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Despite the sporadic evolution of artificial intelligence, the most valuable asset of any organization in the modern world is human resources. This study aims to reveal that partnerships between higher education institutions (HEIs) and employers will ease the process of employee mid-career development in Uganda's corporate employment sector by promoting work-based postgraduate training, and this additionally promotes human resources (HR) capacity-building for organizations.

The hypothesis is that contemporary employees seek out an academic mid-career development postgraduate programme that is blended to fit into the employees' work schedule. The study was a descriptive quantitative study, and a closed-ended questionnaire was sent out to groups of corporate employees online (N = 70) and 41 responded, giving a response rate of 58.5%.

Findings indicate a need for a flexible program for mid-career development and transition, the low standard deviation of (Neutral = 0.95, Disagreed = 2.64 and Agreed = 3.3) implies an insignificant deviation from the mean of responses. Indeed, over 95% agree that pursue further studies is needed but in a more flexible way.

The study design was limited by the sample selection process and study design. In the future, the authors recommend a mixed study for both quantitative and qualitative dimensions of such studies.

Irrespective of gender, hierarchy and experience, employees want flexible study modes for their postgraduate. This implies that institutions of higher learning should work with the labour industry and position themselves as work-based information and communication technology (ICT)-Integrated learning theatres.

The move towards a collaborative strategy between academia and the employment industry is very evident in this study.

The purpose of this paper is to report a qualitative study with British women managers, which explored the career competencies accrued from undertaking an Executive MBA (EMBA).

The research drew on in‐depth interviews with a sample of 18 female alumni from three British business schools. Data were analyzed using NVivo 8.0. within the career‐competencies framework of Knowing‐how, Knowing‐why and Knowing‐whom.

Women aged between 30 and 34 years emphasized the importance of gaining confidence (Knowing‐why) and skills (Knowing‐how) while those aged between 35 and 45 years focused on developing networks (Knowing‐whom). This study suggests that age and career stage may have considerable impact on perceptions of acquired career competencies.

This is an exploratory piece with limited generalisability; however, it exposes the need to clarify the concept of career stage for women.

Business schools have historically stressed the career benefits of MBA programmes in terms of improved capital and of changing career directions. This research indicates that an EMBA may offer a more level playing field for women with respect to networking activities. In the competitive global environment, business schools may benefit from more fully exploring career competencies, such as networking skills, for increasing the appeal of EMBA programmes. The paper also draws attention to the need for HR managers to increase efforts for improving women's career competencies.

Findings extend previous research on the development of career competencies from an EMBA, indicating the importance of developing networks, particularly at mid‐career. The paper highlights the need to redefine women's mid‐career stage.

This monograph reports on the strategic and operational roles of learning and development (L&D) professionals in Irish, UK European and US organisations including multinational corporations, small to medium enterprises, the public sector and not for profit organisations. This paper aims to investigate the contextual factors influencing L&D roles in organisations, the strategic and operational roles that L&D professionals play in organisations, the competencies and career trajectories of L&D professionals, the perceptions of multiple internal stakeholders of the effectiveness of L&D roles and the relationships between context, L&D roles, competencies/expertise and perceived organisational effectiveness.

The study findings are based on the use of multiple methods. The authors gathered data from executives, senior managers, line managers, employee and L&D professionals using multiple methods: a survey (n = 440), Delphi study (n = 125) and semi-structured interviews (n = 30).

The analysis revealed that L&D professionals increasingly respond to a multiplicity of external and internal contextual influences and internal stakeholders perceived the effectiveness of L&D professionals differently with significant gaps in perceptions of what L&D contributes to organisational effectiveness. L&D professionals perform both strategic and operational roles in organisations and they progress through four career levels. Each L&D role and career level requires a distinct and unique set of foundational competencies and L&D expertise. The authors found that different contextual predictors were important in explaining the perceived effectiveness of L&D roles and the importance attached to different foundational competencies and areas of L&D expertise.

This is one of the few studies to have investigated the L&D professional role in organisations from the perspective of multiple stakeholders using multiple research methods.

This study examines and describes the experiences and perceptions of women and men associate professors from various academic disciplines as they chart and navigate their academic career trajectories.

Using a case study approach, we interviewed 11 purposively selected mid-career faculty members and five department heads.

Through the Social Cognitive Career Theory (SCCT), we identified issues of clarity, climate, self-efficacy, and gender disparity as major concerns for mid-career faculty.

This research is limited to a research-intensive university in the southeastern United States. The small study population and unique context limit the generalizability of the study.

Findings of the study provide a lens for university and college administrators, human resources professionals, and other institutional leaders to view professional development programs for mid-career faculty members at their own institutions. The findings also suggest a need for improvements to current family-friendly policies to reduce gender bias and retain women faculty members.

This paper offers practical recommendations to higher education administrators and human resources professionals on how to positively cultivate a better work climate and culture for mid-career faculty members. It also offers suggestions on how to be sensitive to and improve gender equity among mid-career faculty in higher education.

The purpose of this study was to expose the phenomenon of self‐renewal and its dynamic aspects among women headteachers in mid‐career. Based on findings from an exploratory study conducted among Israeli primary school women headteachers in their mid‐career period, the study presents the phenomenon of self‐renewal that was experienced by these headteachers. This phenomenon included elements such as coping with burnout crisis, critical inner reflection, reframing managerial perspectives, elation and energy replenishing and reinforcing innovative behaviors. A conceptual frame is presented in order to understand the process of self‐renewal and its contextual and biographic determinants which enable the existence of the phenomenon in mid‐career

Considerable attention is being paid to career guidance and counselling for young people about to enter work for the first time, but the needs of those in mid‐career have been comparatively overlooked. Current social and economic changes have created a less secure context for the pursuit of careers and have created a need for new tools for mid‐career management. This paper describes one such tool—the career graph—and its use with middle level industrial managers during a short course on career management.

This paper aims to provide a framework for career counselling designed particularly to support the career development of mid‐career women managers. This approach is referred to as an autobiographical approach to career counselling. The practical application of the approach is described.

The autobiographical approach draws upon social constructionism and narrativity. It was developed and applied together with 22 women managers. Various methods were used as narration tools.

At mid‐career, women managers are often in a transition process in their career. They can be expected to benefit from counselling that focuses on their long work experience and from their willingness to make new career moves, and contributes to their own understanding of their strengths and motivation in their search for more meaning into their careers – and into life in general. The career autobiographies of women do not reflect the continuous, uninterrupted upward mobility that is traditionally considered typical of a “normal” managerial career. The study suggests that there is a need to change the dominant understanding of a “normal” career in management.

The contribution of this study lies particularly in bridging the gap between theory and practice by applying an action‐oriented approach.

Two recently published reports — “The Making of British Managers” by John Constable and Roger McCormick, and “The Making of Managers” by Charles Handly — are compared, and their differing emphasis on the future role of the MBA is discussed. There are three possible roles for the MBA: an early accelerator for potential high‐fliers, a broadening mechanism for mid‐career managers, or a specialist qualification in particular areas. Both problems and opportunities are suggested by this analysis.

This paper outlines some typologies of managerial and professional development. It then examines some aspects of the informal structure of an organisation and the significance of the role of mentor within that structure. It proposes that the mentor oversees the adaptation of the individual to the needs of the organisation and thus influences the pattern of managerial development. The paper concludes with a discussion of the implications of this for management development programmes and suggests some areas which call for further research. During a review of the literature concerned with career development there occurred several references to the question of the adaptation of the individual to the organisation. This is a matter of significance in understanding both the individual's career development and the organisation's practice of management development. Although the literature review was concerned with a relatively narrow field and there are, therefore, probably other relevant and important issues which are not raised below, it uncovered several research findings which are of particular significance for the practice of management development. They have been noted and are discussed in this paper.