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The purpose of this paper is to “read across” a sample of domestic homicide reviews (DHRs), mental health homicide reviews (MHHRs) and adult practice reviews (APR) to identify the cross-cutting themes.

The study involved a qualitative comparative analysis of 20 Welsh reviews: 10 DHRs, 6 APRs and 4 MHHRs. Each review was triple coded by a multi-disciplinary team of researchers (representing criminology, social work and law).

Five overarching themes were identified from this diverse sample of cases: crossing boundaries, including transitions between services and geographical boundaries; hoodwinking, where there was manipulation of the presentation of self; faulty assessment, which was not always holistic and only based on certain aspects of behaviour; tunnel vision, resulting from the initial underpinning narrative rarely being challenged; and knowledge, with certain types being privileged over others, especially professional over that of families and para-professionals.

Further research into death reviews should adopt a comparative, multi-disciplinary approach.

The research highlights the possibility for duplication across the different types of reviews. Further, it suggests that review processes could be streamlined.

Five cross-cutting themes have been developed through the very first study “reading across” three types of reviews (DHRs, APRs and MHHRs). Findings suggest the need for streamlining review processes and highlight the importance of adopting a multi-disciplinary perspective when researching death reviews.

The purpose of this paper is to investigate the role and contribution of tutors to property education. Using the theory of tutor performance which outlines six behaviours which may positively influence student outcomes, this paper considers how tutors can maximise student learning and engagement in tutorials.

This research used a mixed methods approach including student evaluations of teaching (SETs), a survey of students and reflexive journals of a tutor in property education.

This research found that conscious adoption of the behaviours recommended under the theory of tutor performance and informed by further education in the form of a Graduate Certificate in Higher Education resulted in significant improvement of SET results. Student survey responses showed the influence of “real life” experience, amongst other things, in underpinning their learning.

While this research has limitations, in terms of number of responses and restriction to a single tutor, the findings indicate that tutors may have a significant influence on the engagement of students in property education. The use of the tutor's own professional experience and the use of real life scenarios within the delivery of course content may serve to ensure graduates have a greater capacity to meet employers’ expectations.

This research brings originality to the subject of property education by exploring issues in property education from the most fundamental level, that of the tutor. This level of analysis is enhanced by the newness of the tutor in question to academia which highlights property education with new eyes, unencumbered with years of routine teaching experience. The incorporation of reflexive methods with a survey and SETs provides rich experience‐filled data that considers the process of property education and the ways in which purposeful skills enrichment of the tutor and the student may achieve greater outcomes for the property profession and industry.