Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge.Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s).Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address:eprints@mdx.ac.ukThe item will be removed from the repository while any claim is being investigated. AbstractThis paper aims to summarise the current state of coaching research and to provide a basis for future research which will provide a frame of reference ensuring that research builds on previous studies and adds to knowledge rather than replicating previous findings in innocence. This approach will prevent wasted effort and resources in organisations and research.The paper is divided into three sections. The first two sections review the state of research over the past hundred years, with a greater focus on the past decade when coaching research has accelerated at warp speed. The paper divides the recent research into categories; the nature of coaching, coach behaviour studies, client behaviour studies, relationship studies and executive coaching impact studies.The third section considers the future direction research may take. It identifies key questions which the authors believe should be the focus of future research and highlights the work undertaken to support coaching researchers and published by the Coaching Foundation.

Executive coaching has grown in popularity, but in spite of this growth, the use of sophisticated approaches appears limited. This article brings together a series of evidence-based approaches to build an integrated model for executive coaching, which can be described as integrative coaching. This model uses the concept of working at multiple levels with coaches; behavioral, cognitive, and unconscious. It combines these elements into "streams," which the coach works across seamlessly. The model recognizes the central importance of building a coaching partnership and the role of emotional intelligence in this process with a focus on improving performance at work.

Executive coaching is an intervention that organizations often use to enhance managers' opportunities, develop skills, promote knowledge and reflectivity, as well as improve overall performance. An effective working relationship has been considered a necessary condition for the success of executive coaching. Thus, the present study aimed to explore the coaching relationship formulated among five coach–coachee dyads using the 3+1Cs (closeness, commitment, complementarity and co-orientation) relationship model. Qualitative data obtained via semistructured interviews were content analyzed. Analysis revealed the importance of closeness as defined in terms of mutual trust and respect, commitment in terms of developing a partnership that is thought to be close and lasting, as well as willing and motivating, and complementarity in terms of working well together while understanding the specific roles each has to take. Moreover, the analysis highlighted that open channels of communication forged a degree of feeling and being cooriented in terms of viewing the relationship and the broader issues associated with it. The findings highlighted the central role of the coaching relationship while its quality and nature was effectively discerned using the 3+1Cs model.

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

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