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The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).

Two similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.

The two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.

The research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.

The results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.

There are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

The purpose of this paper is to explore multiple perspectives on managerial coaching: why and how managers engage, employees and human resource development (HRD) professionals’ perspectives on the use and how HRD and managers can better support each other with it.

This study used secondary analysis of empirical data already collected through a transnational study from 20 different medium-size to large organisations in the Netherlands, the UK and the USA. For this study, 58 interviews referring to coaching were analysed from 18 of these organisations, from these 3 different countries and from 3 stakeholder groups: managers, employees and HRD professionals.

Findings show that managers perform a variety of “on the job” informal coaching roles and that HRD professionals lead the more formal aspects. Managers felt that HRD support was limited and hoped for more. A limited number of employees mentioned coaching, but those that did highlighted the different types of coaching they received in the workplace, referring to managers but with little recognition of HRD’s role. HRD professionals shared how they support managers through both informal and formal coaching approaches, but this was not fully acknowledged by neither managers nor employees.

The findings of this study contribute to the literature on devolved HRD practices, highlighting that managers are engaging more in managerial coaching with their teams, that potentially employees are not that aware of this and that managers and employees are not fully aware of HRD’s contribution to supporting coaching and feel they could do more. As a result, this study suggests that HRD professionals have a clear role to play in creating and leading the supportive organisational culture for coaching to thrive, not only in setting the “coaching scene” for managers to work within but also through offering support for long-term capacity building for all employees.

Through the diffusion of key HRD activities into managerial roles, and while internal coaching is gaining more momentum, managers now step up when coaching their teams. This study extends the limited prior research on managers’ and others’ (employees and HRD) beliefs about the coaching role in the workplace. This study highlights the changing role of the manager, the need for HRD to offer more support for the joint role that managers are taking (manager and coach) and the partnership potential for HRD professionals to include all stakeholders including employees.

The purpose of this paper is to attempt to demonstrate that formal mentoring is a helpful tool to develop managers within the changing context of the UK Police, and to highlight how managers can have an influence on mentoring programmes and the learning within them.

A longitudinal qualitative case study approach was chosen and semi-structured interviews were conducted alongside focus groups.

The findings showed that both mentees and mentors perceived they were learning within the mentoring relationship. Also, despite some common themes in relation to the key moderating factors, managers were seen as both facilitating and hindering these mentoring relationships.

It was recognised that although interesting to compare and contrast the findings between the two different case study organisations, the findings drawn from this study may not be directly applicable to other mentoring programmes beyond these UK Police Forces. More could have been explored in the focus groups and information could have been collected from those that did not attend the interviews or the focus groups.

This research adds value as there is little written about the mentoring and managers, within the interesting changing context of the UK Police force. The insights from this mentoring research suggest that there is much learning to be gained by both parties through mentoring and that line managers need to be encouraged away from the day to day reactive approach towards being more proactive with supporting the personal development of their team members (and themselves) into the future. If they are more involved and supportive of learning and development interventions, then they and their team members will gain more from the experience and this will ultimately help them to make a more positive difference within their role.

This case invites students to assess the impact that Brexit, the withdrawal of the United Kingdom from the European Union, might have on a New York–based hedge fund's portfolio and, specifically, its UK assets. The case is designed to prompt students to make market assumptions and investment hypotheses based on a combination of numerical data and qualitative information. It requires no numerical computations; instead, it asks the student to interpret both markets' short-term reactions to the Brexit vote and strategy shifts from UK and European business leaders in order to evaluate longer-term implications for the economies of the United Kingdom, Europe, and the world.

The Royal Commission appointed “to inquire into the relation of human and animal tuberculosis” has issued its final report, just ten years after it commenced its work.

This is the twelfth article on social science, humanities, news, and general databases in a continuing series of articles summarizing and commenting on new database products. Two companion articles, one covering science, technology, and, medicine (STM) appeared in Online & CD‐ROM Review vol. 22, no. 4 and the other covering business and law (BSL) will appear in Online & CD‐ROM Review vol. 22, no. 6. The articles are based on the newly appearing database products in the Gale Directory of Dafabases. The Gale Directory of Databases (GDD) was created in January 1993 by merging Computer‐Readable Databases: A Directory and Data Sourcebook (CRD) together with the Directory of Online Databases (DOD) and the Directory of Portable Databases (DPD).