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Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey.

The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning.

For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge.

Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

During the past twenty years there has been a dramatic increase in the number of women who are pursuing managerial and professional careers. Many of these women have prepared themselves for careers by undertaking university education in professional schools such as business, accountancy and law. Women are gaining the necessary experience and paying their dues. Despite these academic credentials, and increased experience, women are failing to move into the ranks of senior management (Burke & McKenn, 1992). This pattern has been observed in both public and private sector organisations in all developed countries (Adler & Israeli, 1988; Morrison & Von Glinow, 1990).

Reports a survey of Canadian male CEOs′ views on women in corporate management. The results show ambivalence – which may capture current corporate reality. Most CEOs recognized what barriers there were to women advancing and how they could be tackled‐agreeing too, that much of this was under CEO control. A number were unaware of demographic change in the workforce or of the existence of barriers – those seen were identified as difficult to address. Recommends new steps to be taken.

Corporate directors have almost exclusively been white males. Women have been increasingly appointed to corporate boards but their numbers remain small at about five per cent (Gillies, 1992; Lorsch & MacIver, 1989). Several studies have provided a picture of the demographic characteristics of directors. Although the specific details and numbers vary slightly from study to study, results are consistent and strong. Corporate directors form a rather homogeneous group. Of all Fortune 1000 directors, 94% were white males, 67% were over 55 years of age, and 63% were CEOs of other corporations.

THE Newcastle school, like most others, was established after the second world war to provide full‐time education in librarianship as an alternative to the part‐time system which until 1946 was the only one available to the majority of librarians. At first most of the students were returning servicemen whose library careers had been interrupted by the war and they were followed by students direct from libraries, universities and schools. From a handful of students and one full‐time member of staff in the first year the school has grown steadily until there were 53 students and five staff during the session 1962–3 which was the last course held for the Registration Examination.

This article, based on a presentation given at the First National Personality Disorder Congress, provides a brief descriptive overview of the occupation‐based intervention group programme, the Journey day service, with contributions from a former group member, Rachel, of her experience of participating in and completing the programme.

Mark Ferguson and Andrea Burke write about a new initiative in Salford based on the ‘Pathfinder’ User Employment Project described by Rachel Perkins in issue 2 (1) of the Journal.

An individual’s identity is defined in the role that they devise for themselves, based on social positions. Examining identity motives can help in understanding what influences one to take on a particular role. Self-esteem is one of the major motivational drivers in determining the role that an individual takes on. Individuals, through self-presentation, are said to be motivated to control the impressions others form of them. In this way, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. Where a gap remains, however, in exploring the direction of the relationship between self-concept and being more innovative and fashionable in clothing choices, as well as how individuals reflexively judge their own fashion choices against their perception of others – e.g. can you force yourself to be a fashion leader? The paper aims to discuss these issues.

This study takes a lived experience approach to examine fashion as a tool in establishing social hierarchies amongst women. The study uses depth interviews with ten women to explore the developed self-concept of women actively engaged with fashion consumption.

The research presents a typology of fashion identities, exploring notions of security, dominance and innovativeness in self-fashioning using clothing.

The research is exploratory, and limited to a sample of ten women. However, the study offers a number of key findings to drive future research in this area.

The research finds that both security of self-concept, in relation to fashion and general self-esteem, as well as insecurity, can motivate women towards fashion independence. This suggests that identity-based marketing is likely to be more successful than lifestyle-based marketing, when selling women’s fashion clothing.

In prior research, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. This study finds that those with an insecure sense of self may also exhibit fashion independence, using fashion to acquire social capital.

This paper illustrates the concept that, unlike previous notions of fashion independence and engagement with fashion, these fashion-involved categorisations of behaviour are not always driven by sophistication, confidence, creativity and low fear of risk. Instead, this study has shown that fashion innovativeness can be motivated by an overarching fear of the outcomes of being judged unfashionable.

We examine the work undertaken by salespersons in the menswear department of a well-known department store in New York City that sells specialized “luxury” clothing by using the theoretical perspective developed by Kenneth Burke, the philosopher of language and communication. He has argued that the most comprehensive way to describe human conduct is to examine what was done, what attitude did it manifest, where was it done, who did it, and how was it done. Burke summarized these questions as act, attitude, scene, agent, agency, and purpose. With these terms comprising a “hexad,” a great deal of complexity can be captured within an organizational context. Indeed, Burke refers to these terms as “the grammar of motives” – that is, the motives of human conduct (1969a, 1968). In the carefully staged menswear environment we find salesmen who negotiate the goals and purposes of the store as well as their individual motives through implicitly defined sequences of acts on the selling floor.