Drama workshops focused on empowerment were used in a master's program, a management certification program, and management development for women academics. Evaluations indicated that strong feelings and reactions were raised and sufficient time must be allocated for debriefing. Precourse preparation is essential. (Contains 28 references.) (SK)

Compares past and present forms of university and corporate executive education. Considers the benefits of a customized approach containing features of both. Identifies trends affecting executive education, such as global competition and technology change. (SK)

Survey responses from 100 providers and 100 purchasers of open learning materials/media found confusion over the definition of open learning; use in management development to be recent; and a shift to CD-ROMs and videoconferencing. Purchasers and end-users determined success of a medium; therefore, stakeholders' context/environment should be…

Women will not make significant advances until the focus shifts from gender awareness to multicultural awareness. Management development must shift from assuming that white women are normative professional models to an inclusive perspective that recognizes women's diversity. (SK)

Comparison of advantages and disadvantages of three types of management development for women (single sex, mixed sex, and mentoring) concludes that, despite some strengths, single-sex programs risk further isolating women and perpetuating occupational sex segregation. Integrating men and women in management training and mentoring has the best…

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

Includes six articles on the challenges for management development in the 21st century in the German-speaking nations (Avery, Donnenberg, Gick, Hilb), Baltic States (Manning, Poljeva), East Africa (Mitiku, Wallace), South Africa (McFarlin, Coster, Mogale-Pretorius), Vietnam (McDaniel, Schermerhorn, Cuoc), and Australia and New Zealand (Avery,…

Describes business diplomacy based on the Japanese concept of kyosei (working for the common good). Gives case examples of application of principled diplomacy to ethical dilemmas and suggests ways to establish an organizational culture to support principled business leadership. (SK)

As Australian corporations have increased overseas activity, there has been a significant increase in international business degrees at the undergraduate and graduate levels. The curriculum is balanced between business-technical knowledge courses and cultural knowledge courses. (SK)

Discusses an Australian task-force report on future needs of management, addressing from a business education viewpoint the issues of philosophy of management education, theory versus practice, government role, curriculum renewal, technology, and the nature of management. (SK)

Survey responses from 156 middle managers in an organization identified the skills needed for the job and their skill level in personal communication, conflict resolution, leadership, consulting, and facilitating. The study identified strengths and weaknesses of the needs assessment process and resulted in recommendations for a…

Survey responses from 50 United Kingdom and 40 continental Europe business schools and 71 U.K. business students revealed that far more European than U.K. schools think foreign languages are integral to business administration education and that international business training is heavily Anglocentric. Students' opinions were closer to those of…

Management development programs should be considered a way to reenergize organizations. Their effectiveness should be measured by managers' intention to use new knowledge. Barriers to new actions should be minimized and the practice of new actions/skills reinforced so they become continuous and long term. (SK)

A study assessed the impact of interpersonal skills training on top managers (n=252) by analyzing feedback from subordinates. The skills most responsive to training had clear objectives and outcome criteria and could be expressed as step-by-step routines. Soft skills were more difficult to improve in this way. (Contains 62 references.) (JOW)

Results of interviews with 15 women executives were compared to a 1978 study. Socialization and skill development remain important management training needs, but there is less concern now for training about stereotyping. The importance of communication, networking, power, and politics increased substantially, indicating areas where significant…