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Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues.

In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis.

Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth.

Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated.

The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.

This paper aims to describe a partnership visual arts project between Richmond Fellowship (a national mental health charity) and the Bluecoat arts centre in Liverpool involving participants with mental health problems.

The paper details the development of the project since September 2010 and, most importantly, the artistic development of the individuals who are still taking part and the improvements in their mental health and wellbeing. It also describes the development of the group in becoming an independent organisation.

Evaluation was undertaken at regular intervals through wellbeing questionnaires, one‐to‐one interviews and observation, which led to the following findings: with support, individuals with mental health problems experience significant benefit in engaging with the arts, to their mental health, their personal development and development as artists. Given time, they require less support and are willing to take on responsibilities, which has enabled them to become an independent organisation.

This paper makes the case for the effectiveness of partnership working between mental health and arts organisations to improve mental health and social inclusion.

The paper adds to the body of evidence concerning the use of arts in recovery and of use to mental health organisations who are interested in using the arts in the process of support.

The growth of women in management has been argued to offer a route to reduce organizational and social inequality. The purpose of this paper is to explore the careers and experiences of female managers from a variety of organizations operating in the West Midlands region of the UK.

This study is based on 56 interviews conducted with women managers within various sectors. The interviewees also completed pictorial careers maps, which along with interview recordings were analyzed.

The key themes to emerge from this research centre upon the factors that draw women into management (which we term seductive elements) as well as some of the hindering practices that prevent women from progressing. Significantly, we find that managerial careers are associated with gendered assumptions and practices (e.g. facilitating and developing people) which contribute to construct management (done by women) as bounded‐up characteristically with “feminized” behaviours.

The research is based upon a relatively small sample that is multi‐sectorial. Wider studies that increase population size, together with deeper studies that hold sectorial variables constant would further add weight to the findings presented here.

The paper draws attention to the “lived reality” of doing management, which, we argue often, for women in particular involves the reconciliation of contradictions and conflicting pressures. We draw attention to the lack of “alternative models” of organization and highlight the potential for gender‐focus mentoring and management education.

The paper is of value in giving voice to a selection of women managers by allowing them to reflect upon and explore their experience of management. The paper also documents the day‐to‐day reality of women's managerial careers that require the re‐enactment and reproduction of stereotypical gender norms.

The main objective of this article is to present an empirically based reformulation of our models of the organisational change process. In Part 2 this reformulation will be developed and illustrated with reference to an extended case study. In this first part of the article I will attempt to demonstrate that this reformulation is necessary because current empirical data on the practice of OD is not consistent with the conceptual models of the organisational change process presented in the literature. The evidence suggests that models are used regularly in the practice of Organisational Development and are important to consultants and clients alike, because they enable a complex and uncertain process to be better understood, It is therefore vital that such models are accurate representations of reality.

DAVID HERBERT (1830–99), classical tutor, journalist and aficionado of eighteenth‐century literature and history, was born on 15 April 1830 in Glasgow, at the home of his parents on Castle Street. He spent his early life in Glasgow where his father, James Herbert, worked in a shop.

Despite rhetoric of added value, facilities management suffers a dearth of objectively researched, publicly available information concerning the impact of facilities on businesses at the level of market sectors or individual organisations. This paper aims to correct that situation for UK higher education institutions. A survey of undergraduates starting university in 2001 has confirmed, to high levels of significance, earlier research with the 2000 intake. For many institutions, facilities factors, where provided to a high standard, are perceived as having an important influence on students’ choice of institution. Year‐on‐year comparisons show strong agreement at the global level and, where data could be gathered, at the institutional level. Individual institutions show marked differences, significant at levels of confidence of over 95 per cent. A comparison of “reputational pull” and “facilities pull” is suggested as a means of differentiating the “brand” of different institutions.