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The purpose of this paper is to explore the findings from empirical research conducted with women managers about their careers and to propose a template or blueprint for how individuals and organisations might create a better career environment for women.

This paper draws on a research study that included interviews with 20 senior women managers from a range of sectors and countries and a self-completion survey questionnaire completed by 1,402 women.

The paper illustrates the difficulties that women continue to face in the workplace and how terms such as leadership, management and team leader may be gender biased. There is a need for employers and for individuals to consider a variety of different approaches to help create a more positive career environment for women.

The findings have implications for career development structures and talent management processes within organisations. They also would be useful for professional associations.

The template proposed offers a useful guide to help organisations reflect on possible gender bias in career development structures.

This paper adds to the understanding of the issues that women managers face and highlight the practical changes employers could make to help address these issues.

The content of a conference attended by 300 delegates is reviewed. A main focus was on how to develop women's full potential as managers. Another major theme was cross‐cultural differences, with some specific research from Swedish, Japanese, American and Asian managers discussed. A further emphasis was on the differences in female and male managerial styles, and differing priorities in work and family issues.

To share the experiences of e‐learning pioneers with regard to the cultural change necessary for e‐learning to be successfully adopted in an organisation.

Based on 29 research case studies.

A cultural change needs to take place in organisations for e‐learners to engage in the process. Blending e‐learning with other forms of learning can be a useful introduction to the discipline, but enthusiasm soon wears off. Common resistances to the concept are explored including lack of time and the loneliness of e‐learning, and how the “any where, any time” element of the provision can be as much of a hindrance as of a help.

Suggestions given for ways of overcoming the difficulties encountered by the case study organisations.

Reflections of early adopters of e‐learning highlights areas of success and difficulty to help other organisations to avoid the same pitfalls.

Summarizes the findings of a 1993 report by Ashridge Management Group on women on the boards of the top 200 companies in Britain. Compares the results with a similar survey done in 1989. Finds that, although the number of women directors has doubled since 1989, they still represent only 4 per cent of all directorship appointments in the 200 companies surveyed, despite more women being recruited. More women are becoming non‐executive directors but the old‐boy network is still very much in operation. Discusses the issues which seem to account for the slow progress in women′s career ladders. Suggests an action list to enable companies to offer opportunities to women to gain skills and experience necessary to become directors.

Reviews and reflects on how well European businesses are doing with regard to diversity, specifically with regard to reporting on diversity.

Reviews diversity and diversity reporting in several large European companies.

Diversity reporting is still in its infancy. The growing public pressure for diversity reporting seems likely to continue, though at present there are few mandatory requirements. Pressure from shareholders, fund managers or pressure groups may help. Another less expected pressure point may come from a younger generation of workers who have higher expectations than their predecessors. The biggest change will occur when companies seize the business case for diversity.

Provides a snapshot of current diversity reporting in European companies.

The purpose of this paper is to consider whether the future for e‐learning is as bright as it has previously been heralded, or whether it is likely to fade into the background over time.

The paper is based on 29 research case studies.

The importance of time and commitment are drawn out, suggesting that a slower pace of development may not necessarily be a bad thing. Organisations need to focus on what really matters – creating an environment that truly values learning, which for many may involved a substantial culture change. The importance of communication, promotion and marketing are presented, with the commitment from the top giving e‐learning the necessary status it needs in order for it to be taken seriously throughout the company. Selection of technology is also important as this can be a limiting factor to further e‐learning development.

Broader considerations for discussion as to whether an organisation is truly committed to an e‐learning future or not.

This article concludes the series by focussing on what the research tells us for the future development of e‐learning.

The purpose of this article is to highlight the importance of marketing an e‐learning provision in‐house in order that it should succeed.

The study was based on 29 research case studies.

E‐learning itself has a somewhat negative image with a lot of people, and hence some companies have rebranded and renamed their e‐learning provision to “disguise” it as something else for uptake to increase. Money invested in the technology and design will not correlate with success unless implementation includes substantial effort in marketing. Even then it is unlikely to be successful without top level support on an ongoing basis.

It is important to promote the value of e‐learning at the early stages and on a regular basis thereafter.

Reflections of early adopters of e‐learning highlight areas of success and difficulty in order to help other organizations to avoid the same pitfalls.

To draw attention to what experience has shown are the “must consider” areas to be taken into account when considering an e‐learning intervention.

Based on 29 research case studies.

This article draws on the experiences of a number of companies which experienced difficulties in taking the e‐learning route. E‐learning should not necessarily be used to replace classroom training as it is not suitable for everything. You need to make sure that the learning or training needs drive the technology rather than the other way round, and the technology itself can pose a multitude of problems. The time involved is also commonly underestimated, as is the diverse range of people who should be involved in the start‐up team.

Attention is drawn to key areas for consideration when venturing into an e‐learning development.

Reflections of early adopters of e‐learning highlight areas of success and difficulty, to help other organisations avoid the same pitfalls.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

Scans the top 400 management publications in the world to identify the most topical issues and latest concepts. These are presented in an easy‐to‐digest briefing of no more than 1,500 words.

Change is afoot at the British Broadcasting Corporation. Since the hugely publicized Hutton enquiry in 2003, which led to the quick departures of then chairman Gavyn Davies and director general Greg Dyke, the organization has very much remained in the public eye.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.