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This chapter describes experiences of inclusion from the perspective of young adults with Down syndrome, participating in an intensive education to work (EtW) training programme. The programme, designed by a non-governmental organisation (NGO), was conducted within a private university in Australia working in partnership with the NGO. Drawing from a broader formative evaluation of the programme, the case study investigated how inclusion was described and understood by the student participants and individuals involved in facilitating or supporting the programme. Data collection involved conducting a focus group interview with student participants and face-to-face interviews with their teachers, a student volunteer and two university lecturers who interacted with students in the programme. The findings have been used to improve the processes of the programme currently undergoing its third iteration. Findings suggest the need to consider at least two levels of provision in the development of equitable education for individuals participating in this programme. These include considering their voices at the level of programme design, and secondly, deliberately facilitating disability confidence programs for university students and staff. The study notes that embedding education to employment training programs for individuals with intellectual disabilities within university settings provide them with opportunities to experience and access higher education; however, more investigations are needed to ascertain what equitable higher education in practice means for them. [ABSTRACT FROM AUTHOR]

What do a group of female leadership aspirants think about female leadership? This question and the subsequent discussion broach a sensitive topic about how women respond to female leadership and whether this differs from that of male leadership. This article investigates female leadership through the experiences of a group of female leadership aspirants as they consider what makes an effective leader. An interpretive perspective drawn from interview data frames the analysis, particularly identifying agentic and communal leadership practices as representative of leadership behaviours and practices that female participants have acknowledged as effective. This article illustrates that particular leadership actions are preferred by women and that these can be evident in both male and female leaders. What emerges from the research is that the quality of leadership, specifically agentic practices that create efficacy and support, in addition to communal leadership that demonstrates emotional balance, are of greater importance to women than the gender of the leader.

Drawing on self-identified metaphorical expressions that represent women at work, this paper discusses how a group of midcareer academic women experience their work and workplace. The research was prompted by consistently high number of female academics who remain in the mid-levels in the academic career ladder despite research that shows this group is ambitious and holds leadership aspirations. Understanding the experiences at the mid-career levels, by gaining insights into their workplace experiences, may further our knowledge of how to advance women in leadership. The research draws on the metaphoric descriptions provided by 28 mid-career women working across three Australian universities. Metaphors elicit hidden and implicit values about how the subjects respond and give meaning to their work and working conditions and have been used in organisational practices to disclose underlying issues. The findings discuss the positive and negative work and workplace associations disclosed by the participants. However, the findings suggests that women find pleasure and desire in and through their work. It is through their work that academic women experience self-expression, creativity and adding value. By focussing on the value of doing academic work and the rewards of contributing to academia, there is potential to enhance the capacity for mid-career women to thrive in academia and build the foundations for leadership. [ABSTRACT FROM AUTHOR]