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The purpose of this paper is to illustrate that Electronic Theses and Dissertation (ETD) metadata can be used as data for institutional assessment and to map an extended research landscape when connected to other data sets through linked data models.

This paper presents conceptual consideration of ideas behind linked data architecture to leverage ETD and attendant metadata to build a case for institutional assessment. Analysis of graph data support the considerations.

The study reveals first and foremost that ETD metadata is in itself data. Concerns with creating URIs for data elements and general applicability of linked data model formation result. The analysis positively points up a rich environment of institutional relationships not readily found in traditional flat metadata records.

This paper provides a new perspective in examining research landscape through ETDs produced by graduate students in higher education sector.

This chapter addressed the professional, interpersonal, and functional experiences of teachers with physical disabilities and their employers. To obtain different perspectives on these issues, I conducted 67 in-depth interviews with teachers with disabilities (motor disabilities, sensory disabilities, and chronic health conditions), their colleagues, principals, disability researchers, and two individuals who hold positions of leadership in the educational system. In addition, I analyzed 10 YouTube videos featuring teachers with disabilities. The findings reveal the organizational and personal barriers teachers with disabilities face. Tackling these barriers is important since teachers with disabilities have unique opportunities to contribute both personally and socially.

The purpose of this paper is to expand the current conversation on and research into the potential use of technology as a means of transforming mentoring processes and those engaged in them. The authors examine the manner in which technology is being integrated into mentoring endeavors and the advantages and disadvantages of this tool, arguing that the particular attributes of e-mentoring make it an ideal platform for enhancing mentoring processes and outcomes through the use of new mentoring perspectives. They describe a specific mentoring perspective that could be adopted as a means of critically examining some of the opportunities and challenges of using technology as a tool for transformational mentoring, with an emphasis on mentoring in educational environments.

This conceptual paper uses a constructionist perspective to mentoring as a lens to examine how technology influences the mentoring process and investigates the implications of transformational e-mentoring for educational professionals.

The paper contends that e-mentoring may extend mentoring's horizons to include increasingly broad and diverse constellations of mentors for protégés. With proper guidance, the relationships made possible through e-mentoring can fulfill many mentoring functions and transform both mentors and protégés as they learn from one other.

Other than descriptions of mentoring programs that use technological tools, very little research on the outcomes of e-mentoring is available. The paper calls for a greater focus on the outcomes of e-mentoring in future research.

The paper discusses the advantages and disadvantages of e-mentoring, presents recommendations for using new technologies to enhance mentoring programs in education and argues for the need to reconsider the purposes and structures of such programs.

The paper lays the groundwork for a better understanding of technology's role in mentoring in today's complex, rapidly changing knowledge society.

Wellbeing at work inspires global interest (WHO, 1997, 2010) which shapes international wellbeing whilst ensuring national wellbeing initiatives are devolved. This study is set in Wales, UK; the findings, however, are of interest to the global community as they present ways in which health promotion practices that are essentially salutogenic in nature (Antonovsky, 1987; Mittlemark and Bauer, 2017), may be operationalised through leadership development. The study is contextualised during a time of perceived public service overwhelm, and the purpose of this paper is to explore how a salutogenic model (Gray, 2017) captures a leadership narrative shaped by workplace stress, informing what the authors know about the resilience and wellbeing of leaders.

The salutogenic model used in this exploratory study is based on the theories of Antonovsky (1979, 1987), and the conceptual work of De la Vega (2009). Participants were invited to take part in qualitative conversations, designed to explore leadership from a sense of coherence (SoC) perspective, and identify resilience and wellbeing descriptors across sectors. The data represented the lived experience of leader’s resilience and wellbeing within their work role. A purposeful sample of leaders (N=356) were invited to take part in the project, others were suggested as part of a snowball sampling approach (N=36). The overall participant numbers were N=68.

Using the SoC framework to explore resilience and wellbeing in terms of leadership, enabled participants to make sense of a stressful workplace environment, and share experiential knowledge that contributes to leadership development. The narrative that emerges is one in which leaders are feeling overwhelmed, and the broader influences of BREXIT, workforce and service user demographics, and organisational change are challenges to sustaining resilience. Participants suggest that leaders need to develop self-knowledge/awareness first, and role model the “resilient and well leader” to others.

The limitations of this study relate to the fact that given the potential for participation was nearer 400 leaders, the N=68 participants could not be deemed large enough to generalise the findings. However, this was a scoping study exercise, designed to explore resilience and wellbeing through SoC conversations and to surface descriptors that would add to what the authors know about contemporary leadership. The study could be improved in the future by the collection of more descriptors, and where practical segmentation of descriptors may provide further insight in terms of comparison between professions/sectors.

The authors know that leadership is linked to positive and negative outcomes for employees; it is, therefore, prudent to consider how the authors can support both current and future leaders, to incorporate their own and others’ resilience and wellbeing into their leadership repertoire. This may well be best facilitated through health leadership which is known to have a positive association in determining the psychological climate of the workplace. Leadership authenticity means leaders should be able to ask for help, if leaders are struggling with that, then the authors need to examine leadership from a cultural perspective. In practical terms, the generalised resistance resources (GRRs) put forward by the participants may also form local as well as national wellbeing action plans for the future.

Leadership is socially constructed within the organisational context, and the resilience and wellbeing of leaders is affected by the organisational health determinants in the working environment. If the authors are to consider how leaders are to develop an SoC for themselves and others, the authors need to attend to how the leader learns in the context. This is because their SoC is also shaped by the challenges they experience, and socio-constructed learning becomes neurologically embedded, so that ways of thinking, feeling and behaving are reinforced and exhibited over and over again.

This exploratory study demonstrates the efficacy of the salutogenic model to stimulate dialogue about a potentially sensitive subject. Many of the answers rest with the leaders themselves. The authors held conversations with leaders from the public services in Wales, identified “best self” and “peripheral” variables that leaders manifest across the various organisations they lead, and leaders produced a range of GRRs to support resilience and wellbeing across sectors in the future. There is a growing recognition that in terms of health leadership capability, there will be a premium on knowledge capital that pertains to improving the resilience and wellbeing of employees.

The links between substance use and offending are well evidenced in the literature, and increasingly, substance misuse recovery is being seen as a central component of the process of rehabilitation from offending, with substance use identified as a key criminogenic risk factor. In recent years, research has demonstrated the commonalities between recovery and rehabilitation, and the possible merits of providing interventions to substance-involved offenders that address both problematic sets of behaviours. The purpose of this paper is to provide an overview of the links between substance use and offending, and the burgeoning literature around the parallel processes of recovery and rehabilitation.

This is provided as a rationale for a new treatment approach for substance-involved offenders, Breaking Free Online (BFO), which has recently been provided as part of the “Gateways” throughcare pathfinder in a number of prisons in North-West England. The BFO programme contains specific behaviour change techniques that are generic enough to be applied to change a wide range of behaviours, and so is able to support substance-involved offenders to address their substance use and offending simultaneously.

This dual and multi-target intervention approach has the potential to address multiple, associated areas of need simultaneously, streamlining services and providing more holistic support for individuals, such as substance-involved offenders, who may have multiple and complex needs.

Given the links between substance use and offending, it may be beneficial to provide multi-focussed interventions that address both these behaviours simultaneously, in addition to other areas of multiple and complex needs. Specifically, digital technologies may provide an opportunity to widen access to such multi-focussed interventions, through computer-assisted therapy delivery modalities. Additionally, using digital technologies to deliver such interventions can provide opportunities for joined-up care by making interventions available across both prison and community settings, following offenders on their journey through the criminal justice system.

Recommendations are provided to other intervention developers who may wish to further contribute to widening access to such dual- and multi-focus programmes for substance-involved offenders, based on the experiences developing and evidencing the BFO programme.