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World Vision exists to eradicate extreme poverty. The primary fundraising mechanism that has fuelled its growth into one of the largest international non-governmental organizations (INGOs) has been Child Sponsorship, which connects over 10 million individual donors with vulnerable children around the world. However, shifts in the market, geopolitical landscape, and institutional logics have seen this once innovative product come under increasing pressure. Using World Vision New Zealand (WVNZ) as a case study, we explore the challenges of implementing social entrepreneurship strategies, including the institutional constraints of developing new business models, through hybridization. Hybridity has gained increasing attention in the field of entrepreneurship and has been offered as a sense-making frame for business model innovation within social entrepreneurship. The use of institutional logics to understand the challenges of hybrid organizing in social entrepreneurship has been invaluable. However, as with any theoretical perspective, this approach has limitations. We suggest that nuanced challenges and sources of resistance to social entrepreneurship in established sectors and organizations might usefully be explored through concepts drawn from complexity theory. Specifically, we propose the use of the concept of structural attractors, which enables the explication of convergent, unifying, and generative dynamics. Our case study findings suggest that, paradoxically, the very essence of historical success may constrain future success. To wit, when faced with changes to institutional and market conditions, WVNZ was constrained by the very construct that enabled its initial growth. The challenge that this case demonstrates is that despite ostensibly hybrid shifts occurring in the management, governance, and espoused innovation strategy of the organization, the governing structural attractor of Child Sponsorship has constrained innovation and change.

Around 50 per cent of carers of people with eating disorders (EDs) experience mental health difficulties. The purpose of this paper is to investigate well-being of carers of people with ED and carers of people with severe and enduring eating disorders (SEEDs).

Carers (n=104) were recruited from UK support groups and stratified using duration of the care recipient’s ED (0-2, 2-6, > 6 years), with the > 6 years category classified as SEED. Data were compared with existing carer well-being studies of other patient groups.

Carers of people with SEED were not significantly different on reported well-being to carers of people with ED. However, carers of people with ED reported significantly less well-being than community norms, carers of people with brain injury and of people with dementia. Specifically, poorer social functioning was reported.

Further research on carers of people with SEED is warranted as carers of people with SEED were not equally balanced in gender. It would be beneficial if support groups and skill-based workshops were more available for carers.

This is the first known study to compare carer well-being of people with SEED with carers of other clinical populations. Further research is required to identify the needs of carers.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This article reports an experimental golf programme initiated for people with severe and enduring mental health problems partly to promote physical activity and partly as a socially inclusive activity. The programme was organised for a small, pilot group and evaluated using qualitative case study data collected during the programme. The success of the programme was indicated by the high attendance rates of participants, their voiced enthusiasm for the sessions and for the social interaction after the games, and the fact that many members of the first group continue to play and new members have joined the group, even though sessions are no longer being organised and paid for.

The purpose of this paper is to introduce eye tracking as a method for capturing direct and indirect measures of online human information search behaviour. The unique contribution of eye-tracking data in studying information behaviour is examined in the context of health information research.

The need for multiple methods of data collection when examining human online health information behaviour is described and summarised. The nature of human eye movements in information use and reading is outlined and the emergence and application of contemporary eye-tracking technology are explained.

The paper summarises key contributions and insights that eye tracking has provided across multiple studies, with examples of both direct data on fixations and gaze durations as well as theoretical assessments of relevance and knowledge gain.

The paper provides a basic introduction to the application of a unique method for information research in general and online health information search in particular and provides readers with an awareness of how such data are captured and interpreted.

This chapter offers a description and analysis of teacher preparation in Scotland from the period after World War 1 to the end of the twentieth century. It traces the development of the sector from Training Centres responsible to Provincial and National Committees, through monotechnic Colleges of Education, to Faculties of Education within Universities. Among the topics covered are: political and economic pressures affecting the policy context; the drive to improve standards and raise the professional status of teachers; the influence of key policy documents, such as the 1965 Primary Memorandum; the degree of control exercised by the Scottish Education Department; the significance of shifts in language (e.g. training/education/professional learning). The 1960s are seen as a particularly important period when major structural changes were introduced in Scottish education (e.g. the establishment of the General Teaching Council and Central Committees reviewing particular aspects of the school curriculum): these impacted on the aims and content of courses designed to prepare trainee teachers for work in schools. Similarly, later reforms of curriculum and assessment (Standard Grade, 5–14, Higher Still) necessitated responses by the teacher education community. Throughout the chapter certain key themes recur: the relationship between colleges and universities; the variable scope for innovation at different points in the twentieth century; the differential provision for primary and secondary teachers, graduates and non-graduates, men and women; the relative importance of academic knowledge and pedagogic skills.