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Confucianism has been widely perceived as a major moral and cultural obstacle to the donation of bodies for anatomical purposes. The rationale for this is the Confucian stress on "xiao" (filial piety), whereby individuals' bodies are to be intact at death. In the view of many, the result is a prohibition on the donation of bodies to anatomy departments for the purpose of dissection. The role of dissection throughout the development of anatomy within a Confucian context is traced, and in contemporary China the establishment of donation programs and the appearance of memorial monuments is noted. In reassessing Confucian attitudes, the stress laid on a particular interpretation of filial piety is questioned, and an attempt is made to balance this with the Confucian emphasis on a moral duty to those outside one's immediate family. The authors argue that the fundamental Confucian norm "ren" (humaneness or benevolence) allows for body donation as people have a moral duty to help others. Moreover, the other central Confucian value, "li" (rites), offers important insights on how body donation should be performed as a communal activity, particularly the necessity of developing ethically and culturally appropriate rituals for body donation. In seeking to learn from this from a Western perspective, it is contended that in all societies the voluntary donation of bodies is a deeply human activity that is to reflect the characteristics of the community within which it takes place. This is in large part because it has educational and personal repercussions for students.

Leadership of academic units, in the guise of headship of departments, is crucial for the ongoing well-being of academic life and yet it remains a contested role. This paper argues for the role of heads of department (HODs) as academic leaders, with the managerial side of the role occupying an important but subsidiary place in its overall focus. It is argued that HODs should have a mandate to articulate and implement the vision of the institution, whether research-intensive or operating principally within a teaching and scholarship paradigm. The demands on HODs are articulated by considering the characteristics required of leaders if they are to respond creatively to the many ongoing changes within universities, the dictates of government policy and the drive for external funding. These developments pose substantial challenges to the value systems of HODs, and to the manner in which they focus on relationships and on the diversity of contributions within the academic community.