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The purpose of this paper is to explore English and Finnish paramedic perceptions of the healthcare blame culture, its relationship to complaints, the use of defensive practice and if this impacts on paramedic practice and clinical care.

Participants were recruited from English and Finnish ambulance services that have similar organisational and professional scopes of practice. The aim was to gain insight into the similarities and differences between the countries regarding the existence of a blame culture in paramedic practice. Semi-structured focus groups and interviews involving 20 English and Finnish paramedics were undertaken. Qualitative perceptions concerning the reality of a blame culture in paramedic practice and its impact on professional roles were sought.

Three major themes that were identified in the thematic analysis included: blame culture and its influences; the impact of complaints against paramedics; and the use of defensive practice within their roles. These data themes were similar for both groups of participants. The majority of participants thought the healthcare blame culture to be widespread and believed that this was likely to directly influence paramedics’ working practices.

Whilst the impact of blame culture and complaints on the medical profession has previously been examined, this study makes an important contribution by exploring the factors that impact on paramedics’ lives and their practice, within two European countries. The inappropriate use of social media by some members of the public in both countries was a disturbing issue for many participants and was identified as an area for further research.

People who are homeless and have a learning disability tend to be more vulnerable and have greater health needs than homeless people who do not have a learning disability (Leedham, 2002). However, the literature on the experiences of this population is very limited. This paper investigates the experiences and views of professionals from a range of settings who work with people who are homeless and have a learning disability. Semi‐structured interviews were conducted with 23 professionals working for health, social care, probation, employment and voluntary agencies. Professionals described how people who are homeless and have a learning disability have a range of complex personal, health and social needs that are often not met by current accommodation and support provision. Improvements to the quality of temporary accommodation and the on‐site support offered are needed in order to react effectively to episodes of homelessness. In addition, improvements in the quality of outreach support and a greater choice of suitable housing might help to prevent homelessness among this client group. Another paper on a difference aspect of this research (Hebblethwaite et al, this issue) will report on the personal experiences of homeless people with a learning disability.

This paper explores the experiences of people who have been homeless and in contact with learning disability services. The research adds to the very limited evidence, particularly in the UK, on how services can better meet the health and social needs of this group. All people with learning disabilities who were homeless and known to either local social services or health learning disability services in a large city in the North East of England were identified. Semi‐structured interviews were conducted with 14 participants at their current accommodation. Content analysis was used to identify common themes. Interview data indicated that breakdown of social support was the main cause of homelessness, and that in temporary accommodation people with learning disabilities were vulnerable to exploitation by other residents. Concerns were also expressed about the quality of housing, mental health was a recurring theme and the importance of ensuring that people with learning disabilities receive adequate treatment for these difficulties is discussed. Access to health care in general is facilitated by support in arranging and attending appointments. Mediation services may play a key role in preventing people with learning disabilities from becoming homeless through relationship breakdown. The study also suggests that improvements in temporary accommodation are needed, including housing designed specifically for people with learning disabilities, in order to react effectively to episodes of homelessness.

The purpose of this paper is to introduce a comprehensive framework that covers the major dimensions of performance-oriented office environments including involved actors and performance parameters on the one hand, and the processes and success factors of implementation and change management of such workspace projects on the other hand, with their interaction to be considered as well. This framework can serve as a first guideline and rough “checklist” to support such projects, both in research and practice.

The framework was developed and refined by combining international literature analyses, industry experience from the authors and application of first conceptual ideas to a pilot project. The methodology of the whole endeavor, not only this paper, is a grounded theory approach, acknowledging the intermediate state of prior theory regarding workspace change projects. The framework will thus be further developed with additional case-based empirics in the future.

The framework addresses the design parameters (the content) of (re)developing performance-oriented office environments as well as the management (the processes) of this (re)development including its implementation. Due to the considerable number of dimensions and factors relevant for workspace projects in addition to their interaction and dependency as well as the individuality of situation and stakeholders, the probability of workspace project failure is high. Knowing the parameters of workspace change project success and measures to be tracked and checked during the design and implementation processes of such projects is therefore imperative. Suggestions for operationalizing the relevant factors are made. Equally important is to understand and address individual emotions and concerns of those being involved in or affected by the change situation, and to inform and include them adequately. The comprehensive framework provides a respective first overview.

The framework is conceptual, based on many sources. Yet, the exhaustive inclusion of all research on the many relevant factors is neither feasible nor intended. The paper rather tries to be comprehensive on the dimensions to be considered and to only exemplarily concretize how to handle this complexity in a manageable and practical way. Future research needs to test and adapt the proposed framework, to detail key performance indicators (KPIs), indicators and processes suggested, and to develop an according planning and controlling system.

The paper pictures key aspects for the effective design and change management of holistic workspace projects. KPIs as well as leading indicators are introduced that can be used to measure the various dimensions in an ongoing process throughout all phases of the project, enabling the organization to anticipate or at least rapidly react to problems arising. Accordingly, success factors for managing workspace change are collected and structured along the workspace dimensions including actors and performance.

The originality of this study lies in the approach to comprehensively integrating design and change management parameters of workspace projects, the explicit performance orientation and the inclusion of the multitude of actors (i.e. users, facilities management, Human Resources, ICT). Instead of the design and its implementation only being supported by change management, the organizational environment and its needs – like way of working, organization models, performance priorities and change capabilities – are driving the design, which constitutes a new approach in the design activity.

This study sought to understand how having a calling influenced engagement, work–life balance and career satisfaction for Professional Golfers Association of America (PGA) and Golf Course Superintendent of America (GCSA) professionals.

A conceptual model was used to examine callings among golf course supervisors and its impact on their engagement, work–life balance and career satisfaction. This study also explored the moderation effect of employees’ generalized or specialized role on the calling–engagement relationship. Surveys were collected from a single golf management company and partial least squares structural equation modeling (PLS-SEM) was used for data analysis.

The results revealed significant relationships among all of the variables, with the exception of the impact of having a calling on work–life balance. Additionally, the more having a calling increased, the more important it was for supervisors to have specialized roles to increase their engagement.

This study identifies important differences in factors that promote career satisfaction for golf course supervisors and extends current understanding of role theory.

Government guidelines state that health services must measure outcomes for patients. However, there is only limited evidence on outcome measures for children with learning disabilities. This paper reports on a study designed to investigate the suitability and effectiveness of four outcome measures (Health of the Nation Outcome Scales for Children and Adolescents ‐ HoNOSCA, Children's Global Assessment Scale ‐ C‐GAS, Strengths and Difficulties Questionnaire ‐ SDQ, and Commission for Health Improvement Experience of Service questionnaire ‐ CHI) for a community team working with children with learning disabilities. The paper highlights the difficulties in capturing the impact of service intervention in a multidisciplinary community setting. The implications of the research for clinical practice are discussed.

The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.

This paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service‐learning programmes.

This paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service‐learning (ISL) provides a useful framework for this study.

This research draws on transformational learning theory to describe how students experience a shifting of their world‐view through service‐learning locally. It reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service‐learning initiatives.

The framework presented here is used to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.

This article presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service‐learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service‐learning within the curriculum.