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Business/management schools may be currently using an exclusive approach to the study and development of management; by ignoring gender in this arena they are reinforcing the notion that women in management are invisible. Previous research suggests that there is a masculine bias in management education, which disadvantages both female and male learners and which may discourage managers from capitalising on gender diversity in the workplace. Discusses experiences of women academics and students in a business/management school and is based on the premise that change in management education will facilitate change in organisations. Therefore, rather than reinforcing the premise that management knowledge contributes to the maginalisation of women in management, argues that business/management schools should move to an inclusive approach, where management incorporates the experience and abilities of both men and women. Concludes by suggesting a number of initiatives to place gender on the agenda in business/management schools.

This article explores a partnership arrangement between a public sector organisation and a university to jointly provide a management development programme for a group of new managers. It discusses the mutually beneficial outcomes of a partnership focused on learning, which can support public sector organisations and the universities themselves to embed continuous learning and promote organisational development initiatives. The article outlines the context of the organisation and the aims of the partnership. It provides some detail of the content of the management development programme, which was jointly designed, delivered and assessed. It concludes by considering the ways the partnership may change and develop in the future and by noting the learning points for similar partnerships planning to facilitate people and organisational development.

Radical shifts are taking place in management theory; equivalent shifts need to occur, we argue, in the theory of training and development. The move towards a knowledge economy makes such a shift particularly urgent. Notions of training tend to foreclose on outcomes; typically they are short‐term and assume transferability of skills. Notions of personal development may be insufficiently focused on the workplace. We argue for a conception of workplace learning that foregrounds the dialectical relationship between persons and their organisations. Crucial in that relationship are notions of openness, uncertainty, complexity, relationships, reflection, reframing and restoration.

This paper argues that UK business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organizations to be different. Our aim in this paper is to critically scrutinise and enable a consciousness raising in ourselves and our audience by highlighting what we understand as gender blindness within management, management research and education. However, the issue of whether this gender blindness results from “not seeing”, “being unaware”, “suppressing gender” or “gender defensiveness” remains problematic. We conclude with a call for an “unlearning” and a “rethinking” of gender blind management education and provide some examples of how this might be achieved.

Discusses universities role in resolving gender problems and of combating “impoverished” learning. Argues that gender should be central to management development and education and proposes that gender should be placed high on the agenda to challenge traditional sex role stereotypes in students’ organizations. Proposes that because of problematic areas in educational environment these may not be conducive to women’s development managerially. States that women academics have to get to these management positions to challenge the status quo, but that the movement up the ladder of management responsibility is very difficult. Goes on to highlight the various supporting arguments and discusses these at length. Gives an example in management educationof gender on the agenda and details out the occurrences and effects. Concludes that the initiatives discussed should be taken on board business/management schools should begin to place gender firmly on the agenda‐increasing awareness of gender issues through the process.

The 1990s have seen wide‐ranging culture changes throughout the public sector, introducing a business focus and a customer‐led approach, resulting in the recognition that organisations must invest training and development in their greatest asset – their staff. In this context, there is a growing trend to use universities as external providers of training and development, reflecting the need for continuous professional development, for flexibility and for continuous adaptability to change. Explores a spectrum of partnership arrangements between universities and public sector organisations, and discusses the mutually beneficial outcomes which can result, including the development of continuous learning, culture change, organisational development initiatives and appropriate restructuring. Presents three case studies to illustrate these developmental partnerships and concludes by offering significant learning points to those public sector organisations planning similar partnerships to facilitate management development.

The purpose of this paper is to highlight gendered media constructions which discourage women's acceptability as political leaders and trivialise or ignore their contribution.

Media analysis of UK newspapers, government web sites, worldwide web relating to the UK 2010 government election, women MPs and in particular representations of Harriet Harman and Theresa May.

Media constructions of UK women political leaders are gendered and powerful in messaging women's (un)acceptability as leaders against embedded stereotypes. Being invisible via tokenism and yet spotlighted on the basis of their gender, media constructions trivialize their contribution, thus detracting from their credibility as leaders.

UK‐based study grounded in opportune “snapshot” media analysis during election and resultant formation of UK coalition Government. Focus on two women political leaders, results may not be generalisable.

Raises awareness of the numerical minority status of UK women political leaders, the invisibility‐visibility contradiction and the power of the media to construct women leaders against gender stereotypes. Call for continued challenge to gendered leader stereotypes and women's representation in UK political leadership.

Highlights power of media to perpetuate gender stereotypes of UK women political leaders.

This article presents pictorial representation as an innovative and challenging technique for exploring how new and experienced researchers see research and researchers. Pictorial representation provides a means of exploring the various factors that may influence, limit or inhibit researchers in their practice.

Three groups were engaged in creating pictorial representations of either “research” or “researchers”. Groups of new doctorate in Business Administration students, second year PhD students and a network of women academic staff from two UK university business schools described their drawings to their group and engaged in general discussion of the issues raised.

Drawing and discussing pictures allows emotional and unconscious aspects of engaging in research to surface, helping drawers put into words what may be difficult to voice. Such images enrich and enliven the difficult area of research methods teaching and their personal nature helps to “acknowledge the individual in the researcher”.

This paper is based on research with a small number of participants. It focuses on the use of the visual image technique, rather than detailed analysis of the images generated.

We offer the technique to teachers of research methods who can use it to make research methods more interesting and relevant to their students.

The paper outlines an innovative approach to teaching research methods which engages students in discussion about the nature of research, the skills and qualities needed to become effective researchers and assists them to begin the difficult but essential process of reflexivity.

It should come as little surprise that the technological advances in information storage and retrieval have led many in the information professions to renewed concerns for educating student users in college libraries. The introduction of electronic information retrieval methods and an explosion in the amount of information available online and across media have created a sort of instructional imperative, to which many in the academic community have responded. This move, which characterizes so many programs in public, school, and academic libraries, is consistent with contemporary models of librarianship that emphasize information access over information acquisition and storage. This agenda has important implications for 21st century library administrators, reference professionals, and LIS educators, even though the practice of “teaching the use of books and libraries” (Rothstein, 1955, p. 14) has 19th century roots. Indeed, from an early date academic librarians viewed “bibliographical information” provided by “the librarian of their college or university” (Adams, 1887, quoted in Rothstein) as key in enabling students “in all their after lives to do their individual work more readily and successfully (Barnard, 1838, quoted in Rothstein).

Disillusionment among novice teachers often sets in upon entering the teaching profession. Unfortunately, this disillusionment often leads to novice teachers leaving the profession at high rates, with underserved schools more adversely impacted by their departure. This chapter explores the sources of burnout via the lived experiences of three novice teachers and the impact that burnout had on their intent to remain in the profession. The “reality shock” teachers experience will be exposed through teachers' personal stories while examining the sources of support and strength teachers sought from both within their learning community and beyond, and how those served as a means to survive the novice years.