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The purpose of this paper is to identify a business simulation appropriate for MEng Engineering students. The selection was based on the following factors; exploring methods for evaluating potential software and enhancing the learner experience.

An interdisciplinary project team was formed to try and resolve the pedagogic, technical and business aspects that would need to be addressed in order to implement such software within the programme. Tools included a questionnaire to assess the potential enhancement of employability skills and a usability questionnaire on ease of use. These were supplemented with discourse on technical and pedagogic issues.

After the initial scoping study, the findings indicated that two business simulation software packages had potential. These were “Marketplace – Venture Strategy” and “SimVenture”. Marketplace proved to be the most suitable in terms of the pedagogic and technical requirements.

The authors were not able to fully trial each simulation over the recommended duration of play because of practical time constraints and they did not have any student contribution to the process. Findings will need to be verified with the piloting cohort of students. Further pedagogic research could be carried out to evidence the enhancement to the student learning experience.

This study is valuable because it purposefully uses an interdisciplinary team comprising expertise in teaching and learning, technology, business and sector knowledge. This was vital in the decision‐making process. It is also valuable in its development of generic methods and tools to measure and evaluate software suitability in relation to usability and employability skills.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

The area of engineering and managerial needs of companies are focused on, and how the often conflicting engineering, business and managerial demands can be developed into a successful long‐term relationship. The concept of career management and the way in which it can be promoted and controlled is outlined. A number of practical points that companies and graduates can use to improve the management development process are given.

The article's aim is to describe a leadership development program that is being conducted internationally with over 500 partners in Ernst & Young. Globally Ernst & Young has 135,000 people in 140 countries with worldwide revenues of US$24.5 billion. In EMEIA it has over 60,000 people in 87 countries and a turnover of $11.4 billion.

This article looks at specific issues relating to the Ernst & Young partner development program, including the need for leadership development at partner level, the leadership challenge of the program and the success of the initiative.

Leadership resides in the relationships leaders create, not within the leaders themselves. Many leadership development programs in large organizations fail to deliver the hoped‐for value as they focus on developing leadership skills within individual leaders.

Market leadership depends on how an organization engages with its clients. How employees engage clients is affected by how they are engaged by their management and leadership. Moving towards market leadership, therefore, requires a change to internal culture, which requires a transformation of the leadership culture and the relationships being formed.

The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in organisations might be facilitated better.

The paper discusses organisations as complex adaptive systems and uses complexity theory to inform two new frameworks for facilitating organisational learning and change.

In order for organisational learning to occur we need to change our mind-set of how we see organisations and to think of learning not just as individual but also as generative “communicative action” that emerge out of collaborative relationships.

The frameworks proposed are grounded in organisational learning literature and the experience of the author. The proposed agenda for organisational learning has yet to be acted upon and evaluated.

The frameworks can be used to enhance understanding of learning and change in organisations. The agenda for enabling organisational transformation identifies key steps to put the ideas developed in the paper into practice.

The approach advocated for use within organisations is one of empowerment and collaboration rather than top down direction.

The paper introduces new frameworks and a practical agenda to bring about organisational transformation through work-applied learning.

A high proportion of graduates expect to leave their first employer within four years or less, many using their first appointment as a “stepping stone”. Graduate retention is therefore a key issue, and a growing problem, in long‐term corporate success. The ways in which organisations should meet the development needs of graduates in order to improve future retention rates are discussed. The concepts of Career Management and the graduate Career Product and its analogy with the new product development process are described. It is shown why, and how, companies must fully develop the internal elements of their Career Product in order to attract and retain suitable graduates. The key elements, as perceived by engineering graduates, are opportunities for career development, together with the challenging nature, and the content of their work. These aspirations reflect the need for companies to focus on career and job‐related factors as opposed to company specific information in attracting and recruiting graduates. Having developed the Career Product to its full potential, these facts must be clearly communicated to the undergraduate population. In this respect, the importance of regular, face‐to‐face contact with applicants, through interviews, is stressed.

The recruitment of engineering (and science) based graduates and their subsequent development to managerial status is discussed. The problems that organisations experience in the recruitment process are described and ways in which the success rate can be improved are suggested.

This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.