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The purpose of this paper is to examine a pilot in a national R&D programme in Norway (2007-2010) to join the ongoing discussion on the different meanings and uses of planning tools and approaches in cultural heritage across various disciplines. The study aimed to reveal how patterns of collaborative planning processes unfold in a complex cultural heritage setting, the key challenges, dilemmas and tensions in the different phases of the process and implications for future research and policy.

Longitudinal explorative dialogic action research was undertaken to investigate and capture the evolution of knowledge-creating processes. The qualitative data collection methods included 25 semi-structured interviews, focus group interviews, participatory observation and text and document analysis.

Experiential R&D activities can bridge and transcend the context-specific tensions that separate the involved actors and their activities. Furthermore, a pro-active cultural heritage authority is required at the national level to maintain supportive links to the local level, and it is necessary to manage and prevent potential opportunistic action from negatively affecting cultural heritage sites and processes.

The single case study approach makes generalising beyond the current study difficult. However, the findings raise relevant issues for further research on the management of cultural heritage policy from a sustainable development perspective.

This paper identifies the need to study the evolving processes of linking cultural heritage, sustainable development and collaborative planning, as well as the dynamic relationship between the national, regional and local levels of heritage management.

In most jurisdictions a suspect has the right to remain silent during criminal proceedings and he cannot be penalised for making false statements. This is loosely known as the ‘ban on self incrimination’ and is regarded as an important factor in due process protection of individuals subject to criminal proceedings. The right to silence applies only to the stage of criminal proceedings, and up to date it has surprisingly not been seriously debated. A criminal may have caused individuals and society major loss, damage or suffering; in principle one would expect that he would be obliged to assist in the clearing‐up of the case, particularly if this could ameliorate or repair the negative consequences of the crime. But this is not the way it is looked at. The suspect is under pressure, and must not be faced with the choice of lying or confessing.

The purpose of this paper is to introduce the papers selected for the present special issue on planning and heritage. This paper aims at advancing knowledge about the variety of uses and meanings of planning tools and practices in the cultural heritage field, by bridging disciplines and by building on evidence from the studies composing the special issue.

After a review of the debate on planning in management studies, the paper briefly outlines the features of the five selected papers and it reconstructs a composite narrative on planning in cultural heritage, as it emerges from the collected papers taken together.

In the fields of both management and urban studies a similar trajectory of “rise and fall” of rationalistic views of planning has taken place. Today's discourse of planning in urban studies is strongly dominated by the issue of inclusiveness and participation. When looking at “who” really participates in these processes, it is clear that a vast array of public and private actors is involved, at least formally. When looking at “how” they are involved, a variety of possible approaches to participative planning are in use, from more formal, to more informal and emergent ones. Whether these participative forms of planning in cultural heritage actually “work” remains in part an open question.

Despite the increasing centrality of plans and planning in cultural heritage management, an investigation about the state-of-the-art of the debate on planning in this field and an exploration of how planning is done in practice are missing.

Officers and officials of financial institutions arc, as a basic rule, obliged to keep secret information obtained by virtue of their position. The same applies to valuers, commission agents and others who carry out assignments for business. Such an obligation is not only laid down in the general provision on secrecy in the Financial Services Act 1988 (FSA), which applies to all financing businesses. The duty to keep secret information coming to knowledge in a professional capacity also follows from the more specific legislation governing some financial institutions; such as savings banks, commercial banks, companies or other institutions comprised under the Insurance Operation Act and the Norwegian Postbank.

The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements.

Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0.

Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy.

Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high.

The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation.

This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.

This research explores the community's role in feeding a culturally sustainable development project over time and the practices which operationally allow the bridging of cultural heritage management and sustainable development according to the approach of “culture as sustainability”.

The primary and secondary sources relate to nearly 20 years of life of the Tuscan Mining Geopark case belonging to the United Nations Educational, Scientific and Cultural Organization (UNESCO) European and Global Geopark Networks. Textual analysis was applied to the dataset. The interpretative approach was aligned with other investigations within this research field.

The results highlight how a bold project in an uncertain context harnessed bottom-up mobilisation and accountability to stimulate a sustainable community empowerment. The ability to experiment and learn from experience depicts an organisational logic far from the top-down and predefined design practice widely contested in the literature.

Despite a single case study was analysed, it enables researchers to craft a conceptual model for culturally sustainable development projects, and it fills the literature gap on how to operationalise culture as sustainability under the managerial perspective.

The model assembles an organisational process view and practices that can be tailored to a cultural context with insights for developing culturally sustainable projects.

The research increases the observations of community empowerment within culturally sustainable development projects. It demonstrates how the “incompleteness of the design” was not a weakness but rather a trigger of effective organisational practices.

The purpose of this paper is to analyse the communication management of the Swedish and Norwegian Governments during the 2015-2016 refugee crisis. It does so in the context of recent debates into public diplomacy (PD) and nation branding, on the understanding that governments seek to manage their reputations in order to attract trade, investment and tourism, as well as generate broader interest in their policies and values.

The study is based upon a case study of each country’s response, and draws upon qualitative interviews and document analysis.

The study finds that more than a decade of advances in PD can be readily adapted to negative branding aimed at dissuading undesired publics. However, opportunities remain for communication professionals to ensure that brand values are not discarded.

The study is among the first to examine the contemporary PD and nation branding apparatus when it is used to dissuade and even repulse target groups. It therefore explores some important issues related to communication management in the public sector.

This study aims to explore and understand first year nursing students’ experiences of learning at a clinical education ward.

The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students’ encounters with patients, supervisors, students and other health care professionals. A total of 19 students were interviewed. Data were analyzed using qualitative content analysis investigating both the manifest and the latent content.

The most important components in students’ learning are mutual relationships and a sense of belongingness. A mutual relationship between the students and the patients is created and becomes the basis of students’ learning. Belongingness means the students’ experience of being for real a part of the team taking care of the patients.

The study, while linked to a particular teaching hospital, offers insights of more general nature by linking the findings to a theory of transformative learning.

This study adds a deeper understanding of students’ perspectives of significant characteristics to take into account when organizing clinical practice in health care education. Being entrusted and supported by a team of supervisors to take care of patients at a clinical education ward early in the education program provides an experience of internal and external authenticity. The students learn from, with and through the patients, which contributes to meaningful learning, understanding nursing, and professional development.

The purpose of this paper is to address the critique of researchers, who question the effectiveness and sustainability of mentoring as a continuing professional development and learning (CPDL) process. Where a lack of awareness exists surrounding the potential benefits of mentoring for the mentor, this paper investigates whether engaging in and with mentoring through a mentoring community of practice (M-CoP) assists mentors to accrue and realise the benefits of engagement. A relationship will be drawn between the community of practice (CoP) dimensions as outlined by Wenger-Trayner and Wenger-Trayner (2015): domain, practice and community, and the perceived benefits accrued for mentors will be reported.

A qualitative approach was taken, using a participatory action learning action research strategy. In total, 12 mentors came together to form a developing M-CoP. They attended four M-CoP workshops where they grew as mentors, through the three dimensions of a CoP: domain, practice and community. Workshops were audio visually recorded and observed. Further data were gathered through an M-CoP questionnaire, pre-workshop questions, M-CoP artefacts, stimulus recall, reflective journals, reflective journey plans and extended focus group discussions. Respondent validation, inter-rater and intra-observer reliability were used. Data were coded manually and using NVivo-10 software.

Many of the benefits reported were directly linked to participants’ engagement in and with the three M-CoP dimensions: domain, practice and community. Such benefits related to mentor identity, support and solidarity, engagement and interaction, sharing “for” and learning “from” other mentors, and knowledge expansion and boundary spanning. Participants reported that engaging in and with mentor education through an M-CoP was an effective CPDL process, which was beneficial for them as developing mentors.

The sample size was limited, based in one country and focussed upon one subject specialism. Such reported benefits need to be disseminated in order to raise the awareness of policy makers, teacher education institution managers and teacher educators, teachers and school leaders of the benefits of engaging in mentoring CPDL through the process of M-CoP engagement.

The findings from this study can be used to inform policies related to the continuum of teacher education. A recommendation is made for policy makers, teacher education institution managers, school leaders and CPDL service providers to facilitate the development of M-CoPs and to support their growth. It is also suggested that government departments of education and professional standards bodies account for the resourcing of such work in the design and implementation phase of school placement developments.

This paper closes the following gaps in the literature: CPDL benefits of engaging in and with an M-CoP for the mentor, the relationship between CPDL benefits and CoP dimensions and the development of M-CoPs in the given socio-cultural, historical and economic context of Ireland’s teacher education system and those of similar contexts.