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Existing research has established that women drop out of engineering careers in part because of a dissatisfaction with their career development, but women's understanding of career development in engineering has been as yet largely unexplored. This paper aims to explore female engineers' experiences of navigating their careers and their perceptions of barriers to career development, through the lens of the intelligent career framework (ICF).

The in-depth interviews of this study were conducted with female engineers in the UK and analysed using template analysis.

The authors identified three structural barriers that participants felt hinder women's career development in engineering: (1) promotions are more likely to be given to people who are widely known – more often men; (2) promotions are more likely to be given to people on whom high status is conferred in this context – more often men and (3) promotions are more likely to be given to people who conform to the ideal worker ideology – more often men. The women also offered a series of counter-narratives in which they reframed the behaviour they witnessed as something other than sexism.

The findings highlight the significant and systemic bias against women's career development through gender stereotypes in workplaces and an implicitly gendered organisation that hinders the development of the three competencies needed for career advancement. The authors describe a range of counter-narratives that the participants use to help them to make sense of their experiences. Finally, the authors illustrate the application of the intelligent career framework (ICF) as a lens to view the career development culture of an organisation.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

Anonymous recruitment seeks to limit managers’ reliance on stereotypes in employment decisions, thereby reducing discrimination. This paper aims to explore how managers interpret the information embedded in anonymised job applications and how they interpret the organisational priorities driving the adoption of anonymous recruitment.

Semi-structured interviews with 30 managers in two Australian public sector organisations were analysed.

The results showed that managers used implicit signals and cues to infer the gender identities of applicants in anonymised applications, reintroducing the possibility of bias. Managers perceived that anonymous recruitment sent positive external signals to prospective employees but were sceptical about its effectiveness.

The results showed that removing applicants’ names and identifying information from applications may not be sufficient to reduce bias. In organisations where managers are sympathetic to equity and diversity issues, use of anonymous recruitment may provoke resentment if managers perceive organisational distrust or inconsistent objectives. Limitations regarding the size and nature of the sample are acknowledged.

Organisations seeking to reduce gender discrimination in recruitment may consider adopting standardised application procedures or training managers to understand how stereotypes affect evaluations. Organisations should also assess managerial support for, and understanding of, anonymous recruitment prior to implementation.

The findings add to existing knowledge regarding the effects of implicit gender signals in managers’ assessments and the effectiveness of anonymous recruitment in reducing gender bias. It also contributes to signalling theory by examining how managers interpret the signals conveyed in organisational policies.

This study aims to examine the contribution of faculty–student coauthorship to the development of graduate students’ research skills in the sciences, technology, engineering and mathematics (STEM) by quantitatively assessing rubric-measured research skill gains over the course of an academic year compared to students who did not report participating in coauthorship with faculty mentors.

A quasi-experimental mixed methods approach was used to test the hypothesis that the influence of STEM graduate students’ mentored writing mentorship experiences would be associated with differential improvement in the development of their research skills over the course of an academic year.

The results indicate that students who co-authored with faculty mentors were likely to develop significantly higher levels of research skills than students who did not. In addition, less than half of the participants reported having such experiences, suggesting that increased emphasis on this practice amongst faculty could enhance graduate student learning outcomes.

Qualitative studies of graduate student writing experiences have alluded to outcomes that transcend writing quality per se and speak directly to the research skills acquired by the students as part of their graduate training. However, no study to date has captured the discrete effects of writing experiences on these skills in a quantifiable way.

This short paper celebrates the tenth year Anniversary of QROM by highlighting the importance of continuing to build community and support for qualitative researchers across the world. It also elaborates the relationship between the journal and the biennial international Qualitative Research in Management conference. The paper aims to discuss these issues.

Review article.

The importance of a supportive community of qualitative scholars.

The need for collaboration.

This study aims to discern medieval information literacy (IL) practices through scrutiny of medieval manuscripts: both the content and the “marks of usage” evident therein.

Analysis of the writing of scribes. Engagement with selected primary texts (manuscripts) and prior scholarly investigations.

Ample evidence exists of the practice of IL in the medieval era, and how it was transmitted and negotiated across time and space. Popular guides for scholars, including Hugh of St. Victor's Didascalicon, and the marks of usage left on manuscripts by readers/scribes, are evidence of how members of scholarly communities engaged in collaborative metacognitive work, helping each other with tasks such as understanding the ordinatio (organisation) of texts; cross-referencing; locating information; and making judgments about relevance, amongst others. New practices were stimulated by key historical transitions, particularly the shift from ecclesiastical to secular settings for learning.

This is a preliminary study only, intended to lay foundations and suggest directions for more detailed future investigations of primary texts. The scope is Eurocentric, and similar work might be undertaken with the records of practice available elsewhere, e.g. the Arab world, South and East Asia.

Some previous work (e.g. Long, 2017) has investigated medieval scholarly communities by retrospectively applying notions from practice theory, but no prior work has specifically focused upon IL as the practice under investigation.