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The representation of women in organizations has become an increasingly important topic for academics and practitioners. Despite the growing presence of women in the workforce, representation of women in corporate governance is relatively low. The present study examined the gender composition of corporate boards as a function of organization size and industry. Data from government filings were collected for the top 100 public companies in a suburban region of the USA. Results indicated a positive relationship between organization size and women on boards. Partial support was found for hypotheses related to industry. Practical implications and areas for future study are discussed.

The purpose of this paper is to conduct an action‐research study of metaphors and metaphoric fragments composed by graduate students in 17 teams in two business (MBA) and three educational administration courses taught by the same instructor and action‐researcher.

The methodology of the paper was action‐research conducted directly by the instructor and indirectly by the business and education graduate students who participated in the study. Participants (74) were aspiring leaders in business and educational leadership programs at a private university in New York. The instructor and action‐researcher utilized participants' metaphors or metaphoric fragments (i.e. glimpses of a metaphor) as an instructional technique to compare and further understand the team process in both disciplines.

The findings in the paper indicated that an analysis of metaphors or metaphoric fragments enabled the instructor to develop a multiple perspective of various team stages and revise an action‐plan (or syllabus) that would expand the use of metaphors as a diagnostic tool for team development.

The originality of the paper is that it is cross‐disciplinary, and compares metaphors from aspiring leaders within the disciplines of business and education. The value of the study is that it may influence the development of other action‐research team studies on the university level.