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The paper describes the results of an exploratory study of the application of programme management in six companies. A classification of programmes developed may help in understanding the differences between programmes and the managerial impact of these differences. The research shows that the formalised and rigorous approach as described in most programme management handbooks is not widely adopted. The cases show less centralisation, less formalisation and less management of the interdependencies between the projects in the programme than one would expect on the basis of the programme management literature. This is especially the case in programmes that originate as a grouping of a set of existing projects. Yet, formalisation is mentioned as the main success factor in managing programmes.

To enhance the development of individuals for executive positions, fast‐track management development programmes have been adopted by many organisations. However, such programmes do not always lead to positive consequences for the participant. The purpose of the present research was to investigate the frustrations of participants in an entry‐level fast‐track programme. Results of the study suggest several important lessons for those responsible for fast‐track programmes. First, participants′ major frustrations involved issues regarding ongoing career guidance, future job assignment uncertainty, and the degree of challenge, responsibility, and variety inherent in their job assignments. Second, participants are likely to have high expectations for themselves and their careers which must be considered. Third, company executives and programme supervisors may misjudge the frustrations of participants; therefore, monitoring such frustrations is important.

Explores the differences between two categories of in‐company management development programme: those that offer participants a nationally recognized qualification and those that are not assessed. The argument is made that certificating a programme will lead to different forms of experience and outcome for the participants and for the organization and believes that it is important for clients and providers to be aware of these differences when engaged in selecting, planning and running a management development programme if maximum benefit from the investment is to be gained. A tentative contingency theory is outlined.

The nature of the relationship where university business schools have actively sought partnerships with companies by initiating “contract” programmes customised to meet the specific learning needs of the client company is discussed. Two case examples of actual programmes are described: an open but selective enrolment general management programme and the Consolidated Rail Corporation′s two‐week management programme for employees of that company, both offered at Pennsylvania State University. The unique benefits of each programme are noted and it is argued that these should help to foster greater collaboration between universities and corporations in the future.

The purpose of this paper is to set out the results of research which shows the gender pay gap among graduates and outline some of the steps being taken to combat this at the University of Bath. Notably, it highlights the Sprint programme, developed for women undergraduates. This programme aims to add value to the overall student experience at university, improve employability and help to ensure that each undergraduate – regardless of her subject, department or career aspirations – can develop to her fullest potential.

This paper outlines the Sprint programme and reports on how it is being used specifically by the University of Bath. It contains the results of interviews with the deliverers, sponsors and stakeholders of the Sprint programme.

The Sprint programme helps women focus on their studies at university, achieving results such as improved visibility and effectiveness in tutorials, better time management, less study stress, a boost in confidence and self-esteem. They also use Sprint to sharpen their career goals, raise their aspirations, explore possibilities and to take advantage of the work shadowing, internships and mentoring often offered by corporate sponsors.

It is possible to bridge the gender pay gap as well as benefit women in other ways via learning and development activities, such as those promoted via the Sprint programme.

With help from programmes such as Sprint, women can achieve improved work visibility and effectiveness, better time management, reduced stress, increased confidence and self-esteem. This helps them achieve their career goals, raise their aspirations and generally develop their careers.

Women can learn to compete effectively with men in the workplace as well as be successful in their personal lives (in terms of sorting out difficult relationships, improving fitness and gaining a better study/life balance). This offers many benefits for women – and for the well-being of society in general.

The Sprint programme is unique – and is, increasingly, proving valuable. Although the Sprint programme is relatively new – having started in 2013 – it is already bearing positive results. This is not just true in terms of narrowing the gender pay gap but also in terms of improved business networking and heightened self-confidence among other factors.

This brief article seeks to answer, with examples, some of the more common questions that policy‐makers and practitioners in children's services often ask about randomised controlled trials (RCTs). It is essentially a primer, and those wishing to read further on these issues might find it helpful to start with the books discussed in the review article by Hobbs and colleagues in this special edition (p40).

Despite their fairly widespread use among large companies, little information is available to those interested in designing, managing, or evaluating high‐potential (fast‐track) management development programmes. In an attempt to fill this void, three sources of programme ineffectiveness are examined: participants′ dissatisfaction, the negative attitudes of non‐participants, and cultural misfit. Also examines ten ineffectiveness‐avoiding lessons for programme design and implementation learned during an in‐depth assessment of one company′s formalized, entry‐level high‐potential management development programme

The purpose of this paper is to set out the results of research which showed the gender pay gap among graduates and outline some of the steps being taken to combat this. In particular, it outlines the Sprint programme, developed for women undergraduates. This programme aims to add value to the overall student experience at university, improve employability and help to ensure that each undergraduate – regardless of her subject, department or career aspirations – can develop to her fullest potential.

This paper comprises results of research carried out by Oxford University’s Careers Service. It also contains the results of interviews with the developers, deliverers, sponsors and users of the Sprint programme – a programme which was developed as a response to these research findings.

The Sprint programme helps women focus on their studies at university, achieving results such as improved visibility and effectiveness in tutorials, better time management, less study stress, a boost in confidence and self-esteem. They also use Sprint to sharpen their career goals, raise their aspirations, explore possibilities and to take advantage of the work shadowing, internships and mentoring often offered by corporate sponsors. Participants in the Sprint programme also tend to find it also helps them to achieve results in their personal lives – such as sorting out difficult relationships, improving fitness and gaining a better study/life balance.

It is possible to bridge the gender pay gap as well as benefit women in other ways via learning and development activities, such as those promoted via the Sprint programme.

With help from programmes such as Sprint, women can achieve improved work visibility and effectiveness, better time management, reduced stress, increased confidence and self-esteem. This helps them achieve their career goals, raise their aspirations and generally develop their careers.

Women can be helped to compete effectively with men in the workplace as well as be successful in their personal lives (in terms of sorting out difficult relationships, improving fitness and gaining a better study/life balance). This offers many benefits for women – and for the well-being of society in general.

The Sprint programme, along with the approach of The Springboard Consultancy, is unique. Although the Sprint programme is relatively new – having started in 2013 – it is already bearing positive results.

Discusses the impact of a self‐governing hospital trust’s accredited management development programme designed for health‐care professionals responsible for managing natural clinical groups. The programme was a dual qualification: a level 5 national vocational qualification in management, and a diploma in management. Identifies key issues resulting from this type of programme. Discusses participants’ evaluation of the two different formats for management development. Highlights the reservations of health‐care professionals in respect of competence‐based management development, particularly regarding assessment of their work performance. Recognizes that when a group of senior health‐care professionals are involved in a long‐term in‐house management development programme, they may be perceived as a threat by senior management. Concludes that health‐care professionals will only engage proactively with management development activities which they perceive to have value for them.

This paper describes the use of preset and programme parameters with the matrix interpretive scheme (which was considered in Part I) for the preparation of general purpose programmes for an electronic digital computer. The implications of partitioning the matrices when using the force method of analysis are considered in detail and the above techniques are applied to develop general purpose programmes for the calculations encountered when using this method of structural analysis. The general case, when all matrices are partitioned; the displacement method of structural analysis, and the use of magnetic tape storage, are considered in Part III.