Search

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students' learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online.

During the COVID-19 pandemic, significant focus was placed on the benefits and challenges of online versus traditional face-to-face learning. This paper presents the findings from a project which paints a more complex picture. Differing Perceptions of Quality of Learning, a collaborative project between four United Kingdom universities, investigated student perceptions of teaching and learning during the pandemic. Mixed methods using survey and focus groups to collect data were used. Analysis was conducted on the overall sample, by subject area, and by ethnicity. Findings indicated that the focus in universities should be shifted from the dichotomy of face-to-face or online learning toward flexible and scaffolded modes and approaches that lead to quality learning and progressively help students to move appropriately between lecturer-led learning and independent learning. Implications for the sector include a focus on pedagogical principles and ensuring the quality of any medium and environment used. The priority recommendation is to provide scaffolding for independent distance learning.

In this article, we present details of a new Academic Boredom Survey Instrument (ABSI) incorporating different measures of academic boredom's trait, state and other characteristic attributes for the exploratory study of student engagement in Higher Education (HE). Developed from a review of international research literature and our own empirical work in the field, validation of the ABSI proceeded in detail from a sample of 408 undergraduates enrolled on 16 arts, humanities and science degree programmes at two universities and two further education colleges in the UK. In terms of the ABSI's embedded trait and state questionnaires alone, Exploratory and Confirmatory Factor Analysis resulted in the establishment of three scales, with associated subscales, for general use (boredom proneness and class- and study-related boredom). Together with other characteristic attributes (e.g. sites and triggers, boredom frequency, feelings, coping strategies and revision and assignment boredom), additional data obtained from a modified version of the Shortened Experiences of Teaching and Learning Questionnaire (SETLQ) and course grades from student records, correlation and cluster analysis contributed further in terms of determining the robustness and value of the ABSI as an exploratory tool, as well as highlighting the predictive and diagnostic potential afforded when using complementary research instruments in combination. Offering availability for interdisciplinary use and critical comment across the UK HE sector as a whole, the ABSI has particular relevance in terms of designing and delivering courses, the professional development of staff, student profiling and the provision of student support.

This review and synthesis of relevant literature considers the nature of boredom and boredom proneness in general terms before focusing on how the academic boredom experienced by undergraduates at university is sufficiently different from other known types to warrant a unique and important field of study. Derived from within the literature itself, academic boredom is commonly presented as a largely negative and deactivating achievement-related emotion known to impact usually adversely on student engagement and performance. Tracing traditional as well as contemporary views from within psychology, which has tended to dominate the field, findings that remain largely quantitative and highly statistical in nature are exemplified alongside the more exploratory but mixed-methods and educational work recently conducted in the UK. A comparison of the questionnaire-based self-report instruments frequently used in data collection is also included. Rooted largely within Control-Value Theory, the implications associated with academic boredom are far from trivial, particularly with respect to understanding sites and triggers, how students respond and cope and how the overall quality of the student experience might be improved. Limitations in the work undertaken to date draw attention to opportunities for further educational and interdisciplinary research.

Male veterans are vastly over-represented in suicide rates relative to non-veterans. A critical avenue for improving male veterans' mental health outcomes is improving their engagement with mental health services. This study presents a qualitative investigation of mental health practitioners' perspectives on enhancers of engagement in, and drivers of dropout from therapy among male veterans. Participants were 138 mental health practitioners across Australia, the USA, Canada, New Zealand and the UK (44.9% male; age M = 47.5 years, SD = 12 years). Participants responded to qualitative survey items inquiring about their perspectives on what works to engage male veterans in therapy, alongside common drivers of therapy dropout. Under an overarching theme contextualising the therapeutic alliance between veterans and mental health practitioners, interpretive description analyses led to eight distinct subthemes. Results highlight the range of areas in which mental health practitioners can thoughtfully adapt their practice to engage male veterans and align with military masculinities. In addition, findings underscore the range of barriers facing veterans when they seek help, which can precipitate dropout if not overcome by the right balance between practitioner engagement and veteran persistence. [ABSTRACT FROM AUTHOR]

Introduction: The novel Confirm Rx™ implantable cardiac monitor (ICM) with SharpSense™ technology incorporates a new P‐wave discriminator designed to improve AF detection. This study aimed to evaluate the diagnostic performance of the Confirm Rx™ ICM in detecting AF episodes of varying durations. Methods: We conducted a multicenter retrospective analysis of consecutive patients implanted with a Confirm Rx™ ICM (v1.2) across nine UK hospitals, all with documented AF lasting at least 6 min. Electrocardiograms (ECGs) were manually adjudicated by cardiologists. To account for intra‐ and inter‐reviewer variability, a random sample of 10% of ECGs underwent additional review. Disagreements were resolved by a third reviewer. Diagnostic performance was determined by calculating the gross and patient‐averaged positive predictive value (PPV) for AF episodes of different duration. The source of false positive (FP) detection was also categorized. Results: Overall, 16,230 individual ECGs from 232 patients were included. The median AF episode duration was 14 min. R‐wave amplitude remained stable during follow‐up (0.52 ± 0.27 mV [initial] vs. 0.54 ± 0.29 mV [end of follow‐up], p =.10). The gross and patient‐averaged PPV were 75.0% and 67.0%, respectively. Diagnostic performance (gross) increased with progressively longer AF episodes: 88.0% for ≥1 h, 97.3% for 6 h, and 100% for 24 h. The main source of FP during tachycardia was T‐wave oversensing (54.2%), while in non‐tachycardic episodes it was predominantly ectopy (71.2%). The AF burden precision was excellent (93.3%). Conclusion: The Confirm Rx™ ICM diagnostic performance was modest for all AF episodes (75%), with accuracy increasing for longer AF episodes. [ABSTRACT FROM AUTHOR]

Framing design problems and solutions has been recognised in design studies as a central designerly activity. Some recent findings with expert designers relate framing practices to problem-solution co-evolution and analogy use, two further widely recognised design strategies. We wanted to understand if interaction design novices also use co-evolution and analogies to frame their thinking. Furthermore we wanted to see if there are any differences across cultures. The paper reports an analysis of data gained from protocol studies with novice interaction designers in the UK and Botswana. Novice interaction designers in the UK and Botswana show some similarities in framing behaviours using co-evolution and opening analogies to develop metaphorical themes in framing. But within these observations we also found differences across the cohorts, such as different numbers of co-evolution episodes or opening analogies. The implications are discussed in the light of adopting appropriate design pedagogy for novices in different cultures. To increase reframing and generation of more ideas in UK design novices, educators would need to increase the number of leaps between problem and solution spaces. To encourage Botswana groups to frame ideas and work them through in depth, educators would need to discourage students from building too many bridges. Educators are also encouraged to experiment with prohibiting opening analogies to see what other framing behaviours occur.

Recently identified as an academic "achievement emotion", boredom has long been implicated as a factor contributing adversely to student attainment across a diverse range of formal educational settings. Despite this, the study of boredom, particularly among students in higher education, remains a relatively neglected and underdeveloped field. In this article, and following a systematic review of the research literature, we present details of a new research instrument and diagnostic tool derived from Farmer and Sundberg's Boredom Proneness Scale (BPS), specifically intended to assess or measure the recurring propensity or habitual disposition of students to becoming bored particularly within the UK higher education context (e.g. further education, university college and university provision). Referred to here as the BPS-UKHE, to distinguish it from its predecessor, the statistical validity and reliability as well as educational relevance and meaningfulness of the BPS-UKHE is established, confirming its multidimensional nature with subscales (Tedium, Time, Challenge, Concentration and Patience) reflecting boredom's acknowledged cognitive, affective, motivational and behavioural components. Full-scale, five-factor and three-factor "short-form" solutions are offered, the immediate utility of which in identifying students more prone to boredom than others and gauging emotional response is demonstrated. The BPS-UKHE has application in many areas and is considered a valuable tool in relation to the UK student engagement agenda, its scales and potential, as well as theoretical underpinning, available for empirical use and critical comment.

As a result of policy changes, nearly all university colleges in the UK have been redesignated as universities. This transition was studied in one such institution using semi-structured interviews with a representative sample of six academic staff and the transcripts subjected to a thematic analysis. This analysis identified three themes: staying in the past, developing as a university and awakening to challenges. A cultural framework was used to help interpret the results of the analysis which highlights how the traditions of the institution have influenced the speed and direction of the cultural change process. Another key finding from the analysis was that very few of the leadership strategies commonly used to support a process of transition appeared to be employed. The article concludes by offering insights about the change processes relevant to leaders of other institutions in the process of changing, or seeking to change, status in similar or related ways.

Interdisciplinary research teams and departments are seen by some as a way of addressing problems that cannot be understood using a traditionally narrow and uniform approach rooted in a particular discipline. This paper presents a postgraduate perspective by discussing the positive and negative impacts on Ph.D. research of this type of work and making recommendations for integrating students into teams containing multiple unfamiliar disciplines. These include formal discussion of opportunities and risks and following advice from those who have taken this route.

This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a "teaching-led" higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, "practitioner bond professionalism", "organisational socialisation", networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with "non-traditional" backgrounds from within "the professions" (e.g. from schools and colleges without doctorates) looking to become more "research-informed" and establish a more vibrant and sustainable research culture. Recommendations for further development focus on "identity transitions" and "cultural transformation", emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within "the professions" to teach across 'vocational' programmes is common.

This study was aimed at identifying the critical interactions within work environments that support the development of early career academics as researchers in institutions with lower order research profiles, that is, environments that differ from research-intensive universities. Ten early career academics, five from Australia and five from the UK, were recruited. Multiple sources of data were subjected to a qualitative analysis from which five interrelated themes identified the features of the research journeys: "institutional environment, individual attributes, postgraduate and other research training, supportive interactions with others," and "outcomes from the research process". A key finding was that individuals differ in their need for redirection, support, challenge, and inspiration which may be important at any time but especially at turning points in their career. Actions that might be taken by those responsible for implementing plans and programs in professional learning and development for early career academics are outlined. This study offers empirical evidence of the changes that are significant for individual neophyte researchers, and the environments and interactions that influence these changes.

This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities among lecturers, the institutional case-study presented here suggests that this instrument has considerable diagnostic potential for leaders, managers and administrators wishing to explore operational aspects of policy, evaluate strategy and initiate professional dialogue at a variety of levels. Its indicated value as a diagnostic tool suggests a relevance not only to higher but also to further education, where degree-level provision is established and likely to increase. Following an earlier rigorous reassessment and re-evaluation of the questionnaire's validity and reliability, including a robust statistical analysis of its associated scales and subscales, findings indicate that respondents felt most confident across all aspects of teaching -- the core function which also occupied most of their time. Perhaps surprisingly for the institution involved in the case study, research -- which occupied the least amount of time -- generally displayed the most pronounced confidence hierarchy, from activities attached to data collection and analysis to leading funded research projects. Outcomes for other academic or service-related activities were generally mixed, but confidence attached to internal academic events was higher than that linked to external ones. Taken together, the findings, including the effects of career stage, qualifications, gender, research output and workload distribution, were considered sufficient to initiate an appropriate strategic response directed towards transformational change. The limitations of the questionnaire are considered in detail.

The study discussed here was based on a collective case approach involving a specialist UK higher education institution. Six individual interviews were carried out with a cross-sectional sample of the institution's staff members. Additional information was gained through observations and examination of relevant documents. These data were interrogated with the purpose of exploring how the institution had made the transition from a teacher training college to a teaching-led higher education institution with a particular commitment to developing research capacity. This analysis yielded a number of key findings: first, the institution had experienced a cultural shift, with research forming a more noticeable profile; second, practitioner-oriented research was the dominant research endeavour; and third, there appeared to be an incomplete understanding of the potential of research to change a staff member's career and teaching practice. The article concludes by giving consideration to the implications of the findings.

Interviews of 120 British adolescents and their parents (80% of a random sample of antenatal patients drawn from a representative urban population and followed longitudinally) revealed that 40 (33%) had been arrested and/or had a diagnosis of "DSM-IV" conduct disorder by 16 years of age; of those, 18 (45%) had committed violent acts. Depression in pregnancy significantly predicted violence in adolescence, even after controlling for the family environment, the child's later exposure to maternal depression, the mother's smoking and drinking during pregnancy, and parents' antisocial behavior. Mothers with a history of conduct problems were at elevated risk to become depressed in pregnancy, and the offspring of depressed women had a greater chance of becoming violent by age 16. (Contains 6 tables and 2 figures.)

Background: Postpartum depression (PPD) is considered a major public health problem that conveys risk to mothers and offspring. Yet PPD typically occurs in the context of a lifelong episodic illness, and its putative effects might derive from the child's exposure to other episodes, in pregnancy or later childhood. The aim of the study is to test two hypotheses: (1) that the effects of PPD on adolescent outcomes are partly explained by antepartum depression (APD) and (2) that the effects of APD and PPD are both explained by later exposure to the mother's depression. Method: A random sample of 178 antenatal patients was drawn from two general medical practices in South London; 171 gave birth to live infants, and 150 (88%) were assessed at 3 months post partum, with 121 of their offspring (81%) assessed for emotional disorders (ED), disruptive behaviour disorders (DBD) and IQ, at 11 and 16 years of age. Results: When APD and subsequent episodes of depression were taken into account, PPD had a significant effect on adolescent IQ, especially for boys, but did not predict psychopathology. ED and DBD in adolescence were predicted by the extent of exposure to maternal depression after 3 months post partum; a significant effect of APD on ED in girls was accounted for by later exposure to the mother's illness. Mothers' symptoms of anxiety, smoking and alcohol use in pregnancy did not predict adolescent outcomes, once maternal depression was taken into account. Conclusions: Some effects attributed to mothers' mental health problems in pregnancy or post partum may be mediated by cumulative exposure to maternal illness, probably reflecting genetic influence and gene-environment correlation. However, PPD has a direct effect on cognition. Clinicians should endeavour to identify women with depression in pregnancy (31% of this sample) and help them to manage their lifelong illness.

Intraoperative CT scanning is the international standard for treating midface fractures as it allows intraoperative assessment of reduction and fixation. To our knowledge, no NHS hospital in the UK has this facility yet due to the financial and logistical burden of its implementation. The aim of this study was to determine if complications including the requirement for a return to theatre (RTT) could have been predicted from the post-fixation CT scan. All treated midface fractures that had presented to a regionalised major trauma centre within two years (01 January 2020 - 31 December 2021) were identified. Those developing complications including RTT were determined. All postoperative CT scans (including those without complication or RTT) were re-analysed with the clinicians blinded to the outcomes to determine the positive predictive value (PPV) and negative predictive value (NPV) of requiring RTT to alter plate position intraoperatively based on CT scan alone. In all, there were eight episodes of unplanned return to theatre, resulting in an overall RTT rate of 8/119 (6.7%). When only analysing patients treated for orbital fractures this RTT rises to 8/40 (20%). Of those eight patients who had a postoperative CT and required RTT, this could have been predicted in 7/8 (87.5%). A total of 16/44 (36.4%) patients that did not have RTT would have additionally been recommended to have the plate position altered based on CT alone. Based upon those that had a CT, the PPV of CT alone being able to predict those requiring RTT was 40.6% and the NPV 96.2%. Our results would suggest intraoperative CT would likely have prevented eight patients requiring RTT in two years and could have improved outcomes in 16 cases. In preventing RTT as well as potentially improving the outcomes of a further 16 cases in maxillofacial surgery, the purchase of an intraoperative CT scanner could yield net savings of £75534-£114990 over two years. [ABSTRACT FROM AUTHOR]

A program providing study support to underachieving youth using British football as a motivator was evaluated by comparing 1,247 participants and 244 controls. The program helped raise achievement and seemed equally effective for males and females. There was no evidence that the sports emphasis marginalized girls or ethnic minorities. (Contains 25 references.) (SK)

Describes a CD-ROM version of a basic course in exercise physiology that was developed in the United Kingdom to overcome problems of staff time, expense, ethical considerations, and large student numbers. Compares it to a traditional course and concludes that adding more active learning approaches to the CD-ROM would enhance student learning. (LRW)

This study evaluated the effect of a training course for staff working in British learning disability residential services on their attributions and practice. Decreased usage of the attributional category "communication deficit" was found 8 weeks later. Also, practice appeared significantly changed from baseline to follow-ups 4 and 5 months later. (Contains references.) (Author/DB)

The effectiveness of study support centers for underachieving youth, established in British professional football clubs, was evaluated with data from 1,257 participants and 219 controls. Multilevel outcomes analysis demonstrated clear gains from participation, a great deal in numeracy and technology skills, somewhat less in reading, study skills, and self-esteem. (SK)

Discussion of the practice in the United Kingdom of permitting disabled students to take an alternative form of assessment focuses on implications vis-a-vis assessment principles. It concludes that alternative assessments are compensatory in nature, violate the principles of assessment, and undermine the validity of assessment in higher education. (DB)

English-language training projects that are part of the United Kingdom's overseas aid program are usually of fixed duration and have clearly defined objectives. The project framework is examined here as it has been developed as a tool for accountability. A Malawi project is described, and general principles for improving sustainability are discussed. (Author/MSE)

Issues in setting academic standards for students in the United Kingdom's university honors curricula are discussed, particularly as they are affected by recent changes in education such as modularization of courses, distance education, and the widening range of skills covered in courses. Some issues are specific to teacher and professional education, and some are more general. (MSE)

The two surgical approaches to access orbital fractures are transconjunctival and transcutaneous. The aim of this study was to assess the outcomes of orbital repairs with a focus on lid-related complications and their management. A retrospective analysis was carried out over a five-year period (January 2015 to January 2020) to assess all consecutive orbital repairs in our unit. Data were collected for variables including demographics, fracture pattern, surgical approach, and details of postoperative complications. A total of 111 patients were included in the study, 94 were male (85%), the majority being between 16 and 45 years of age. A total of 46 (41%) had isolated orbital floor fractures, 31 (28%) zygomaticomaxillary complex, and 18 (16%) Le Fort pattern fractures. Eighty per cent (n = 91) received a transconjunctival approach as first choice. In the transconjunctival group, six (6.6%) had entropion and increased scleral show, four (4.4%) had ectropion, and none had canthal malposition. In the transcutaneous group (n = 20) there was a higher rate of ectropion (25%, n = 5), a lower rate of entropion (n = 1, 5%) and higher rate of increased scleral show (n = 2, 10%). Factors associated with a higher rate of complications included complex fractures, use of conjunctival sutures, and increased length of time to surgery. Seventy-two per cent of patients who suffered entropion required further surgical treatment. The most common complication of the transconjunctival approach was entropion, and clinicians should have a low threshold for early surgical management. We feel that this should be part of the consenting process, especially in high-risk cases. [ABSTRACT FROM AUTHOR]

Reviews British epidemiological and psychological studies of adolescent drinking behavior, with special reference to cultural and developmental aspects. Concludes that drinking alcohol may be considered normal and that many adolescents are introduced to alcohol by their parents. Raises concern over amount of drunkenness reported. (Author/NB)

Multiple pregnancies account for 1.5% of pregnancies in the UK and both aneuploidies and structural anomalies occur more frequently in twins, compared to singletons. Comprehensive, individualised counselling is key in these challenging situations, requiring clinicians to communicate their knowledge of prenatal screening effectively. Prenatal screening and diagnosis is not straightforward in multiple pregnancies with variable performance of screening tests, choices to be made on diagnostic techniques and sampling, limited robust data on procedure-related risks and potentially complex decision-making in light of results. In this article we will address these issues and provide an up-to-date evidence summary derived from national guidance and published literature. [ABSTRACT FROM AUTHOR]

Abstract: Inadequate intake of essential minerals such as iron and zinc is a public health concern in the UK, particularly for girls and young women. Approximately 30% and 50% of the zinc and iron, respectively, in the UK diet is provided by cereals. In wheat, most of the iron and zinc is contained within the aleurone cell layer; however, aleurone is removed during processing of wheat into white flour. While elemental iron powder is added back into white flour at the milling stage, there is no restoration of zinc. Elemental iron powder has very low bioavailability, and therefore, in our current Biotechnology and Biological Sciences Research Council Diet and Health Research Industry Club‐funded project, we are investigating the potential use of aleurone as a bioavailable source of minerals that could be added to wheat‐based foods. This work has relevance for the food industry and may establish the use of aleurone as a functional food ingredient for fortification of a range of cereal‐based food products. [ABSTRACT FROM AUTHOR]

Ireland has a restricted small mammal prey guild but still includes species most likely to consume anticoagulant rodenticide (AR) baits. This may enhance secondary exposure of predators to ARs. We compared liver AR residues in foxes (Vulpes vulpes) in Northern Ireland (NI) with those in foxes from Great Britain which has a more diverse prey guild but similar agricultural use of ARs. Liver ARs were detected in 84% of NI foxes, more than in a comparable sample of foxes from Scotland and similar to that of suspected AR poisoned animals from England and Wales. High exposure in NI foxes is probably due to greater predation of commensal rodents and non-target species most likely to take AR baits, and may also partly reflect greater exposure to highly persistent brodifacoum and flocoumafen. High exposure is likely to enhance risk and Ireland may be a sentinel for potential effects on predator populations. [Copyright &y& Elsevier]

The article discusses a study on the results of recoveries from a ringing study started in 1988 in order to determine the patterns of dispersal of Grey Heron Ardea cinerea in North-west England. The study site was situated within Botany Bay Wood in Greater Manchester, Great Britain and planted with mixed woodland such as Scots pine, silver birch and larch. It suggests that the northward dispersal of Grey Herons can make a similar response to changing climatic conditions in north-western Europe.

Aims: National screening programmes for diabetic retinopathy using digital photography and multi-level manual grading systems are currently being implemented in the UK. Here, we assess the cost-effectiveness of replacing first level manual grading in the National Screening Programme in Scotland with on automated system developed to assess image quality and detect the presence of any retinopathy. Methods: A decision tree model was developed and populated using sensitivity/specificity and cost data based on a study of 6722 patients in the Grampian region. Costs to the NHS, and the number of appropriate screening outcomes and true referable cases detected in 1 year were assessed. Results: For the diabetic population of Scotland (approximately 160 000), with prevalence of referable retinopathy at 4% (6400 true cases), the automated strategy would be expected to identify 5560 cases (86.9%) and the manual strategy 5610 cases (87.7%). However, the automated system led to savings in grading and quality assurance costs to the NHS of £201 600 per year. The additional cost per additional referable case detected (manual vs automated) totalled £4088 and the additional cost per additional appropriate screening outcome (manual vs automated) was £1990. Conclusions: Given that automated grading is less costly and of similar effectiveness, it is likely to be considered a cost-effective alternative to manual grading. [ABSTRACT FROM AUTHOR]

Abstract: Theory predicts that the voluntary or community sector will contribute a range of services that are not delivered by the state or private sectors. This paper examines the changing contributions of the community waste sector in the UK to reflect upon these claims. A rosy picture of the community waste sector is presented from research on the sector in 2002, with a growing number of organisations carrying out a range of services, drawing on multiple and diverse sources of funding. More recent evidence, and information drawn from outside the sector, however, suggests that regulation, competition, and changes to funding regimes are putting the sector under considerable pressure, such that it is likely to change, and that some parts of it will contract. In terms of the claims from theory, the paper finds evidence that the community sector can and has been innovative in the services it provides and the way that it provides them, though similar innovations may emerge from the private and public sectors. The sparse evidence on participation and recycling rates in kerbside and civic amenity sites are equivocal on whether the sector provides enhanced communication as theory would predict. Overall, the paper highlights the difficulty in achieving direct comparisons between the waste sectors without specific focused research for this purpose. It concludes that the challenge for European, national and local government is to influence the necessarily constructed waste markets in a way which will enhance rather than discourage service providers to innovate in the waste material collected, and to communicate effectively with the public whom they serve. Such policies promise to encourage the effective delivery of sustainable waste services from all three – public, private and community – sectors. [Copyright &y& Elsevier]