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This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a 'Washington Consensus' concerning the social and economic development of 'developing' nations. 'Soft power' national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning's particular contribution to learning for development is discussed with suggestions made for developing member nations' capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) 'commonwealth of learning'.

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning -- a process through which knowledge users interact with other learners -- is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process. Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users' capacity for implementing evidence-based practices. Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors. Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and 'buy-in'), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities. Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.

This article illustrates how the British Council Bangladesh (BCB) made use of panel discussions and commissioned research as policy vehicles to persuade the government of Bangladesh of the value of social enterprises for public service delivery, including in education. Drawing upon Appadurai's notion of 'imagined worlds' in relation to influential global processes of educational policy governance, we view support for social enterprises as an instance of the cultural formulation of policy that the BCB sought to enact/steer through a policy network. The social entrepreneurial future of policy and governance was 'imagined' by the network, even as this was negotiated and contested. Panel discussion and commissioned research served as key policy vehicles in modulating discourses and logics demonstrating social enterprise as an imperative culture of governance into the future. Comparison with various 'successful' reference societies/markets also helped frame social enterprises as fostering opportunities for youth and women.

We report on a mixed-method study that compared students' perceptions of summative assessment across two distinct disciplines--education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan's classification of academic disciplines, as well as having very different assessment practices. Results suggest that these education students prefer to be assessed by methods they perceive to discriminate on the basis of academic abilities. Moreover, they perceive the traditional closed-book examination as inadequate to assess the capabilities which are key to being successful in their subject, which fits some but not all of the general findings in the literature. However, comparing these results with those of an identical study with mathematics students, we find that the perceptions of summative assessment are very different. We account for that difference by suggesting that students' epistemic beliefs play a role in shaping these perceptions and conclude that, in designing summative assessment in higher education, generalised and centralised forces for change need to be tempered by contextual and disciplinary factors.

Purpose: The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach: The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings: By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications: The role of emotion in entrepreneurship education is an emerging topic and the authors' synthesis of research supports further investigation. The authors' insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value: The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional "ecology" of teaching environments and highlighting how this might support future research agendas.

Education Studies as an academic discipline within HE in the UK is a contested area. One thing most Education Studies programmes might agree on is that they are "critical". But what is a genuinely critical Education Studies degree? And, how could such a programme survive within the hostile neoliberal environment of the contemporary UK? This chapter argues from a materialist perspective that Education Studies which are critical entail the responsibility on the part of students and staff to put theory to work in their lives, and to provide the conditions for students to work on the production of their own capacity to labour. This represents a setting on its feet of the Hegelian model of Education Studies proposed by Tubbs and Grimes (2001). In order for Education Studies to remain critical, it is argued that something of its learning and teaching must remain covert, to operate within the interstices of bourgeois social structures.

Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve childcare provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve.

This article synthesizes Marxian conceptions of identity construction within capitalist relations of production with the Wittgensteinian notion of "language games" to offer a more appropriate relational framework within which scholars ought to understand the Black-White academic achievement gap in America, the United Kingdom, and globally.

With this issue, "Research in Drama Education" (RiDE) continues its occasional series of short informational pieces on archives in the field of drama and theatre education and applied theatre and performance. Each instalment includes summaries of one or more collections of significant material in the field. Over time, this will build in to a readily accessible directory of archival resources, which will be updated as necessary and available via the RiDE website as an ongoing resource for researchers, teachers and practitioners. This third instalment covers the "Unfinished Histories" archives (documenting alternative theatre in Britain) and two separate but complementary archives of the work of Pam Schweitzer at the University of Greenwich and Rose Bruford College. Future instalments will include the following: the SCYPT play script collection at Leeds University, other Applied Theatre Collections at Rose Bruford and the TIE/TYP collection from London Drama at the Central School of Speech and Drama. The aim is to include not only the established, fully catalogued and well-known collections but also the lesser known, possibly quite small and "emergent" collections (e.g. those which exist in one location, but have yet to be systematically catalogued), and significant collections contained within larger archives. [For "Mapping the Archives: 2," see EJ979834.]

The continuing instability of Education as a discipline is examined against renewed arguments for its "disciplinary" status. Teacher education in particular is seen as Marjorie Garber's concept of "discipline envy" to propose a more positive relationship between disciplines that might work for the good of teacher education.

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors "locate" their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their "parent" discipline. (Contains 10 tables, 7 figures and 10 notes.)

This paper identifies an emerging commonality between the professional spheres of planning, education and social or community work constellating around the concept of sustainable development (SD). It explores the contested nature of the concept of SD giving rise to a wide variety of sometimes conflicting "readings". It then goes on to advocate a "strong" reading of SD, namely "Just Sustainability", which lays particular stress on "social justice", "environmental justice" and inclusion. This, in turn, is understood to require a form of education which is empowering and is referred to as "Education for Just Sustainability" (EJS). A particular focus of such work is the empowerment of local communities to understand and take action in their home localities. Therefore, place-based education is presented as an orientation suited to progressing EJS. A number of illustrative examples are presented to demonstrate the potential for such an educational approach. Finally, some concluding observations are made as to the potential and requirements for place-based EJS in the UK and other contexts. (Contains 7 notes.)

The aim of this article is to extend our understanding of the relationship between knowledge of personal finance and empowerment. The analysis is based on interview data obtained as part of a longitudinal study of students, aged 16-19, who completed a financial capability course in the UK. The analysis presents a set of cultural models or storylines implied in student discourse about what it means to be financially capable. Possibilities for empowerment are interpreted from these cultural models with implications for how we define the boundaries of financial capability education. References to empowerment in terms of having a voice and feeling confident to make consumer decisions and to advise others in matters of finance were common across the interview data. However, a form of knowledge and empowerment that positioned students not as aware consumers but as individuals with a critical awareness of financial and economic systems was less evident. (Contains 2 notes.)

This article posits a connection between the influence of communitarianism on New Labour's ideology and the content of citizenship education in England and Wales. We first describe and problematize communitarianism, drawing on both UK and US thinkers, and then relate our findings to literature on citizenship education. We conclude by suggesting that the influence of communitarianism could be researched with teachers of citizenship to illuminate the extent of its practical manifestation. (Contains 1 note.)

The contribution of the discipline of geography to the field of education is complex since they have both been dependent upon the contributions of other social science disciplines, particularly those in the mainstream of social sciences (economics, sociology and political science). Indeed, the number of researchers who would consider themselves as working within the sub-discipline of the geography of education is small, but apparently growing. While the paper suggests that to date there has been relatively little debate at the intersection of these two fields of enquiry it goes on to propose that the potential contribution this would have for both fields remains significant. The pivotal contribution of geography to all the social sciences, that of space (and place), has been central to UK education research since the early origins of a national education system and the roles education and curricular developments have played in nation building. The role of space has also featured heavily in analyses of territorial justice and governance at the level of local authorities and further down in scale to spatial analyses of the classroom. But in order to fully appreciate its contribution the paper utilises the related concept of "scale" to systematically explore the relationship between space and education, in terms of its analytical, theoretical and methodological uses. The paper also considers the recent "spatial turn" in education (and the social sciences more generally) and the equivalent focus on education matters within the field of human geography. In developing this approach it becomes apparent where interdisciplinary research across and between the disciplines of geography and education remains limited and what further contributions from geography would be beneficial to the field of education. (Contains 2 notes and 5 figures.)

By exploring the role of student identities in shaping attitudes to learning, this study asks how design students draw on experience to work across theory and practice. It explores how a specific group of design undergraduate students in a UK university perform on two distinct learning experiences on their course: work placement and dissertation. In particular, it considers the context for learning: the value placed on practice and scholarship; the role of social identity; links between art and design education. Using Bourdieu's concept of "habitus" the discussion considers the role of experience and motivation in learning in design education, and questions how useful historical divisions drawn between theory and practice are to student learning in design education. By questioning the value of internal disciplinary conflicts to student learning, it asks how we distinguish between vital pedagogic processes and divisive practices in higher education.

In 2006, the Department for International Development (DfID) of the United Kingdom Government issued a White Paper entitled "Eliminating World Poverty: Making Governance Work for Poor People." The DfID document observed that good governance requires attention to State capability, described at "the extent to which leaders and governments are able to get things done," and to responsiveness, i.e. "whether public policies and institutions respond to the needs of citizens and uphold their rights." Jutting, Corsi and Stockmayer similarly noted that while "in theory" decentralization can be a powerful tool to initiate improvements in instruments and policies for the poor, "the reality looks less promising." To some extent, renewed attention to the fundamental goals and characteristics of good governance has promoted a more balanced approach in policy analysis. Recent decades have seen much one-sided advocacy of decentralisation, which in some cases has been presented almost as a mantra regardless of the specific circumstances for which it is recommended. The financing of basic education is another domain in which more nuanced understandings are needed. Much of the advocacy of free education resembles a "one-size-fits-all" tool. Moreover, advocacy of free education may conflict with the parallel advocacy of decentralization, which often comes together in one package. Despite the good intentions of the advocates, more discerning power may be needed. This paper analyses some of the issues, with particular attention to the administration and financing of basic education.

The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the "new sociology of education" of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein's development of Durkheim's ideas. We argue that despite his highly original conceptual advances Bernstein seems to accept, at least implicitly, that the natural sciences remain the only model for objective knowledge. This leads us to a discussion of Ernest Cassirer's idea of symbolic forms as a more adequate basis for the sociology of knowledge. In the conclusion, the article suggests how an approach to knowledge in educational studies that draws on Cassirer's idea of "symbolic objectivity" can come to terms with the tension between the concept of truth and a commitment to "being truthful" that was left unresolved, even unaddressed, by the "new" sociology of education of the I970s. (Contains 18 notes.)

The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of "education and instability"; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of "education and instability" that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The group studies what role there might be for education, broadly defined, in promoting stability, peace and development. The article outlines the CERG's emerging research agenda along with its commitment to moving beyond the policy-practice divide to produce meaningful scholarly research with applicable findings and clear dissemination strategies. (Contains 5 notes.)

The relevance of action research to organisational change within contemporary health services in the United Kingdom is discussed in this article. Two examples of collaborative community-based studies are presented: one exploring ways to encourage community participation within a health and regeneration programme and the other considering the types of knowledge used within a "community of practice" to develop services for older people. The studies highlight the value of action research in bringing together citizens and health professionals to reflect on practice and to explore ways of improving service delivery. The article concludes that such "time-out" is important in supporting staff to internalise and shape processes of change. Furthermore, the forum which action research provides to bring staff and citizens together to plan, reflect on and evaluate their actions helps not only to develop services but also to challenge some of the traditional organisational processes which have excluded users and citizens. (Contains 3 notes and 1 figure.)

Why was Oxford the home of the mandarin and why has the era of the mandarin come to an end? The era of the mandarin was inaugurated by T. H. Green, who sought, through the gospel of citizenship, to provide a philosophy for an age of religious doubt. Green's moralism served in Oxford as a substitute for the social sciences, which came to be developed elsewhere. The Oxford mandarins benefited from patronage, which Disraeli regarded as the outward and visible sign of an inward and spiritual grace, namely power. All of the mandarins celebrated here believed in the role of the state in education. With the professionalisation of philosophy and the social sciences, and with growing skepticism towards the state, the era of the mandarin has come to an end. The philosophy of market liberalism sees no need for benevolent guardians. (Contains 74 endnotes.)

This paper investigates the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. The relationship between staff research (the 2001 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed. On the whole, little relationship between departmental research performance (the Research Assessment Exercise scores) and effectiveness of doctoral education is found in Education and Chemistry, especially in the aspects of supervision. The results of research environment are more complex. Although the general findings--the absence of a significant relationship between research and teaching--apply to both Education and Chemistry departments, doctoral education is more favourably perceived by doctoral students in Chemistry than in Education. Finally, a theoretical diagram of Teamwork and Individualist research training structures in Ideal and Degenerative types is created to discuss these findings.

Compares the structure of education enterprises and workplace practices with those in other enterprises in the public and private sectors. Finds that labor-related and control-related factors in education differ substantially from enterprises in the public and private sectors. (Contains 60 references.) (PKP)

"Women at Work," a collection of 15 essays, contributes to our understanding of women's working lives and presents a useful opportunity to view British evidence in this field. Although women's absolute lifetime earnings will always be lower than men's, educated women may enjoy a greater advantage than men and face less market discrimination than women with less education. (MLH)

Background: Telephone and video appointments are still common post‐pandemic, with an estimated 25%–50% of kidney appointments in the United Kingdom still conducted remotely. This is important as remote consultations may exacerbate pre‐existing inequalities in those from underserved groups. Those from underserved groups are often not represented in health research and include those with learning disability, mental health needs, hearing/sight problems, young/older people, those from ethnic minority groups. Objectives: The aim was to develop a Toolkit to improve the quality of remote kidney care appointments for people from different underserved groups. Design: A parallel mixed methods approach with semistructured interviews/focus groups and survey. We also conducted workshops to develop and validate the Toolkit. Participants: Seventy‐five renal staff members completed the survey and 21 patients participated in the interviews and focus groups. Patients (n = 11) and staff (n = 10) took part in the Toolkit development workshop, and patients (n = 13) took part in the Toolkit validation workshop. Results: Four themes from interviews/focus groups suggested areas in which remote appointments could be improved. Themes were quality of appointment, patient empowerment, patient–practitioner relationship and unique needs for underserved groups. Staff reported difficulty building rapport, confidentiality issues, confidence about diagnosis/advice given, technical difficulties and shared decision making. Conclusion: This study is the first to explore experiences of remote appointments among both staff and those from underserved groups living with kidney disease in the United Kingdom. While remote appointments can be beneficial, our findings indicate that remote consultations need optimisation to meet the needs of patients. The project findings informed the development of a Toolkit which will be widely promoted and accessible in the United Kingdom during 2024. [ABSTRACT FROM AUTHOR]

Aim: To describe where clinical information is contemporarily and commonly found in UK primary care, what is favoured by clinicians, and whether this is (1) publicly funded (2) has commercial potential conflicts of interest. Design and setting: A mixed methods study, consisting of (1) site visits to general practices in Scotland, (2) online questionnaire, focused on UK general practice (3) analysis of materials cited by professionals. Methods: Data about sources of clinical information used was obtained verbally, visually and via search histories on computers from visits. This was used to inform a questionnaire in which primary care clinicians in the four nations of the UK were invited to participate. This obtained data about the information sources used and preferred by clinicians. This information was searched for data about funding and conflicts of interest. Results: Over 2022, four practices were visited. 337 clinicians, 280 of whom were general practitioners completed an online questionnaire. 136 different resources were identified. These were mainly websites but sources of information included colleagues, either in practice or through online networks, apps, local guidelines, health charities, and learning resources aimed at GPs. Of these, 70 were not publicly funded, and were a mixture of membership organisations, charities, or sponsored venues. Conclusions: Primary care clinicians obtain information for themselves and patients from a wide variety of sources. Funding is from a variety of sources and some contain advertising and/or sponsorship, risking commercial bias. Protocol: Pre-published at https://osf.io/wrzqk. [ABSTRACT FROM AUTHOR]

This article outlines the development of ‘Prepare to Progress’, a preapplication programme for potential Student Nursing Associate (SNA) applicants at Gloucestershire Hospitals NHS Foundation Trust. Created collaboratively by the Trust's Library and Knowledge Services and Professional Education teams, the programme aims to provide realistic course expectations, teach study skills and boost confidence in using library services. Evaluation results indicate increased understanding of the SNA course, improved application decision‐making, and enhanced academic confidence among participants. The programme demonstrates the valuable role of library services in preparing healthcare support workers for further education and addressing library anxiety. The study suggests benefits for both participants and library services. [ABSTRACT FROM AUTHOR]

In a rapidly changing healthcare environment, we need a robust evidence base to inform effective education and training. This study aimed to examine factors perceived to determine career progression in clinical education research in the UK. Six online focus groups were conducted, with 35 participants from a range of medical, dental, nursing, and allied health professions who identified as aspiring or early career clinical education researchers. Transcripts underwent thematic analysis. Two themes and associated subthemes were constructed to illustrate perceived factors impacting on career development: (1) A cultural challenge from clinical norms. Challenges included differences between the epistemological assumptions of biomedical and clinical research, and the underlying philosophy of education research, which is more closely aligned with the knowledge generation of the social sciences. This led to difficulty communicating the impact of education research to patient care. There were also blurred boundaries between education delivery and research, with the latter lacking a clearly defined group identity. (2) Structures, systems and relationships for career progression. Practical considerations included time and funding (or lack thereof), the opportunity to undertake formal training, networking and role models. This research highlights a number of systemic barriers and facilitators to careers in clinical education research and offers targets of intervention to enable a sustainable academic workforce in clinical education research. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapists require research and evaluation skills to deliver evidence-based care, making research education integral to their training. We aimed to develop a student and staff-informed strategy to further embed research into the occupational therapy programmes and enhance the research culture at a United Kingdom Higher Education Institution. Method: We used group concept mapping to gather ideas from students and staff on how to embed research and improve research culture within the occupational therapy programmes at a United Kingdom Higher Education Institution. Participants generated, sorted and rated ideas for importance and success. We analysed the data to create a concept map and identified rating values for the themed clusters and their ideas. Results: The concept map contained four themed clusters of ideas: Wider research community, Integration of research into the core programme, Advanced research support and capacity building and Research awareness. Successes and improvement targets were identified within each cluster. Conclusion: Group concept mapping provided a structured and comprehensive method to develop a strategy for embedding research and fostering a research culture in occupational therapy programmes at a higher education institution. The four-themed concept map and identified priority targets serve as a foundation for implementing the strategy and improving research integration in occupational therapy education. [ABSTRACT FROM AUTHOR]

The sibling correlation (SC), which estimates the total effect of family background (i.e., social origins), can be interpreted as measuring a society's inequality of opportunity. Its sensitivity to observed and unobserved factors makes the SC an all-encompassing measure and an attractive choice for comparative research. We gather and summarize all available estimates of SCs in educational attainment (M =.46, SD =.09) and employ meta-regression to explore variability in these estimates. First, we find significantly lower SCs in Sweden, Norway, Finland, and Denmark than in the United States, with U.S. correlations roughly.10 (i.e., 25%) higher. Most other (primarily European) countries in our study are estimated to fall in between these countries and the United States. Second, we find a novel Great Gatsby Curve–type positive association between income inequality in childhood and the SC, both cross-nationally and within countries over time. This finding supports theoretical accounts of the Great Gatsby Curve that emphasize the role of educational inequality as a link between economic inequality and social immobility. It implies that greater equality of educational opportunity likely requires reduced economic inequality. Additionally, correlations between sisters are modestly higher, on average, than those between brothers or all siblings, and we find no overall differences between cohorts. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of the training needs of ward nurses who manage major trauma patients • To read about the development and evaluation of a bespoke major trauma course for ward nurses • To identify potential challenges in quality improvement projects and how they can be addressed. Nurses working with major trauma patients in ward environments in the UK are expected to evidence their knowledge and skills in a set of national competencies. This article describes a bespoke major trauma course and a coaching and portfolio development programme designed to enhance ward nurses’ knowledge and skills, help them evidence their competence and support their professional development. Evaluation of the course showed an overall improvement in nurses’ self-rated competence and confidence in a range of relevant major trauma topics and clinical skills. Evaluation of the coaching and portfolio development programme showed that nurses believed their knowledge and skills had improved after taking part and that they valued the opportunity for professional development. [ABSTRACT FROM AUTHOR]

This article discusses the landscape of education. The challenge lies in harmoniously blending the directive PUSH strategies, which focus on structured guidance, with the exploratory PULL methods, centered around the learner's initiative. To illustrate this, the realms of science and art as examples are used, showcasing how these strategies can be interpreted and applied in different educational contexts. The educational systems of selected countries are considered from the viewpoint of the novel framework involving PUSH and PULL methodologies in the delivery of education. China's emphasis on a structured and orderly educational process, Finland's dedication to student autonomy and flexibility, and the UK's integrative, hybrid model. Nevertheless, there is still a need for a cohesive approach that effectively combines the structured science education methods with the more fluid and interpretative methods used in art education. This paper deals with a comparative analysis of how educational systems in China, Finland, and the UK navigate the PUSH-PULL dynamics. In this article, we propose and develop a new model for understanding the role of students in the educational system. This model, which we are introducing, views the student in a dual capacity: as both an integral part of the larger educational framework and as the primary consumer of state-provided knowledge. Our model aims to reframe the traditional perspective on students' roles in education. By introducing the "Dual Lex" concept, this study aims to merge (melt) two principal different educational models into a cohesive whole. The term "Dual" emphasizes the simultaneous use of these two methodologies, while "Lex" suggests a set of principles or rules governing this integration. Overall, this approach seeks to establish an educational framework that is as methodical and precise as it is creative and expressive, thereby equipping students with the skills and knowledge for a versatile and dynamic educational journey and more flexible and student-centered preparation for their future professional careers. [ABSTRACT FROM AUTHOR]

In the current context of the undergraduate PR academic education in the United Kingdom degrees being shut down or merged with other communication disciplines, the present essay represents a timely reflection on the results and internal incoherence of PR education provision in the United Kingdom. Starting from the key idea that public relations is a mature occupation and academic social discipline, we developed a thorough analysis of PR fields, where we analysed the intra- and inter-dynamics between these various types of fields, aiming at identifying the main issues that impact the teaching of PR and its academic expressions. Drawn from the field analysis, we then focused on two key trends which currently shape the undergraduate PR education in the UK to recommend changes to the process of curriculum development that reconstructs the social value of Public Relations. [ABSTRACT FROM AUTHOR]

This study explored the experiences of lesbian, bisexual, and queer (LBQ) students' (N = 9, aged 19–24) of sexual harassment via semistructured interviews. Data were analysed using a thematic analysis. Three overarching themes emerged: (a) the paradox of men's unwanted sexual attention, (b) the negative impact on relationships, and (c) the LGBTQ* community as a refuge. The women reported enduring unwanted heteronormative sexual attention, and heterosexist and homophobic harassment which forced some to conceal their sexuality. Support for the LGBTQ* community was central in developing confidence to call-out harassment. The findings call for the inclusion of LBQ-specific messages in sexual violence awareness and prevention interventions. [ABSTRACT FROM AUTHOR]