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The study draws on mixed methods research with further education middle managers across England in order to explore whether there are gendered differences in management. There remain debates about whether there are gender differences in management or leadership. The study adds to this debate with results that reveal that women and men are behaviourally flexible, employing a repertoire of knowledge, competencies and skills, which are not necessarily gendered, in order to manage change in an increasing neoliberal further education working environment. We therefore propose a novel theoretical contribution of neo-androgynous management, which suggests 'undoing gender' in management in an education sector that has seen increase in women's employment. [ABSTRACT FROM AUTHOR]

Utilising new empirical research this study adapts an existing literature‐based competency framework into a hierarchy of competencies needed for education middle managers in England to be effective in their role. The study involved a national survey (n = 164) of further education middle managers and is the first quantitative study investigating the role since 2002. The original contribution of the study is the development of a new ladder of competencies for education middle managers which outlines a suggested ordering of competency development with due consideration to prior training and qualifications. This can enable an improved approach to recruitment, selection and development of education middle managers. The paper presents parameters for consideration when developing competency frameworks for roles more widely which include: prior training, experience, expectations, and challenges of the post‐holder as well as the external working environment. It highlights the value of such considerations and demonstrates the importance in paying due regard to them. [ABSTRACT FROM AUTHOR]

In a turbulent working environment with varying expectations and challenges is it fair to expect further education teachers and managers to maintain and improve standards? This article highlights that with the incorporation of colleges began a series of initiatives to professionalise the FE sector. This coupled with pressures for those who work within it to meet key performance indicators in a climate of financial constraint and inconsistency of policy decisions led to a culmination of challenges. By reviewing current literature, the article goes on to suggest that a conceptual shift in our thinking about teachers and managers based within the further education sector is necessary; one that considers the parallels in the two roles and the similarities in the expectations and challenges of each. This could considerably assist our understanding of the commonalities between these roles, and that instead of discussing teachers and managers as separate and seemingly opposing forces, it will develop a teacher–manager relationship model. This model creates an opportunity for further research to build upon, to either consider how the roles may seek a collegiate response to challenges; or, how the gap in expectations may be narrowed. [ABSTRACT FROM PUBLISHER]

Health impact assessment is advanced as a formal means to assess the direct and indirect health impacts of urban planning decisions and processes. It is, however, an intrinsically passive policy device. A more comprehensive and practical policy framework or architecture, reminiscent of that devised by Edwin Chadwick and the sanitary reform movement in 19th Century England, will be necessary to reorient the goals and practices of urban planning.