A new lexicon of followership terms is suggested to develop this innovative area of research, helping to recognize that both our followership and leadership roles are important to organizational success.

This article centres on Cypriot, English, Greek and Swedish selection and training of principals. This was part of a 2001-2003 European Union (EU) funded study which created a distance learning CD ROM for principals. We analysed and compared national education systems and principals' selection and training using documents, focus groups, principals' interviews and an international seminar. The most centralised systems of Greece and Cyprus had less principal preparation, and more government involvement in principal selection, than the less centralised Sweden and England. The extent of training was perceived to matter less in successful principalship than selecting the right people although it was felt that even a good leader can be improved through training and principals were concerned about their lack of formal training.Principal preparation in Europe -consensus?2

School leadership in England and Wales is legally shared between the full-time principal and the part-time volunteers, the school governors. Their professional development opportunities during the last ten years have taken opposite directions. Principals' development has moved to a training focus, with a nationalised, standardised, competency-based qualification for aspirant headteachers. Governors' education remains a non-standardised, decentralised system but has now become largely schoolbased and centred on educational issues. In exploring why such differences have occurred, the reasons suggested concern differing role expectations, training developments in related occupations, centralisation and decentralisation, uncertainties about the objectives of educational leadership and the costs of professional development.

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This study of emeritus professors at an English university aims to stimulate debate\ud about their professional and leisure activities in retirement, how much use they\ud make of their university’s facilities and how much use their universities make of\ud them. It reveals that about half remain very happily active in teaching and research,\ud though not always remunerated for it or recognised by their universities for their\ud contributions. Unlike their North American counterparts, hardly any have\ud celebratory rites of passage to emeritus status, or emeritus associations or centres\ud that they can join. There was some disquiet amongst emeriti about their status and\ud no university policy about using emeriti’s contributions, but generally England’s\ud emeriti are healthily active, enjoying a wide range of activities and some contacts\ud with their previous careers