This study focuses on the role of urban school principals as multicultural leaders. Using cross-case analysis, the authors describe what 6 practicing principals do in regard to multicultural leadership. The findings suggest that although multicultural preparation was lacking for these principals, some did engage in work that promoted diversity in their daily activities. All principals dealt with multicultural issues, usually focusing on individual students or specific programs to accommodate immigrants or refugees. Although some principals held high expectations for all, others were less aware of the connection between affirming diversity and student achievement. Recommendations are made to support principals in their work.

This paper reviews the state of the field of the sub-disciplines within UK management research, based upon the submissions of 94 UK higher education institutions to the Business and Management Studies Panel in the UK's 2001 Research Assessment Exercise (RAE). It offers observations on the UK model of the assessment of quality in, and funding of, research conducted in publicly funded higher education institutions.

This article contributes to an emergent literature of empirical studies on how emotion impacts leadership. The purpose of the study was to examine how secondary school administrators derived meaning from critical incidents of significant emotional events retrospectively, and how the understanding impacted leadership. A conceptual framework of emotion as a critical element of leadership, and emotion as an element of authentic leadership, was used for sensitivity in examining and analyzing the data from a multi-case study with nine practicing USA secondary school administrators. Four themes relating to emotion in leadership were found, and a model was conceptualized. The article concludes with recommendations for further research.

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