand how and why people approach leadership in different ways. They also felt it increased their openness to new or different approaches and encouraged them to think more independently.

One implication of the approach of this class is how the authors embraced questions to guide the students and faculty. Instead of listing topics and assigning categorical meaning, the approach of the class was organized around questions, such as, “is leadership real or imagined? Am I ready to take responsibility?

The power of storytelling is unmistakable. The value of storytelling is that it allows the reader to escape from the day-to-day challenges we face to find how others are facing challenges sometimes very similar to our own.

The article compares and contracts three experiments in the examination of literature and leadership. The paper then examines one approach to literature and leadership in terms of the impact on students (papers, exit interview and longitudinal follow-up). Findings are assessed with the works of Gardner, Bennis and Hartley stressing the possibilities of storytelling as a unique approach to studying and practicing leadership.

Service user involvement is called for at every level of NHS delivery in the United Kingdom (UK). This article describes a model of service user participation in the development of mental health nurse curricula in a UK university. Using a research model of participatory action research, the Participation In Nurse Education (PINE) project has now become mainstream in the mental health branches at the university. Service users led the design and implementation of the teaching sessions and led the data collection and analysis. Research participants were the service user trainers and the student nurses who were involved in being taught in the early stages of the project. The benefits of the work to both trainers and students are identified as well as some of the difficulties.

This paper attempts a broad review of the current status and possible future of TQM as a major management concept. It looks at its strengths, in areas such as industrial and product orientated commercial business, in which it has become well established and demonstrably helpful to organizational objectives; and its weaknesses, areas in which it has been less successful than would have been anticipated. The paper then considers the applicability of TQM concepts to product and service organisations and argues that there is evidence of greater ease of adoption, and more apparent success, within product based companies than with service based organisations. Looking to future opportunities, the paper examines what further areas of development might be appropriate for TQM. Two significant but by no means fully explored areas are: small/medium sized enterprises (SMEs); and developing and newly industrialised countries (NICs). Another extension worthy of consideration is the non commercial organisation, in the public sector and the “third sector”.

WE regret to learn that the Leyton Borough Council has followed the bad example of East Ham in transferring its library responsibilities from the ad hoc Library Committee to the Education Committee. The case is worse than that of East Ham in that the Borough Council is not the education authority and the library system, with its library staff, consisting of men of life‐long experience, will be handed over to the County Education Committee. Such transfers are not made in order to promote the efficiency of the library but because the Councils are under the delusion that by some species of financial legerdemain a library service will be provided without payment on their part. As the promoters of the 1919 Act certainly did not intend any such actions as this, we hope that the Library Association may be able to do something before the transfer takes effect. Our hope, we are bound to admit, is a faint one.