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This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy.

The Embedding Diversity project allowed a reflective and process-based deep learning to occur which enabled practical and meaningful Reconciliation to transpire between Aboriginal and non-Aboriginal staff at an Australian University. Within the Faculty of Education and Social Work, staff collaborated with, listened to, and were taught by Aboriginal people in a range of contexts. Through this partnership, training, engagement, and conversations were had that shifted perspectives and changed thinking.

The outcome of this project was a commitment to change and advocacy for cultural competence to embedding stronger and more informed Aboriginal education, Aboriginal Studies Units of Study (subjects), and perspectives in teacher education curriculum. We present this project as it is reflective of the meaningful Reconciliation and educational reform which may be possible in other learning communities.

The purpose of this paper is to outline an innovative method of delivering staff development in an higher education (HE) setting. The paper evaluates the processes behind the “Focus on Inspiring Teaching” week and outlines its initial impact on staff.

This is a descriptive case study which highlights how an immersive staff development event can be used to enable HE teaching practitioners to utilise more inspiring approaches to teaching and learning. The paper draws on questionnaire evaluations (n = 43).

The paper highlights how staff development events can be used to foster communities of practice for teaching staff. For this to be successful, staff needs to be committed to reflecting on their own practice and be sufficiently engaged to partake actively of staff development events. By establishing these communities, inspiring practice in teaching can be developed with successful outcomes. The paper outlines a model for staff development which could be established in other HE settings.

Immersive staff development events are effective in achieving sustainable impact. To achieve success effective leadership and a team of committed teaching staff are needed. Success was also fostered by not making sessions compulsory whereby the staff could opt in for sessions to fit around teaching schedules.

This paper will be of interest to those working in staff development and training and academic managers. It indicates how immersive staff development can have a positive impact on staff practice to bring about improvements to the student experience.

The Jurassic Park film franchise offers a complex portrayal of gender issues within a long-running science fiction action series, although not one without problematic moments. This chapter examines selected examples from the series to explore this complex picture. These include moments in the series that display female characters such as Ellie Sattler, Sarah Harding and Claire Dearing with power and agency and the top of their respective professions, noting that Jurassic Park is unusual among science fiction films for its presentation of such accomplished female characters. The chapter also addresses the sexualisation of the character Ian Malcolm and the role of the more typical ‘action star’ from later films, Owen Grady. Finally, it considers the question of sex-selection for the non-human characters, namely the dinosaurs, as significant plot points advance upon the premise that the entire dinosaur population in the series consists of non-breeding females, a fact that is later shown to be untrue. The chapter addresses each of these examples through key issues relating to the production, presentation, and violation of the human and non-human living body across the full Jurassic Park series.

Presents a recently developed conceptual model of strategy in organizations. Aims to examine three major levels at which top managers are required to operate. Organizes related concepts under a new paradigmatic umbrella. This portrays strategy as an iterative complex process with some simple central components. Top managers need to be aware of the context, content and process of strategy. Outlines and explains a conceptual model which attempts to integrate and make sense of the theory of strategy in a way which can be relatively easily used by practitioners.

Aims to investigate managers’ reports of their job experiences, wellbeing, and health outcomes as a function of whether they had either a male or a female supervisor.

Self‐report survey data were collected from male (n =328) and female (n =222) managers; these managers, in turn, had either a male or a female supervisor.

Consistent with the hypothesis, two (gender of participant) by two (gender of supervisor) analyses of covariance revealed that all managers with female supervisors reported significantly higher levels of mastery and social support at work, and lower levels of work to family conflict and depression. Women with female supervisors also reported significantly higher levels of job autonomy and work absences than did women with male supervisors or men with either male or female supervisors. In an effort to explain these outcomes, the mediational role of work‐based social support was explored as well as the gender ratio of the subordinate's work environment. Findings suggest that, for both men and women, there are some modest benefits associated with having a female supervisor and with working in a more female‐dominated environment.

The study is one of the few to focus on possible work‐related outcomes associated with the gender of the supervisor and the first to examine if there are any associated health and well‐being effects for their subordinates.

Environmentalism has become one of the key management concerns of the 1990s but many organizations are experiencing problems in incorporating environmental principles into their accepted management practices. Examines the development of environmental management systems (EMS) and considers how they may be implemented. Discusses the importance of legal and social requirements, the organization′s culture and the adaptation of its value systems to enable effective implementation.

Explores the concept of diversity in organisational settings, reviewing a variety of key and associated concepts. The concept of diversity is explained as being context dependent, selective and relative. The links between diversity and performance are discussed and the implications for diversity supportive organisational development are explored. The need for support policies, networks, mentors and role models is identified. Finally the issues, barriers and implications associated with the introduction of diversity training are investigated.

The purpose of this paper is to explore whether empirical support exists for two commonly held beliefs about the work‐home interface: women, and particularly managerial women, are prone to “super‐mother” or “super‐manage” in an effort to balance both career and child‐rearing, and these demands diminish markedly when children reach school age.

Via a survey mailed to their home, 1,103 managerial and non‐managerial men and women completed measures of work‐home and home‐work conflict, work‐related stress and strain, and reported their number of work, domestic, and leisure hours per week.

Somewhat consistent with the popular beliefs, the authors found that managerial women reported working significantly more in the home; measures of conflict and strain, however, while showing some effect were not impacted to the degree that managerial women's combined number of work and home hours per week might suggest. The authors also found that measures of hours, conflict, and strain did not diminish abruptly when children entered school, due perhaps in part to manager's increased work hours and managerial women's renewed work emphasis when children entered school. Measures of hours, conflict, and strain did show some reduction for parents of teenaged children, although they were still significantly higher than those of nonparents.

Aside from being one of the few empirical papers to examine the impact of child rearing on managerial women, our data show how these demands are not confined to working parents of preschoolers.

This study aims to utilize two key psychoanalytical concepts – individuation and congruence – in order to analyze individual responses to organizational change and to propose a tentative framework for considering psychoanalytical dynamics when organizational change is proposed, or underway.

The authors analyzed 146 responses to an open‐ended survey, which focused on respondents' attitudes to the introduction of learning technology in a higher educational context. The authors asked organizational members to share their views about the proposed organizational change, and clustered these anonymous responses into meaningful categories, based on the psychoanalytically relevant notions of congruence and individuation.

As well as generating a proposed list of archetypes associated with individual responses to organizational change, the authors emphasize how strongly their own tentatively generated categories align with the notion of authentic individuation as an important aspect of motivated organizational behavior.

This tool could provide a useful analytical backdrop for organizational change in general, and it could help to focus organizational attention on the importance of a psychoanalytically informed discussion on change by paying attention to privately held views, and partially articulated feelings about change.