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There have been a number of papers written about the academic-allied staff divide within educational institutions in the Western world. This paper considers one particular institution to ascertain whether there is evidence of a divide and, if there is, whether there are other factors that influence the perception of a divide; for example, length of tenure, gender and the home department. This paper looks at what the literature perceives as a divide in terms of the numbers, qualifications, contractual conditions, the perceived importance of roles, whether these roles are changing, and the understanding of each other's roles. Finally, the paper looks at what impact a divide will have upon a strategic plan. The case of Manukau Institute of Technology is then compared with the literature review. This paper is based on a literature review and data gathered from a questionnaire; however, the author also draws on her own experience of being married to 'one of the enemy'. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development. Design/methodology/approach -- A conceptual framework for considering professional development needs is provided in the form of an holistic model. The model, with its meshed infrastructure of appropriate educational leadership, performance management and strategic management suggests that four essential dimensions -- curriculum, management, school and personal development -- can be adapted as a basis for planning and evaluating a school's professional development programme. Findings -- Leaders at both system and school level should be interested in the insights provided and challenged to think differently about current practice and the implications for strategic management when the active management of professional development is made a priority. Originality/value -- The paper fulfils a need to provide educational managers with conceptual tools for planning and evaluating professional development programmes. [ABSTRACT FROM AUTHOR]