Suchergebnisse

Extensive literature exists into discrimination in selection in the fields of psychology, social psychology and sociology. This research focuses mainly on domestic appointments and does not consider the nature of selection for international appointments. Discusses the findings of a study into potential gender bias in international manager selection systems. In particular, it discusses the use of repertory grid technique to elicit the personal constructs of selectors for international appointments and to assess how these might influence the numbers of women entering international management positions.

Reviews the literature on the issues confronting female
international managers. Considers first the changing role of management,
international selection procedures and career development issues.
Secondly, examines barriers to women in management within home country
environments, showing how phenomena such as occupational segregation and
perceptual differences can affect women′s opportunities for entry into
international assignments. Specific factors operating at international
level include host country cultural sanctions and dual career problems.
Recent research evidence, however, questions the assumption that women
are unsuited to international management by stressing women′s superior
interpersonal skills and increased visibility as significant advantages.
In addition, a new commitment to resolving dual‐career issues is
apparent as a result of an increasing reluctance to move by potential
male expatriates. Is the problem, therefore, more a case of home country
corporate culture determining access to, and subsequent success in,
international assignments for women?

This special edition is the result of a colloquium on global careers held by the Centre for Research into the Management of Expatriation (CRE` ME) at Cranfield School of Management. Academics and practitioners came together for two days to share the latest thinking and to design an international research project into this critical aspect of international management.Previously published in: Management Development, Volume 23, Number 9, 2004

Effective genetic services depend upon co-operation between medical geneticists and many different non-geneticist professionals to ensure that the most appropriate patients are referred to geneticists and that those that require long-term care receive it. Important determinants of the quality of genetic services are the knowledge that professionals have about clinical genetics and the equitable distribution of adequately resourced genetic centres. Consequently, we have investigated in a European context how much clinically relevant genetics non-geneticists know, how competent non-geneticists are in counselling their own patients, how well equipped specialist genetic centres are, who refers to genetic centres and what they refer and who offers continuing care to patients and families whose problems are not resolvable at a limited genetic clinic visit.

<i>Objectives:</i> It was the aim of this study to assess educational needs and priorities in genetics amongst non-genetic health professionals. <i>Methods:</i> The methods used included website reviews and direct contact with individuals and organisations involved in health professional education. <i>Results and Conclusions:</i> Health professional education and training differed in structure with wide variation in the content and duration of genetics education provided. Evidence from the UK, France and Germany indicates that genetics professionals are influencing the genetics content of medical curricula. In post-graduate training, some specialist regulators have adopted specific genetics education requirements, but many programmes lack any explicit genetics. We show that within each country, a sometimes confusing plethora of organisations has responsibility for setting, assessing and delivering medical and midwifery education.

<i>Objectives:</i> It was the aim of this study to describe the structure and content of training in genetics for non-genetics specialist health care professionals in the UK. <i>Methods:</i> Data were collected by assessment of published syllabi and curricula and through contact with educational leads at responsible organisations. <i>Results:</i> Twenty-six universities, 7 Royal Colleges and various intercollegiate boards and committees are involved in the provision of medical education at various levels, in addition to institutions offering nursing and/or midwifery training. Genetics is taught in variable formats, quantities and contents, and although some institutions are moving to adopt minimum competencies in genetics, this is by no means widespread. <i>Conclusions:</i> Given the wide number of stakeholders in the field, consensus competencies seem most likely to advance practice, and thus, phase II of the GenEd project will survey professionals to ascertain their priorities for genetic education.