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Considers a background to quality and the reasons why total quality management programmes tend not to produce the results normally expected of them. This is essentially due to the impact on the organization and its goals of unconscious predispositions of individuals and groups to maintain the status quo and to “push back” from change and whether or not such change is perceived by them to be beneficial. Examines how understanding this is an imperative first step to the implementation of any TQM or other cultural change programme.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

The field of education continues to become more diverse with respect to race and gender. Specifically, research on the educational and professional experiences of African American and female scholars have increased (Cubillo & Brown, 2003; Philipsen, 2008; Wolfinger, Mason & Goulden, 2008; Wyche & Graves, 1992). With respect to the field of education, there are a few studies of women's experiences as faculty in educational leadership (Mertz, 2009; Sherman, Beatty, Crum, & Peters, 2010). However, there is a silence in research regarding the experiences of Black (African American) women faculty in the field of educational leadership/administration. The field of leadership is written typically by and for a mainstream, masculine audience. To this end, women and African Americans are “othered” in this discourse. This chapter examines the experiences of four African American female scholars in programs of educational leadership/administration.

The trajectory of François Perroux across the Vichy regime poses about all possible range of methodological issues to the historian of ideas: individual versus collective biography, ideational versus ideological reading, internal versus external analysis, etc. The chapter outlines key elements about Perroux’s trajectory showing the entanglements and boundaries of science and politics in the transition from democratic to authoritarian rule and vice versa. A particular emphasis on uncertainties and adjustments shows, against the tendency to a teleological explanation induced by a linear interpretation of his career, that different paths were considered by Perroux, but that his choices were nevertheless constrained by the forces of both the scientific and political fields.

This chapter examines the lack of diversification in higher education administration and specifically focuses on the scarcity of women of color in formal, high-level positions of leadership at predominantly White Institutions (PWIs) in the United States. Four main questions fuel the discussion: (1) What theoretical definitions are useful for understanding the social constructed meanings of women of color? (2) How does the concept of stereotypes contribute to the underrepresentation of women of color in higher education administration? (3) How do leadership paradigms and subsequent theories influence perceptions of leadership? and (4) What leadership paradigms and theories better address the exclusion of women of color from decision-making positions of leadership in higher education and therefore take into consideration dimensions of diversity and the changing face of leadership?