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In general, men have increasingly been portrayed in less stereotyped roles, but in women's magazines the "manly" activities were replaced by more decorative roles.The increasingly large number of articles and studies relating to sex roles in advertising have chiefly dealt with sex roles portrayed by women (1, 3,6, 8, 11, 13, 16, 18,21). Men, in contrast, are mentioned in only two studies (9,20). This disparity may be a result of the women's movement that has directed attention to the narrow and limited roles and relationships in which women are confined, not only in daily life, but also by their portrayal in the media and its advertising. Although this trend has also expanded the awareness of the roles and relationships that can be taken by both sexes, the role of males has been virtually ignored in advertising research. Thus, the purpose of this article is to examine male sex roles in advertising during the last two decades.The majority of sex-role studies, almost all focusing on women (4, 5, 7, 14, 15, 17), have concluded that the bulk of advertisements show women in stereotyped roles, relationships, and situations. However, in recent years, there has been a trend toward showing women in nontraditional and authority positions. Paradoxically, even as women and men are being shown as more equal, there has been an increase in the number of decorative or nonactive illustrations of women in the past decade (10, 19).

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Purpose Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.