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The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

This viewpoint paper has two purposes: One is to argue that the Academy activities should increasingly be promoted and used for disseminating the practical and useful skills for the related law enforcement people who fight against financial crime, while the other is to contribute to the basis of discussions and further academy research.

This study summarizes and indicates potential usefulness of the new academy, specializing in the related social and political contexts in qualitative and descriptive ways.

This study indicates that the new academy activities in Japan would continue for a long time, thus providing immediately useful skillsets for the investigators and officers at the very frontline who face against various financial crimes.

While little research has been done about the series of related academy activities by OECD, this study describes the historical background and usefulness of the academy of the OECD in a specialized manner, thus showing its linkage with FATF.

Football clubs invest in the implementation of scientific insights that improve the quality of youth academies. In the long run, clubs expect their youth academy investments to result in better trained players. The purpose of this paper is to quantify the impact of the attended youth academies' quality on the future market value of a player.

A dataset containing 94 players trained in 13 different academies has been constructed. The dataset contains characteristics of the players and information on the quality of their attended academies. The impact of the quality of the attended academies on players' future market values was estimated empirically through multiple regression analysis.

The quality of a youth academy has a significant positive impact on a player's market value, which in turn is correlated with higher future wages for players and transfer fees for clubs.

Clubs are advised to pay sufficient attention to investments in their youth academy. This will eventually lead to better trained players and higher revenues. Players in turn should strive to be part of the best academies that provide good training and the opportunity to become a top-earning player. For policymakers, such as football federations, the results imply that stimulating club investments in academies can lead to better national team performances.

The impact of the quality of a youth academy on an individual professional football player's career has never been quantified in the literature before. To this end, a new variable has been constructed using scientific assessments of youth academies.

This paper aims to examine the role of school stakeholders (e.g. advisory board members, school administrators, parents, teachers and school board members) at a 99% black academy in promoting the achievement and broadening participation of high school black students in engineering career pathways.

The authors followed a qualitative case study design to explore the experiences of school stakeholders (e.g. students, district and school personnel and community partners) associated with the implementation of the career academy (Stake, 2006; Yin, 1994).

The authors found that the school relied heavily on the support of the community in the form of an advisory board – including university faculty and industry leaders – to actively develop culturally responsive strategies (e.g. American College Test preparation, work-based learning opportunities) to ensure the success of black students interested in pursuing career pathways in engineering. Thus, school stakeholders in the academy of engineering served as authentic leaders who inspired academy students by serving as role models and setting examples through what they do as engineering professionals. It was quite evident that the joy and fulfillment that these authentic leaders gained from using their talents directly or indirectly inspired students in the academy to seek out and cultivate the talents they are good at and passionate about as well (Debebe, 2017). Moreover, the career academy provided environmental or sociocultural conditions that promoted the development of learners’ gifts and talents (Plucker and Barab, 2005). Within that context, the goals of career academy school stakeholders were to support students in the discovery of what they are good at doing and to structure their educational experiences to cultivate their gifts into talents.

It is also important to acknowledge that this study is not generalizable to the one million career academy students across the nation. Yet, the authors believe researchers should continue to examine the career academy advisory board as a source of capital for engaging and preparing diverse learners for success post-high school. Further research is needed to investigate how advisory boards support students’ in school and postsecondary outcomes, particularly for diverse students.

The authors highlight promising practices for schools to implement in establishing a diverse talent pipeline.

On a theoretical level, the authors found important insights into the possibility of black students benefiting from a culturally responsive advisory board that provided social and cultural capital (e.g. aspirational, navigational and social) resources for their success.

While prior researchers have studied the positive impact of teachers in career academies as a contributor to social capital for students (Lanford and Maruco, 2019) and what diverse students bring to the classroom as a form of capital Debebe(Yosso, 2005), research has not identified the role of the advisory board (in its efforts to connect the broader community) as a vehicle for equipping ethnically and racially diverse students who come from economically disadvantaged backgrounds with social capital. Within that sense, the authors believe the advisory board at Stanton Academy relied on what the authors term local community capital to provide resources and supports for black students’ successful transition from high school into science, technology, engineering, and mathematics (STEM)-related college and career pathways.

The Academy of Wine service was founded in 1988 to raise the standard of education and skills in the service of wine in the hotel, restaurant and catering industry. In September 1991, the Academy launched its ‘Professional Wine Service Training Package’, which was specifically designed to satisfy waiters' wide‐ranging needs and time constraints. The programme provides a single, open and flexible learning package to develop trainees competence and thus help them secure a national vocational qualification (NVQ). Following extensive field trials, the success of the Traning Package is clear to see: volume sales and average spend per head rose substantially, with sales up +18% in participating Forte Hotels and +16% in participating independent hotels and the investment in training was recovered with an avarage 15 weeks. Additionally, the Academy of Wine Service has organised an annual programme of tutored tastings, produced a bi‐monthly newsletter, “Wine Line”, set up awards, scholarships and national competitions, and expanded its membership benefits. Five years on, The Academy of Wine Service is now recognised as the national education and training authority for professional wine service and is now being developed into The Academy of Food & Wine Service to provide a total training package for the entire industry by the beginning of 1994.

The purpose of this study is to explore the impacts coronavirus disease 2019 (COVID-19) had on US police academies’ production of police recruits.

The study used a national online survey of police academy directors in the USA, followed by purposive, semi-structured interviews of select academy directors. A combination of quantitative and qualitative data is combined in a mixed methods approach.

The findings suggest that academies experienced a range of impacts related to COVID-19. These impacts lead to more questions concerning how academies and state-level governing boards responded not only to pandemic-related challenges, but also to their willingness to accept more online and alternative curriculum delivery strategies.

Police academies are a required step in the production of new police recruits in the USA, but researchers have paid little attention to how academies operate. While exploratory, this study provides some insights into how this aspect of policing weathered the COVID-19 pandemic, and offers suggestions for future research, as well as policy implications.

This study aims to address two interrelated research questions. First, to compare the academy performance of police recruits trained under a traditional academy curriculum with the performance of those trained under a new academy curriculum based on community policing. Second, to investigate whether a different “type” of recruit performs better in the community policing curriculum compared with the traditional curriculum.

Regression analysis is used to estimate the effects of independent variables on three dependent variables that indicate academy success: average academy scores, failure experiences, and post‐academy employment.

Results suggest that more highly educated recruits and female recruits fared better in the community policing curriculum but that, overall, recruits in the community policing curriculum performed similarly to their traditional counterparts.

The findings suggest that newer police training models may be rewarding skills consistent with the community policing philosophy, such as education. This is a study of one police training center that has instituted a new training curriculum, so results cannot be generalized to other training centers. The community policing curriculum was in the early stages of implementation when data were collected and was therefore not yet standardized. Finally, the analysis is limited to predicting the success of police recruits in the academy, rather than predicting their job performance.

Few studies have examined academy training in community policing. This study is a first step to broadening understanding of the impact of academy training in community policing on police recruits.

The purpose of this paper is to determine if a police academy using adult learning techniques instills higher levels of perceived competence in recruits than an academy using traditional pedagogical methods.

The study took advantage of a timeframe when two academy models using different approaches to learning were employed in Massachusetts. Recruits (N = 97) were surveyed before entering the academy and just prior to graduation to assess their levels of perceived competence across three domains of training topics (i.e. “Policing in Massachusetts,” “Investigations” and “Patrol Procedures”).

Results were mixed in terms of the academy model's effects on recruit competence levels. In terms of investigations, participants experienced a greater level of growth in an adult-learning setting. Regarding general topics grouped into the “Policing in Massachusetts” category, such as constitutional law, recruits taught with traditional pedagogy experienced more growth. For patrol procedures, taught using similar hands-on methods, results showed comparable levels of growth for all recruits over time. Overall, recruits in both the traditional and adult-learning-based academy experienced similar growth trajectories in self-perceived levels of competence. Findings suggest that a mixed approach to training may provide optimal results for police recruits.

Prior research on academy curricula has been limited to cross-sectional analyses. Further, little effort has been made to analyze the impacts of academy training from an andrological and/or “adult learning” theoretical lens. This study evaluated the effects of a new, overhauled recruit academy curriculum over time to expand the literature in both of these areas.

The purpose of the current study is to expand the existing knowledge base that seeks to determine which pre‐employment factors can predict which police candidates will successfully complete the training academy.

The data for this study were collected from application and personnel records of 503 police recruits accepted into the Baltimore County police academy. The dependent variable, success in the academy, was measured as a dichotomous variable (1=graduated; 0=not graduated). The independent variables were routine employment factors.

A key finding was that general work experience was better at predicting successful completion of the training academy than prior police experience and prior military experience.

In this particular study it was determined that police recruits who had a prior arrest record or prior illegal drug use and also had prior work experience could successfully complete the police training academy. However, these results are limited to those police organizations that give individuals who had a negative encounter with law enforcement a second chance.

Few studies have examined the relationship between background characteristics and successful completion of the police training academy. This study broadens the understanding of the need for police applicants to have a solid record of general work experience.

Recovery Colleges strive to assist individuals in their journey of recovery and help organisations to become more recovery focused. The evidence base surrounding Recovery Colleges is still in its infancy and further research is required to investigate their effectiveness. The purpose of this paper is to explore the subjective experience of people involved with a Recovery College: “The Recovery Academy” based in Greater Manchester.

A qualitative study using data collected from four focus groups of Recovery Academy students who have either lived experience of mental health problems, are health professionals or are family members or carers. The data were analysed using thematic analysis.

Four main themes emerged from discussing experiences of the Recovery Academy and its courses: ethos of the Recovery Academy; personal and organisational impact; value of co-production; and barriers to engagement and impact. The Recovery Academy can have a positive impact on the lives of students who attend the courses and offer benefits to the organisation in which it is run.

Recovery Colleges are gaining large interest nationally. However, to date there is a paucity of research on Recovery Colleges. This is the first paper to be presented for publication specifically on the Recovery Academy. The findings of this study suggest Recovery Colleges have the potential to positively impact students and facilitate recovery oriented organisational change. The findings can add valuable data to the emerging Recovery College evidence base.