Despite the growing importance of spirituality in management, the management education literature says little concerning the teacher's self and even less concerning a teacher's spiritual self. This article addresses the issue of integrating spiritual values and teaching by reflecting on the experiences of three management teachers. To explore individual aspects of their Buddhist practices, one author examines how the spiritual value of compassion has changed the experience of teaching, a second discusses mindfulness, and a third the no-self. They then reflect collectively on those experiences, indicate opportunities for research, and call for further discussion with management professors from diverse spiritual traditions. Their experience suggests that integrating spiritual values into the teaching workplace is highly rewarding and also less problematic than might be expected.

Purpose -The purpose of this paper is to compare the extent to which the stereotype of ''manager'' aligns with the stereotype of ''male'' in the Continental United States (CUS) and Hawai'i. Design/methodology/approach -In total, 176 male and 187 female business undergraduates in Hawai'i and the CUS were asked to describe either a manager, a male manager, or a female manager using the 92-item Schein Descriptive Index. Findings -Men and women in Hawai'i, and women in the CUS, did not report a strong ''think manager ¼ think male'' bias, but male participants in the CUS did: These men described hypothetical female managers as comparatively obedient, submissive, timid, reserved, fearful, uncertain, passive, and interested in their own appearance. They rated male managers as relatively more firm, independent, persistent, self-reliant, and having a high need for achievement.Research limitations/implications -The relative lack of a ''think manager ¼ think male'' bias in Hawai'i is remarkable, since this bias is observed worldwide. Further investigation would confirm or clarify these findings. Practical implications -Stereotypical views persist among some of our future business leaders, but are not universal. Educators and businesspeople should be aware of the strong ''think manager ¼ think male'' bias still extant among male business students in the CUS. Originality/value -Although the persistence of the ''think manager ¼ think male'' stereotype is troubling, this stereotype is not universal. While past cross-cultural investigations treat the US' culture as homogeneous, we find significant regional differences with regard to managerial gender stereotypes.