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Using Schein’s Descriptive Index (SDI), this paper aims to first examine gender role stereotypes and requisite managerial characteristics among Irish business students over a 10-year period. Then, the paper investigates whether there have been changes in gender role stereotypes during this period and subsequently unpack the reasons behind any changes recorded.

In total, 1,124 students from the same business student population rated men, women and managers in general, using SDI. Data was collected first during the academic year 2008–2009 and again in 2018–2019 to determine stability or change in gender role stereotypes and requisite managerial characteristics. Intraclass correlation coefficients scores were computed to determine the relationship between gender and requisite managerial characteristics and identify differences and similarities between the two samples. To explore the content of gender stereotypes, an examination of the specific descriptive items was conducted by performing a factorial analysis using Duncan’s Multiple Range Test. Finally, the authors adapted the scales developed by Duehr and Bono (2006) to determine whether broad gender stereotypic characteristics with respect to communal and agentic, attributed to men, women and managers, differ by sample.

The overall findings indicate changes in the extent of gender role stereotyping of the managerial role among the male cohorts studied. The subsequent analysis of the descriptive items identified that the change among the male cohort is due to the levels of agency they perceive women to now possess.

The authors contribute to the literature on both gendered and managerial stereotypes by showing changes in the pro-male stereotype of the managerial role and contribute to the existing debate on a shift towards a more androgynous view of leadership.

These findings help understand the content of gender role stereotypes that recent graduates bring with them to their first job post-graduation. The observed changes in the level of agency ascribed to women by their male counterparts could prove to be an important step forward for women’s advancement to managerial positions.

The findings indicate that both male and female cohorts in Sample 2 perceived men and women in general to possess the same levels of communal and agentic traits as their managerial counterparts.

The purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to overcome perceived risk.

Twenty-five women leaders in the Irish healthcare sector took part in an 18-month long identity-based leadership development program. Qualitative data from interviews, focus groups, critical incident diaries and individual exit surveys and observations were analyzed using the constant comparative method.

Four key processes are identified as women leaders work through risks associated with structural elements (perceiving and mitigating structural risk) and agency of the leader (accepting agentic risks and developing agency).

Like many focused qualitative studies, generalizability to a larger population might be limited. The authors, therefore, recommend future research to consider these issues in other industries, levels and national contexts.

Organizational members should pay attention to structural factors that affect women's perceptions of risks in internalizing a leader identity such as perceptions of organizational support for development, role models, mentoring and behavioral norms. Programs should aim to increase individual agency through personal reflection and freedom to experiment.

This paper offers an original and nuanced perspective on the role of risk in the leader identity development process for women.

The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.

Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.

Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.

The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.

By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.

Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.

The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.

The purpose of this study is to investigate changing implicit leadership theories (ILTs) within a business student population over a ten-year period.

Students from the same business student population rated men, women and managers in general, using Schein’s Descriptive Index, first during the academic year 2008–2009 and again in 2018–2019.

In Sample 1, the authors found multiple ILTs, male students gender typed the managerial role in favour of men, while female students held a more gender egalitarian view of the managerial role. In Sample 2, the authors found evidence that ILTs are starting to converge, as neither the male nor female sample gender typed the managerial role.

These results aid the understanding of the ILTs that these graduating professionals bring into their new full-time organisations.

The analysis of data from the same population using the same measurement at ten-year intervals, along with the findings that male students no longer gender type the managerial role in the most recent round of data collection, are original contributions to the literature.

This paper addresses the labour market impacts of Covid-19, the necessity of active labour policy reform in response to this pandemic unemployment crisis and what trajectory this reform is likely to take as countries shift attention from emergency income supports to stimulating employment recovery.

The study draws on Ireland’s experience, as an illustrative case. This is motivated by the scale of Covid-related unemployment in Ireland, which is partly a function of strict lockdown measures but also the policy choices made in relation to the architecture of income supports. Also, Ireland was one of the countries most impacted by the Great Recession leading it to introduce sweeping reforms of its active labour policy architecture.

The analysis shows that the Covid unemployment crisis has far exceeded that of the last financial and banking crisis in Ireland. Moreover, Covid has also exposed the fragility of Ireland's recovery from the Great Recession and the fault-lines of poor public services, which intensify precarity in the context of low-paid employment growth precipitated by workfare policies implemented since 2010. While these policies had some short-term success in reducing the numbers on the Live Register, many cohorts were left behind by the reforms and these employment gains have now been almost entirely eroded.

The lessons from Ireland's experience of post-crisis activation reform speak to the challenges countries now face in adapting their welfare systems to facilitate a post-Covid recovery, and the risks of returning to “workfare” as usual.

Fostering the development of professional character in student physicians remains the most essential, yet challenging and sometimes elusive goal of those in medical education. Current understandings and contemporary approaches to learning and teaching can provide perspectives that may inform our thinking. In this chapter, learning with and from others is explored along with approaches that form the foundation for the development of professional character that integrates moral conduct into professional practice. The implications for both teaching and learning and the importance of the learning environment are discussed. Education as a moral endeavor and values-based practice is emphasized.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

One way of defining the character of clinicians is to examine their moment-to-moment actions during the course of clinical care. These small actions, cumulatively, describe the clinician as a practitioner and moral agent. In this chapter, using clinical examples, I explore the possibility that professional competence and virtue are based, in part, on clinicians’ ability to engage in a “mindful” practice in which they can be attentive to their own actions, curious enough to examine them and present and flexible enough to change them.

The aim of this article is to explore how, and to what extent, American advertising and its consumerist messages infiltrated Irish society in the period 1922-1960.

The article is based on an analysis of primary and secondary sources.

The article argues that American advertising practices and messages influenced the advertising industry in Ireland. It also contributed to the technical, style and content of Irish advertising and informed the Irish woman's view of American consumerism. Finally, it suggests that Irish society was more open to external influences, which challenges the narrative of Ireland as a closed society before 1960.

The article is based on extensive original research and opens up a number of new areas of research relating to the history of consumerism and advertising in Ireland.

This paper builds upon a new era of research seeking to understand variability in how desirable outcomes result from engaging rap music as a health enhancing artifact. More specifically, the study explores the music mediated pathways to individual and community well-being. The study emphasizes female music engagement. Quantitative methods are used to examine listening habits and preferences associated with empowering rap music engagement among a female sample of 202 university students using an a priori established path analysis model. Results echo prior research that suggests the functional value of music in helping to define the self independently and articulate one’s social identity within the context of community (Dixon, Zhang, & Conrad, 2009; Hill, 2009; Travis & Bowman, 2012). Specifically, results suggest that among females in this sample, (a) their appropriation of rap music can be empowering, (b) specific factors play a significant role in determining the difference between females that feel more or less empowered from their interactions with rap music, and (c) female listeners were more likely to appropriate rap music for personal and community growth if it was their favorite music type, if they listened often, and if they tended to listen alone more often than with friends. These research findings offer promising routes for more in depth qualitative analysis to help uncover the nuances of preferred engagement strategies and to help define the subjective lived experiences that lead to feeling empowered by music to act toward positive change for oneself and others. Practical results indicate the possibility for gender-specific education, therapeutic or empowerment-based programs that utilize rap music as a rubric.