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This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

This chapter focuses on the underlying levers of diversity management, namely inclusive leaders, authenticity, networking and visibility, and clear career paths in two best practice cases. The aim of our research is to provide the strategic orientation of developing diversity management through business education in Slovenian business environment based on best practice cases as well as content analysis of 104 responses within management course at the Faculty of economics University of Ljubljana.

Qualitative joint content analysis was selected to analyze the data, in order to quantify qualitative data collected, by understanding its context.

Based on findings, the conceptual model of diversity management curriculum is introduced.

Limitations of the study are in the open-ended questionnaire design in addition to analyzing only two purposely chosen best practice cases, which do not provide for the overall state of diversity management in Slovenia.

Discussion is based on the findings of diversity management inclusiveness, offering also concrete theoretical and practical implications for deans, academic community, as well as students who want to practice inclusive diversity management.

Our chapter raises awareness on diversity management development and implementation on the basis of identified good practice examples. By presenting Slovene cases and analyses of the diversity management implementation, we promote the value of inclusion and diversity in the workplace.

Our chapter presents two original case analyses within Slovene diversity management and offers the conceptual model of diversity management curriculum.