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Overview: Prior research has understood the process of digital transformation as shifts between digitization, digitalization, and digital transformation phases and has treated the digital transformation process tautologically. In the literature, digital transformation is understood as transforming the whole organization, including its business processes and value proposition. This understanding is problematic because it fails to capture the need for achieving alignment between the organization, the environment, and the strategy based on the finer details of an organization's context. Achieving this fit is important in a VUCA environment characterized by volatility, uncertainty, complexity, and ambiguity. We conducted a single case study of Linn Products, a UK-based high-tech company renowned for designing and manufacturing high-end home entertainment systems, including digital streaming products, music players, and speakers. This award-winning firm has not only embraced digital transformation but also sustained its performance proactively amidst the dynamic shifts in the consumable electronics industry. Our interpretive longitudinal study spans 2007 to 2023 and incorporates insights from 23 in-depth interviews. Our research provides valuable guidance for practitioners seeking to build resilience and adaptability in an era of digital disruption and polycrisis. In an era marked by polycrisis, organizations must cultivate a combination of threshold and core capabilities to attain organizational fitness amidst the challenges of a VUCA environment. To leverage digital transformation, companies must adopt a strategic approach, whether through providing digital support in business processes or opting for full digital participation. Success in digital transformations hinges on the harmonious alignment of strategy, an organization's unique circumstances, and the dynamic conditions of the VUCA environment. [ABSTRACT FROM AUTHOR]

There are growing concerns about the commercialisation of childhood and the consequences of marketing to children, including marketing's negative effects and increasingly sophisticated and potentially deceptive online tactics that permeate the contemporary media environment. Children and young people are prolific users of video-sharing platforms (VSP) such as TikTok and YouTube, yet little is known about children's advertising literacy within these contexts. Therefore, this paper answers recent calls for a deeper understanding of children's advertising literacy in light of their increasingly digital lifestyles. A combination of qualitative, participatory creative methods were used with children aged 9–11 from the UK. Findings show that despite their negative perceptions of online advertising, children place a level of trust in video-sharing platforms, based on a misconception that the commercialisation of content is always disclosed. This is concerning because children may prefer and pay more attention to content that they believe to be genuine. [ABSTRACT FROM AUTHOR]

To survey current UK radiology trainee experiences and opinions regarding the quality of paediatric radiology training encountered in their core years, and assess their career ambitions with regards to paediatric radiology. A 22-question online survey, approved by the BSPR committee, was promoted over 12 months (1 February 2022 to 31 January 2023) across current radiology trainees and fellows via regional radiology training programme directors (TPDs), Junior Radiology Forum (JRF) trainee representatives, at BSPR Junior Forum webinar teaching sessions, and via social media/word of mouth. Eighty-three UK survey responses were received from 17/19 (89%) training schemes. Sixty of the 83 (72%) had taken or were due to take a 2–4 month core paediatric radiology placement partly at tertiary centres (66/83, 80%), with 67/83 (81%) receiving dedicated didactic teaching. Only 26/83 (31%) reported fulfilling core curriculum competencies and 32/83 (39%) reported not receiving enough paediatric radiology training. Almost a quarter (18/83, 22%) reported <2 months of paediatric radiology rotation during core training and 12% (10/83) across six training schemes, reported no dedicated paediatric teaching sessions. Respondents who left negative comments around their experience were more likely to reject paediatric radiology as a future career option (p <0.05). Only 31% of UK radiology trainees reported having enough paediatric radiology training to achieve core competencies. Standardised training, teaching, and increased on-call support could improve confidence in dealing with emergency cases and encourage interest in paediatric radiology beyond junior years. • Paediatric radiology faces a severe workforce shortage. • Paediatric radiology training quality and quantity varies widely across the UK. • Only 31% respondents felt they fulfilled their paediatric competencies. • Poor training deters trainees from pursuing careers in paediatric radiology. • Trainees call for standardised training and better clinical support. [ABSTRACT FROM AUTHOR]

Background: Seldinger Chest Tube Insertion (CTI) is a high acuity low occurrence procedure and remains a core capability for UK physician higher speciality trainee's (HST). A multitude of factors have emerged which may affect the opportunity of generalists to perform CTI. In view of which, this paper sought to establish the current experiences, attitudes, training, and knowledge of medical HST performing Seldinger CTI in acute care hospitals in the Peninsula deanery. Methods: A Scoping review was performed to establish the UK medical HST experience of adult seldinger CTI. Synonymous terms for CTI training were searched across Cochrane, ERIC, Pubmed and British education index databases. Following which, a regional survey was constructed and completed by HST and pleural consultants from five hospitals within the Peninsula deanery between April–July 2022. Data collected included participants demographics, attitudes, training, experience, and clinical knowledge. Outcomes were collated and comparisons made across groups using SPSS. A p-value of < 0.05 was defined as significant. Results: The scoping review returned six papers. Salient findings included low self-reported procedural confidence levels, poor interventional selection for patient cases, inadequate site selection for CTI and 1 paper reported only 25% of respondents able to achieve 5–10 CTI annually. However, all papers were limited by including grades other than HST in their responses. The regional survey was completed by 87 HST (12 respiratory, 63 non-respiratory medical HST and 12 intensivists/anaesthetists HST). An additional seven questionnaires were completed by pleural consultants. Respiratory HSTs performed significantly more Seldinger CTI than general and ICM/anaesthetic registrars (p < 0.05). The percentage of HST able to achieve a self-imposed annual CTI number were 81.8, 12.9 and 41.7% respectively. Self-reported transthoracic ultrasound competence was 100, 8 and 58% respectively (p < 0.001). The approach to clinical management significantly differed with national guidance with pleural consultants showing an agreement of 89%, respiratory HST 75%, general HST 52% and ICM/anaesthetic HST 54% (p = 0.002). Conclusion: Compared to respiratory trainees, non-respiratory trainees perform lower numbers of Seldinger CTI, with lower confidence levels, limited knowledge, and a reduced perceived relevance of the skill set. This represents a significant training and service challenge, with notable patient safety implications. [ABSTRACT FROM AUTHOR]

Background: Contemporary general practice includes many kinds of remote encounter. The rise in telephone, video and online modalities for triage and clinical care requires clinicians and support staff to be trained, both individually and as teams, but evidence-based competencies have not previously been produced for general practice. Aim: To identify training needs, core competencies, and learning methods for staff providing remote encounters. Design and setting: Mixed-methods study in UK general practice. Method: Data were collated from longitudinal ethnographic case studies of 12 general practices; a multi-stakeholder workshop; interviews with policymakers, training providers, and trainees; published research; and grey literature (such as training materials and surveys). Data were coded thematically and analysed using theories of individual and team learning. Results: Learning to provide remote services occurred in the context of high workload, understaffing, and complex workflows. Low confidence and perceived unmet training needs were common. Training priorities for novice clinicians included basic technological skills, triage, ethics (for privacy and consent), and communication and clinical skills. Established clinicians' training priorities include advanced communication skills (for example, maintaining rapport and attentiveness), working within the limits of technologies, making complex judgements, coordinating multi-professional care in a distributed environment, and training others. Much existing training is didactic and technology focused. While basic knowledge was often gained using such methods, the ability and confidence to make complex judgements were usually acquired through experience, informal discussions, and on-the-job methods such as shadowing. Whole-team training was valued but rarely available. A draft set of competencies is offered based on the findings. Conclusion: The knowledge needed to deliver high-quality remote encounters to diverse patient groups is complex, collective, and organisationally embedded. The vital role of non-didactic training, for example, joint clinical sessions, case-based discussions, and in-person, whole-team, on-the-job training, needs to be recognised. [ABSTRACT FROM AUTHOR]

In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change at social-political and professional standard levels. A qualitative exploratory design was chosen to inform semi-structured interviews with 14 participants from 16 universities in the United Kingdom providing post-graduate training. These interviews were analyzed thematically, with 10 over-arching themes identified. Themes are discussed across three aspects: (i) systemic factors, (ii) facilitators and barriers in consultation training in the current UK context and (iii) curriculum content and pedagogic methods used in consultation training at pre-service level. Strengths, limitations, and implications for applied practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study connects the theoretical concepts of strategic orientation and information technology (IT)-based product innovation strategy to suggest that several key factors can help small firms to develop IT-based product innovation strategies. Design/methodology/approach: With data from 245 useable questionnaires (response rate 25.18%) from UK-based small firms in the high-tech industry, the research model was tested and validated. Findings: Findings show that information technology support for core competencies mediates the relationship between strategic orientation and IT-enabled product innovation (ITEPI). Specifically, by distinguishing the different types of strategic orientation and information technology support for core competencies, the study finds that IT support for market access competency (ITMA) mediates the market orientation–ITEPI relationship, while IT support for functionality-related competency (ITFR) mediates the technology orientation–ITEPI relationship. Academic implications arising from the findings are discussed and managerial propositions provided. Originality/value: This study offers a fresh theoretical angle from which to understand the factors that contribute to ITEPI. More specifically, we argue that strategic orientation reflects managers' focus to pursue certain activities, and that ITEPI serves as organizational activity. Further, this study also extends relevant research in the field of strategy, IT and innovation. It provides a more nuanced picture of how strategic orientation affects ITEPI. [ABSTRACT FROM AUTHOR]

Specialist nurses have been part of the nursing workforce for decades but articulating the scope of such roles, educational requirements, professional expertise and levels of pay is still widely debated within the workplace. This article reports on a study that examined a sample of clinical nurse specialist (CNS) job descriptions from across the UK. One hundred job descriptions were sourced, originating from various healthcare settings, and audited to explore their scope and content. In conclusion, the job descriptions showed a high level of agreement of the scope domains of a CNS role but were less consistent when considering the experience and educational requirements of CNSs. [ABSTRACT FROM AUTHOR]

Aim: Corporate parenting in the UK may not be well-operationalised, with a potential role for educational psychologists (EPs) in promoting effective practice. This paper explores care leavers' needs and priorities from the perspective of self-determination theory (SDT), which relates the individual's motivation to the human need for competence, relatedness and autonomy. Method: Ten young people aged 16-19 from two UK local authorities were interviewed about their priorities in preparing for adulthood. Interview findings were then deductively analysed using a SDT framework. Findings: Interviews highlighted the young people's preference for graduated transition to adulthood. Analysis showed relatedness to be the most salient SDT domain, foregrounding the importance of consistent, authentic and personalised relationships. Consistent relationships motivated care leavers to engage with support and to pursue post-16 goals with enhanced self-determination. Conversely, gaps in young people's support networks undermined service engagement, potentially impeding a supported and successful transition to adulthood. Limitations: The study was small-scale and the age range, demographics and quality of leaving care support may not have been representative of a wider population. Conclusions: SDT is potentially useful for highlighting care leavers' needs and priorities when preparing for adulthood, with clear implications for corporate parenting, particularly within the relatedness domain. A possible role for EPs is proposed, which could strengthen service delivery through both systemic and individual work. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: This research paper analyzes IT-led product innovation strategies used by smaller-sized UK high-tech companies, through the deployment of two core competencies: an IT support for market access competency (ITMA), and an IT support for functionality-related competency (ITFR). By adopting market and technology orientations, these SMEs can develop a strategic level of IT capability that leverages their product innovation activity. It's recommended that small firms optimize their IT processes so they can respond efficiently to customer feedback that transpires from their sustained customer data analysis. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: Modern medical and dental training has migrated from assessing only the quantity of procedures performed to a combined assessment of both competency and quantity. This study explores student perceptions of competency assessment in exodontia at a UK dental school. Materials and Methods: Anonymous questionnaires were distributed to dental students in years three, four and five at the School of Dentistry, Cardiff University (n=149). Responses consisted of dichotomous tick boxes and 5‐point Likert scales, with thematic analysis of free‐text responses. Discrete variables were analysed using simple descriptive statistics. Recurring themes were identified from the responses. Results: A total of 129 questionnaires were returned (response rate 87%). Feedback from students indicated that they felt well prepared to undertake the competency assessment, agreeing that year three is the most appropriate year to assess competency (69%; n=86). In 50% of cases (n=65), the clinical supervisor was not present for the duration of the assessment. The undergraduate student body would like further teaching in the use of elevators (89%; n=114). Conclusion: The competency assessment was deemed fit for purpose by the undergraduate student body. Further developments in the areas of clinical supervision and teaching on the use of elevators were considered and recommendations made to the School of Dentistry, Cardiff University. The current oral surgery course incorporates some of the recommendations. [ABSTRACT FROM AUTHOR]

This paper contributes to research on urban multiculture and debates as to how people routinely live and experience ethnic diversity in their everyday lives. This research takes an ‘unpanicked’ approach to multiculture that sits differently to, although not unaffected by, multiculturalism as policy objective and those debates around multiculturalism that variously celebrate cultural difference or construct it through crisis talk. Critical to this paper are the routine phenomenologies of multiculture and the everyday practices, competencies and skills of young people attending college. Because of their diverse intakes and the openness of young people to difference, colleges are key sites within which urban multiculture is experienced and through which it is defined. Based on participant observation, repeat in-depth discussion groups and interviews, the focus of this paper is young adults attending post-16 colleges and schools in three ethnically diverse urban locations. Colleges and schools are urban spaces that mediate sociality and student experience but are also woven into the wider urban setting in which they are placed. The paper explores the skills and competencies that young adults develop to negotiate college and we particularly focus on their use of jokes and the exercise of restraint to get along with others. [ABSTRACT FROM AUTHOR]

Many health and social care systems worldwide have been developing a variety of navigator and signposting roles to help patients negotiate care through increasingly complex systems and multiple provider agencies. This UK project aims to explore, through a combination of job description review and workshops of stakeholders, the common competencies and features of non-clinical roles. The information is collated to develop common job descriptions at four key levels. These form the basis for a career pathway supported by portfolio-based educational programmes, embracing Apprenticeship Training Programmes. The programmes have the potential to support recruitment and retention of an increasingly skilled workforce to move between traditional health and social care provider boundaries. This offers the opportunity to release clinicians from significant administrative workload and support patients in an integrated care system. [ABSTRACT FROM AUTHOR]

This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management. [ABSTRACT FROM PUBLISHER]

Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research-intensive university, this paper explores how students negotiate the complex knowledge practices that constitute critical thinking, particularly the affects of being and becoming critical. The theoretical tools offered by Karen Barad and Sara Ahmed allow a conceptualisation of critical thinking as a complex phenomenon of socio-material and affective practices. This paper turns to Barad and Ahmed to explore the potential of their clashing theorisations for thinking through the affective territories of critical thinking. It will argue that acknowledging the way(s) critical thinking feels (as well as what it is and what it is for) opens up new imaginaries for feminist scholarship about criticality. [ABSTRACT FROM PUBLISHER]

The publication concerns the problem of minors' consent in regard to health services. The authors have provided legal solutions adopted in the UK and Poland. The British case law presented in the first part of the article provides that minors have the opportunity to decide on issues relevant to their own health. The ruling which made a breakthrough in automatic treatment of all children (0-16) in the same way was the Gillick case. Since then the test of actual competence has depended on whether the child is able to make a reasonable assessment of the advantages and disadvantages of the proposed treatment and the type of medical intervention, not on age. The British Medical Association has developed manuals to facilitate proceedings of assessing the ability by the physicians. In turn, the Polish legislator in relation to the consent of minors under 16 to treatment introduces only one criterion: the age. Children under 16 years of age, even if they are competent, are not asked for permission to violate their physical integrity. Legal representatives (in the case of medical examination -- actual custodians) are solely entitled to express the consent. In turn, minors above the age of 16 are entitled to consent together with their legal representatives (the actual custodians). In the case of dual consent, in principle, both entities should actually be capable of expressing it. Reading of the provisions of Polish medical law, however, leads to the conclusion that, in fact, the competence of parents is the most important. In the case of a minor patient's (over 16 years of age) incompetence, consent is made only by his legal representative. In contrast, in the case of a minor's opposition, the doctor does not examine his actual competence, only whether the patient is acting with sufficient discernment and refers the matter to the guardianship court. [ABSTRACT FROM AUTHOR]

Objectives: This study reviews the current state of global health education (GHE) in the United Kingdom (UK) through the collation and synthesis of data on undergraduate and postgraduate global health degree programmes. It examines both the curriculum provided and profile of the student currently studying global health in the UK. Study design: Descriptive, case study design. Methods: A systematic review of the literature identified a set of global health 'core competencies' that students could acquire through their chosen programme of study. Those competencies were synthesized and then compared to core and elective courses currently offered by global health degree programmes at UK universities. A questionnaire was designed and sent electronically to all global health Programme Directors requesting generic information regarding the profile of their global health students. Results: Fifteen universities in the UK, based in England and Scotland, offered twenty-five postgraduate and six undergraduate global health degree programmes in 2012-13. Two Universities were developing a full, three-year, undergraduate degree programme in global health. Sixteen core competencies for a medical and non-medical student constituency were identified. Of these, just three 'core competencies' -- epidemiology of tropical diseases, health systems (including health system management), and health care services - corresponded directly to core and elective courses offered by >50% of UK universities. The five most frequently offered subjects were: health systems (including health system management), research methods, public health (including specialisations in prevention, treatment and care), epidemiology, and health economics. Conclusions: GHE in UK universities has seen comparable growth to North American institutions, becoming Europe's regional hub for undergraduate and postgraduate courses and programmes. As with the US and Canadian experience, GHE at the undergraduate level is offered primarily to medical students through intercalated degree programmes. At the postgraduate level, there is more innovation in content and mode of delivery, with a small number of UK universities providing students from a diversity of backgrounds the opportunity to study global health from multidisciplinary perspectives. Distance learning is also seeking to make the delivery of GHE truly global, with a growing number of universities recognizing its potential to further innovate in global health pedagogy. While demand for GHE is predicted to remain robust, to ensure the needs of students and practitioners are met, more critical reflection on global health curricula, the desired profile of graduates, and equity of access is required. [ABSTRACT FROM AUTHOR]

Background: Musculoskeletal symptoms are common reasons for patients seeking medical attention. Basic competency in musculoskeletal medicine is therefore essential for all clinicians. To our knowledge, this is the first assessment of the competency in musculoskeletal medicine of medical students in the United Kingdom. Methods: Medical students were enrolled after passing final university examinations and being awarded degrees of Bachelor of Medicine, Bachelor of Surgery (MBBS) or Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBChB) in 2013 and were assessed with use of the Freedman and Bernstein musculoskeletal cognitive examination tool. Results: Two hundred and thirty students were recruited, of whom 210 were suitable for inclusion. Only 21% (forty-four students) passed the assessment. Mandatory exposure to musculoskeletal medicine during medical school consisted of orthopaedics for 100% of participants for a mean duration of 2.65 weeks, rheumatology for 96% of participants for a mean duration of 2.5 weeks, and sports medicine for 1% of participants for a mean duration of two weeks. There was a significant difference (p = 0.002) in scores between those with career interests in musculoskeletal specialties (69.3%) and the rest of the cohort (54.9%). There was also a significant difference (p = 0.001) in scores between participants with career interests in general practice (42%) and the rest of the cohort (56%). Only 40% of participants considered themselves competent in musculoskeletal medicine. Fifty-five percent thought that musculoskeletal conditions would be an important component of their future practice. Conclusions: Our findings suggest that medical schools may be currently failing to ensure that medical students have a basic competence in musculoskeletal medicine. Further investigation is warranted to fully assess the current training provided by U.K. medical schools in musculoskeletal medicine, and appropriate steps must be taken to improve the quantity and quality of training in musculoskeletal medicine in the United Kingdom. [ABSTRACT FROM AUTHOR]

Background Doctors who are investigated by the General Medical Council for performance concerns may be required to take a Test of Competence (ToC). The tests are piloted on volunteer doctors before they are used in Fitness to Practise (FtP) investigations. Objectives To find out who volunteers to take a pilot ToC and why. Methods This was a retrospective cohort study. Between February 2011 and October 2012 we asked doctors who volunteered for a test to complete a questionnaire about their reasons for volunteering and recruitment. We analysed the data using descriptive statistics and Pearson's χ² test. Results 301 doctors completed the questionnaire. Doctors who took a ToC voluntarily were mostly women, of white ethnicity, of junior grades, working in general practice and who held a Primary Medical Qualification (PMQ) from the UK. This was a different population to doctors under investigation and all registered doctors in the UK. Most volunteers heard about the General Medical Council's pilot events through email from a colleague and used the experience to gain exam practice for forthcoming postgraduate exams. Conclusions The reference groups of volunteers are not representative of doctors under FtP investigation. Our findings will be used to inform future recruitment strategies with the aim to encourage better matching of groups who voluntarily pilot a ToC with those under FtP investigation. [ABSTRACT FROM AUTHOR]

In addition to the familiar occupational standards that underpin National Vocational Qualifications, the UK has a parallel if less complete system of competence or practice standards that are developed and controlled by professional bodies. While there is a certain amount of overlap between the two types of standard, recent research points to a distinct professional, as opposed to occupational, perspective on work competence. This can be characterised as focusing on ethics, professionalism and key standards rather than the detail of roles and functions; being designed to apply across the profession rather than having a core-and-options structure; and providing confidence in practitioners’ abilities to act as a member of the profession rather than in a bounded occupational role. These factors are illustrated by reference to practices in professions with which the author has worked, suggesting that there is a spectrum of approaches from this archetypally professional one to a more utilitarian, occupationally oriented one. [ABSTRACT FROM PUBLISHER]

The author discusses the key concerns over the Legal Education and Training Review (LETR) in Great Britain. The author comments the imbalance and the meaningless role and qualifications of paralegals that LETR have identified and put forward and the failure of LETR to recognized the number of paralegals working within the legal services sector. The author emphasizes the need for further research into paralegals' increasing role and to produce an agreed recognition of competency standards.

Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work activities and roles to an appropriate standard: i.e. they reflect a predominantly external or activity-based approach to competence. The better frameworks recognise that competence standards cannot provide prescriptions for practice, reflecting the need for practitioners to act intelligently and ethically, and to make judgements in complex and unpredictable situations. They also support valid, robust and consistent assessment, and are capable of being adopted in different practice contexts while remaining sufficiently precise. The overall standard of competence frameworks is, however, variable, with some being little more than adapted course curricula or simple lists of activities that rely on a high level of tacit agreement about what is needed in practice. The ‘project’ of developing professional competence frameworks is a work in progress, with much to be learned from the best examples of the type. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to examine some of the key contextual, personal development and research issues facing micro-ecopreneurs in the UK food industry.Design/methodology/approach – Key literatures and definitions are examined concerning the role of an ecopreneur, as well as the nature of ecopreneurship. Contextual ideas are drawn from arguments concerning the triple bottom line, and economic versus social and ethical trade-offs, as well as a closer examination of the UK food industry and future trends.Findings – The UK eco-enterprise market has been growing and dynamic. However, micro-ecopreneurs in the UK food sector are now faced with numerous trade-offs and challenges, not least in terms of educating consumers, overcoming difficult market situations, and gaining access to venture capital. In the absence of widespread data, there have been calls for further research to clarify fundamental conceptual questions, such as: What are the long-term sustainability trends for ecopreneurship in the UK food industry? How will ecopreneurs deliver high-quality produce alongside demands for cheaper and more processed foods, commonly found in many UK supermarkets? What motivations, personal development skills and managerial qualities are required from future micro-ecopreneurs for long-term success in a highly competitive sector?Research limitations/implications – The authors direct future researcher attention to the key managerial and personal development issues facing many small business ecopreneurs.Originality/value – This commentary is intended to explore broad issues and ask pertinent questions, in light of the harsh economic realities in 2013, experienced by many smaller UK ecopreneurs. [ABSTRACT FROM AUTHOR]

Abstract: International policies regulating clinical ethics committees'' (CEC) roles are non-existent. Nonetheless, CECs have established themselves in several countries and there exist striking differences in the way these work. This international practice variation stems from the ways CECs developed, within particular legal, political, social and professional contexts. National guidelines and normative documents have been published in many countries regarding CECs. To better understand CECs'' evolution and differences in various countries, we reviewed guidelines, position statements and normative papers which describe and frame the development of CECs in the United States, the United Kingdom, Canada and France. Systematic content analysis addressed guideline development, CECs'' roles, consultation methods and CEC members'' education requirements. Differing contexts informed the ways in which guidelines were developed. American CECs, established within a strongly litigious context are perceived to play strong decision-making roles, whereas British CECs, encouraged by clinicians, endorse a more supportive model. Canadian guidelines focus on the role of the ethicist, while the French model is interested in a theoretical interdisciplinary approach. This analysis shows important challenges facing the implementation of accountable CECs in different contexts and can help inform future policy development. [Copyright &y& Elsevier]

The aim of this article is to contribute to the debate on the nature of technology education. This is especially pertinent at times of curriculum change and uncertainty, such as currently exist in relation to the Primary school curriculum in England and Wales. Two phrases ('technological literacy' and 'design capability') have been used by previous theorists and curriculum writers to encapsulate core understandings of what our subject is about. Are these helpful in the present context? Or do we need to move into a new way of seeing, more fitted, perhaps, to the world order of the 21st century? The following issues are converted into 'core questions' within this article: · The words 'literacy' and 'being literate' are usually interpreted as the ability to read and write. Widening the application of these terms to other fields (such as technology) implies understanding and communication of abstract but culturally determined symbolism (analogous to interpreting graphemes, phonemes and so on). If the term 'literacy' is applied to the processes of 'doing technology'; what is being 'read' and what is being communicated? · The distinction between 'technicity' and 'technology'. 'Technicity' is taken to mean the ability to carry out a range of actions that result in a product whereas 'technology' implies a higher level of functioning, including an understanding of systems, with implications for learning technology and for developing design capability. · What balance should exist between teaching 'about technology' (which might be analogous to 'reading') or 'through' designing technology (which might be analogous to 'writing') as a personal or creative endeavour? Examples within the text are taken from the Primary phase of education, although application to Secondary and Tertiary phases may be extrapolated. [ABSTRACT FROM AUTHOR]

Background Recent structural and policy changes in the UK health service have significantly changed the job responsibilities for the GP role. Aim To replicate a previous job analysis study to examine the relevance of current competency domains and selection criteria for doctors entering training. Design and method A multisource, multimethod approach comprising three phases: (1) stakeholder consultation (n = 205) using interviews, focus groups and behavioural observation of practising GPs; (2) a validation questionnaire based on results from phase 1 (n = 1082); followed by (3) an expert panel (n = 6) to review and confirm the final competency domains. Results Eleven competency domains were identified, which extends previous research findings. A new domain was identified called Leading for Continuing Improvement. Results show that, Empathy and Perspective Taking, Communication Skills, Clinical Knowledge and Expertise, and Professional Integrity are currently rated the most important domains. Results indicate a significant increase in ratings of importance for each domain in the future (P<0.001), except for Communication Skills and Empathy and Perspective Taking, which consistently remain high. Conclusion The breadth of competencies required for GPs has increased significantly. GPs are now required to resolve competing tensions to be effective in their role, such as maintaining a patient focus while overseeing commissioning, with a potential ethical conflict between these aspects. Selection criteria remain largely unchanged but with increased priority in some domains (for example, Effective Teamworking). However, there is an urgent need to review the training provision arrangements to reflect the greater breadth of competencies now required. [ABSTRACT FROM AUTHOR]

The article focuses on the progress and status of professional training for professional competence in Great Britain. It explores the changes made by the Qualification in Sport and Exercise Psychology (QSEP) Qualifications Board to streamline the qualification and provide clearer guidance on sports psychology. It discusses the significance of peer-based supervision mentoring and networking concept in professional training.

Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered. [ABSTRACT FROM PUBLISHER]

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National and transnational qualifications frameworks are an increasingly present feature of the education and training landscape. The United Kingdom can be regarded as one of the pioneers of qualifications frameworks, with partial frameworks appearing from the mid-1980s onwards. However, approaches in England if not in the whole of the UK have remained fragmented compared with the best examples from other countries. The recently-introduced Qualifications and Credit Framework (QCF) introduces partial innovations particularly in enabling credit for smaller achievements and allowing employers and practitioner communities to contribute content into the framework. However, the framework is largely limited to vocational qualifications outside of universities; it is not particularly well integrated with the higher education, professional, and at present, school sectors; and it lacks responsiveness to innovations in qualification design. The QCF has been described as a 'strong' or regulated framework, although a more apposite term might be 'brittle.' [ABSTRACT FROM AUTHOR]

Community-based learning delivers a diverse range of learning opportunities in community venues across the UK to all sections of society. Its outreach is extensive yet the sector is often overlooked by employability policy-makers and practitioners. Following the Leitch Review of Skills and the UK government's policy announcement to integrate more closely employment and skills services, this article aims to overcome this lack of recognition by first generating a pragmatic definition of community-based learning before highlighting the potentially significant role that it can play in supporting people to enter, sustain and progress in employment. Set within the UK policy context, the article draws on the findings of two Glasgow research studies into community-based learning to give a balanced assessment of the sector's contribution to the employability agenda. In highlighting both the benefits and the limitations of community-based learning to achieve employment outcomes, the article concludes with recommendations and potential areas for future research into how employment and community-based learning services could be more closely integrated to achieve stronger employment outcomes. [ABSTRACT FROM AUTHOR]

In this regional UK study across seven hospitals, we examined the potential barriers to undertaking a laparoscopic approach to the surgical management of ectopic pregnancies. Across the region 84% of surgically managed ectopic pregnancies were undertaken laparoscopically, although out of hours operating resulted in a higher rate of laparotomies. Trainees perceived themselves to be competent in carrying out laparoscopy for ectopic pregnancies and reported their training as adequate. Perceived barriers to training were a lack of operating time, service commitments, reduced working hours arising from the European working directive, and a lack of laboratory training facilities. In order to maintain and improve the laparoscopic rate for the management of ectopic pregnancies, it is necessary to ensure that trainees have more supervised operating time and better access to laboratory training facilities. [ABSTRACT FROM AUTHOR]

Competency-based education in the health care professions has become a prominent approach to postgraduate training in Canada, the Netherlands, the United Kingdom, the United States, and many other countries. Competency frameworks devised at national and international levels have been well received, and in many cases mandated, by governing bodies. However, the teaching and assessment of competencies pose questions of practicality, validity, and reliability. In this article we propose that competence and competencies be approached in the context of the particular clinical environment, such that the assessment of competence is tied to a trainee's performance of essential clinical activities that define the profession. Competence is implicit in the eventual entrustment of trainees to perform these professional activities. Competencies and “entrustable professional activities” (EPAs) relate to each other as two dimensions of a grid in which each EPA can be mapped back to a number of competencies. This backward visioning from EPAs to competencies is proposed as a guide to curriculum planning and assessment. The authors discuss experiences with this conceptual model in research, curriculum development and learner assessment. [ABSTRACT FROM AUTHOR]

Aims: The aims of this research were to determine the background, education, training experience, roles and responsibilities of practising Clinical Librarians (CL) in the UK. This paper reports the findings of a survey undertaken in 2007 at the third Clinical Librarian conference. This research builds on research undertaken by Harrison and Sargeant in 2002 and Ward in 2004, and can be considered as part of a longitudinal study of the role of the CL in the UK. Objectives: The objectives of the research were to define and gain a broad understanding of the role of the CL in the UK highlighting similarities and differences amongst the professionals and provide evidence for a baseline of skills and activities for the CL role. The type of sampling used was Judgemental. Results/analysis: Results/analysis detail the skills and activities undertaken by CLs. Searching for information for Clinicians was the activity most frequently undertaken. Developing good relationships with other healthcare professionals was considered essential. Two-thirds of the respondents held a postgraduate library qualification. Conclusions: Crucially a new model for the UK CL role is derived drawing on the findings of this study and the existing literature. [ABSTRACT FROM AUTHOR]

Clinical ethics committees (CECs) are increasing in number in the UK and have mostly developed in response to local interest, as opposed to being mandated as in the USA. However , there is no regulatory framework for UK CECs with no defined educational requirements or specification of core competencies for their members. The UK Clinical Ethics Network has consulted extensively with its members to set out, for the first time in the UK, the core competencies necessary for the provision of clinical ethics support. Recommendations for educational and membership requirements for CECs have also been made. Given the appropriate resources the standards proposed can be appropriately evaluated and are consistent with principles of ethical governance. [ABSTRACT FROM AUTHOR]

What constitutes graduate employability is discursively framed. In this paper we argue that whilst universities in the UK have long had an involvement in producing useful and productive citizens, the ongoing neoliberalisation of higher education has engendered a discursive shift in definitions of employability. Traditionally, universities regarded graduate employment as an aspect of institutions' relationship with the labour market, and one where they enjoyed a significant degree of discretion. Now, employability is a performative function of universities, shaped and directed by the state, which is seeking to supplant labour markets. We argue that this has three profound implications. First, state intervention in labour markets adjusts power balances in favour of employers. Second, contrary to the legitimising rationale of enhancing social justice, pursuit of employability agendas may well be creating two tiers of universities - those that produce docile employees and those that produce employers/leaders. And third, employability discourses may be adversely affecting pedagogies and curricula, to the disbenefit of students, institutions, employers, social justice and civil society. [ABSTRACT FROM AUTHOR]

The article reports on the development of clinical ethics committees (CECs) and their roles in health institutions in Great Britain. It discusses concerns raised by the public regarding the ethical aspects of medical practice, the management, composition and accountability of CECs and the importance of developing core competencies for clinical ethics support. It highlights key tasks involved in the provision ethics support to patients, including gathering relevant data, clarifying personal moral and other values of people involved in the decision-making process and identifying morally acceptable options.

Purpose - The purpose of this article is to review the use of competence frameworks in the UK healthcare sector and to explore characteristics of the sector that may influence the success of projects to develop new frameworks. Design/methodology/approach - The paper draws on project reports and evaluations of practice in a range of recent projects to develop new competence frameworks. Findings - There are a number of competence frameworks in use in the UK healthcare sector, principally the NHS, designed for a range of purposes. There are many potential benefits of such frameworks. The main characteristics of the UK healthcare sector that can present difficulties to the development, and ultimate use, of such competence frameworks are the size, complexity, professionalisation and extent of other simultaneous change in the sector. Potential difficulties caused by these characteristics can be ameliorated by measures to align the development of the framework with priorities, interests and concerns of practitioners and stakeholder bodies. A case study of effective implementation of a framework demonstrates the benefits of integrating the competences with other measures to deliver a new service. Practical implications - The paper gives practical guidance for those who intend to develop and implement competence frameworks in healthcare and other complex environments. Originality/value - The paper applies established organisational change concepts to the specific issue of developing new frameworks of competence. The article provides high originality and high value to those who commission and those who develop competence frameworks. [ABSTRACT FROM AUTHOR]

The article focuses on the process to become an official member of the Division of Sport and Exercise Psychology (DSEP) and a Registered Chartered Sport and Exercise Psychologist in Great Britain. There are no other routes needed to become a registered exercise psychologist than to meet the Graduate Basis for Registration (GBR) specific requirements particularly the Division's post-graduate training in Sport and Exercise Psychology. The main objective of the training is to help eligible individuals acquire their status and assist the continuing success of Registered Chartered Sport and Exercise Psychologists.

The Royal Colleges of Surgeons and Surgical Specialty Associations in the UK have introduced competence-based syllabi and curricula for surgical training. The syllabi of the Intercollegiate Surgical Curriculum Programme (ISCP) and Orthopaedic Curriculum and Assessment Programme (OCAP) define the core competencies, that is, the observable and measureable behaviours required of a surgical trainee. The curricula define when, where and how these will be assessed. Procedure-based assessment (PBA) has been adopted as the principal method of assessing surgical skills. It combines competencies specific to the procedure with generic competencies such as safe handling of instruments. It covers the entire procedure, including preoperative and postoperative planning. A global summary of the level at which the trainee performed the assessed elements of the procedure is also included. The form has been designed to be completed quickly by the assessor (clinical supervisor) and fed-back to the trainee between operations. PBA forms have been developed for all index procedures in all surgical specialties. The forms are intended to be used as frequently as possible when performing index procedures, as their primary aim is to aid learning. At the end of a training placement the aggregated PBA forms, together with the logbook, enable the Educational Supervisor and/or Programme Director to make a summary judgement about the competence of a trainee to perform index procedures to a given standard. [ABSTRACT FROM AUTHOR]

UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi-structured face-to-face interviews in 12 UK universities. Building on from theories of ‘distributed leadership’ in schools, five main constituent elements of leadership practice in higher education are identified (personal, social, structural, contextual and developmental) and explored to show how they shape perceptions and experiences of leadership. The paper concludes with a refined model that teases apart the multilayered nature of higher education leadership at individual, group and organisational levels. In particular, it is argued that ‘social capital’ and ‘social identity’ act as important bridges between individual agency and organisational structure and that although widely distributed, higher education leadership may be best regarded as ‘hybrid’. [ABSTRACT FROM AUTHOR]

This article considers two contrasting applications of the balanced scorecard, at EDF Energy and Tesco, where the scorecard is called a steering wheel. A distinction is drawn between a strategic scorecard based on vision and a performance management scorecard based on mission and values. This difference makes the associated balanced scorecards useful to management in different ways. Our model demonstrates how different balanced scorecard approaches can complement each other for effective strategic management. This conceptualization is consistent with a perceived general tendency for large multinationals to use values to strategically manage from the center organization-wide core competences. [ABSTRACT FROM AUTHOR]

The United Kingdom (UK) has a strong base of offshore oil and gas (O&G) industry and possesses enormous offshore wind power (over 40 per cent of the total in Europe). The skills and technological resources of the O&G industry could possibly be applied to develop offshore wind farms to generate electricity. In this article, the core capabilities and competencies of offshore O&G industry are studied to see if they can supplement the emerging offshore wind industry, which is likely to be one of the future renewable energy sources for the United Kingdom. The fact that the United Kingdom will turn out to be energy importing country in the future against its current position as energy exporting country, prompts the need to explore avenues for alternative sources of energy. The authors perceive this threat to offshore O&G sector as an opportunity for the offshore wind industry, and investigate, through a survey of views, the proposition that the offshore wind industry offers a future market opportunity for the offshore O&G industry in the United Kingdom. [ABSTRACT FROM AUTHOR]

Nurse educationalists in Britain face the charge that the system is no longer producing nurses who are competent when they qualify. Research into these issues led to an historical approach, using life story and documentary analysis, to understanding how nurses from the 1940s and 1950s talked about nursing. This article by Janet Hargreaves considers the value of such an approach and argues that an understanding of how nursing was crafted in the past illuminates the present [ABSTRACT FROM AUTHOR]

AIMS AND OBJECTIVES: This paper shows that overseas nurses (OSN) recruited to UK hospital trusts become deskilled in technical aspects of clinical practice. BACKGROUND: Existing research reports that many newly recruited OSN are prevented from using technical skills acquired in training abroad, to the detriment of the National Health Service (NHS) and the concern of the nurses themselves. DESIGN: The author conducted case study work in three NHS hospital trusts in the northwest of England. The findings reported are part of a wider investigation into the assimilation(1) of OSN from the Philippines, India and Spain into NHS hospitals. Semi-structured interviews were undertaken with members of four groups of actors: managers, OSN, home nurses (HN) and mentors, which were analysed thematically. Results. The research confirms the finding that many OSN are prevented from using technical skills in the UK, but also suggests reasons why this is so. The finding of deskilling emerged strongly in all three cases and is singled out for discussion in this paper. CONCLUSIONS: The experience of OSN highlights ambiguity surrounding the role of the nurse in British hospitals. This arises partly because OSN tend to be recruited to the bottom grades of nursing in the NHS, where their technical skills are underused. RELEVANCE TO CLINICAL PRACTICE: Segmentation within the nursing hierarchy contributes to the conflicting messages and mismatch of expectations experienced by nurses at the ward level, regarding the role of the nurse. [ABSTRACT FROM AUTHOR]

A key to the success of public organizations is their ability to identify and build capacity, particularly their distinctive competencies, in order to produce the greatest value for key stakeholders. This article grounds this proposition in the resource-based view of organizations and presents a method for identifying and making use of distinctive competencies in the form of a “livelihood scheme”—a business model appropriate for the public sector—that links distinctive competencies to organizational aspirations and goals. The case of a major public sector training and consultancy unit that is part of the United Kingdom’s National Health Service is used as illustration. A number of conclusions are offered in the form of a set of propositions tied to the resource-based view and related research issues. The results contribute to both public strategic management theory and practice. [ABSTRACT FROM AUTHOR]

High skills are today seen as being of vital importance to economies, industries, companies and individuals. The engineering industry is no exception and the graduate engineer has a key position in this regard. In the research reported in this paper, the authors use in-depth interviews with industry experts to investigate the provision of undergraduate engineering education in the UK. The current and future skill needs of industry are examined. A typology of future engineering roles and their requisite attributes is proposed. Implications for undergraduate engineering are also discussed. [ABSTRACT FROM AUTHOR]