Proposes that women will not make significant advances in American businesses unless the focus shifts from a preoccupation on gender awareness to one of multicultural awareness. Discusses the whitewash dilemma and dominant assumptions about women in management to help explain the current management development paradigm that fails to recognize diversity among women. Makes a case for increasing organizational education about racial and gender similarities and differences which are crucial for establishing a successful multicultural organization where a new, all‐inclusive paradigm can prevail and the voices of all women can be heard. An analysis and critique of the women in management field precedes by an emerging model of individual and organizational stages of awareness. Finally proposes recommendations for interventions to shift existing management development practices towards the new paradigm.

Recent AACSB International accreditation standards have placed higher emphasis on programmatic outcomes assessment through the assurance oj learning criteria which require tighter alignment oj school, program and course goals. Although business and marketing literature has addressed various aspects oj the assurance oj learning process, there is no complete tested model currently in the literature that demonstrates how outcomes assessment should take place within the context oj an ongoing program review. In addition to a review oj the literature, this paper provides a comprehensive model oj assurance ojlearning (AoL) and provides a case study oj marketing curriculum review and AoL implementation at Simmons College School oj Management.

The Personal Map is a series of activities designed to help students develop self-reflexivity, interpersonal communication, emotional intelligence, and diversity awareness. Students create and present to their classmates personal maps depicting formative life events. They then reflect on their experience of the project and share their reflections. The personal map challenges students to explore visible and invisible aspects of themselves and of their classmates, along with the experiences that shaped those selves. Through these explorations, it helps to create an open and affirming classroom community. Theoretical grounding, pedagogical tips, instructions for the exercise, and samples of student reflections are provided.

This paper provides a systemic approach to building and sustaining a solid assurance of learning program using the framework of Kotter's (1995) Strategic Model for Transforming Organizations. A comprehensive model for launching and sustaining a systemic approach to program review that ''closes the loop'' is shared step by step. Particular attention is paid to the organizational behaviors and processes that accompany each step, and to sharing important lessons that were learned. A review of the assessment literature in higher education and recent Advancement of Collegiate Schools of Business International (AACSB) contributions to this body of knowledge identifies a critical gap regarding models that ''close the loop'' and make a compelling case for the Simmons College model.

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