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This research aims to review literature on development finance and its challenge and to examine blended learning and insurance as a catalysts of development finance. In particular, this paper provides new insights and practical examples of blended finance and insurance.

This research basically relies on literature review and case study to show the value of the emerging methods of blended learning in development finance and insurance system.

Basic finding in this paper includes new insight of blended finance and insurance as a partnership between public and private sector, which offers new arena for academic research and practice.

As the research relies on literature review and authors' insight, originality may not be valued so much, but if may be introducing or creating new ideas or thinking about development finance or international development cooperation where relevant data or experience is still lacking.

Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.

Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.

Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.

Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.

The purpose of this paper is to apply a reflective theory of development for entrepreneurial ecosystems in the Muscle Shoals region of northern Alabama. The theory provides guidance for practitioners and policymakers interested in developing entrepreneurial ecosystems.

The theory offers five propositions, which are illustrated and applied in the case study. The propositions include the need for civic leaders recognizing local talent; support networks for entrepreneurs; a quality, connected place; activities designed to increase interactivity for entrepreneurs within the ecosystem; five distinct phases producing replicable, scalable and sustainable projects; and universities providing platforms upon which the ecosystems can develop.

Application of the proposed theory is transforming the entrepreneurial ecosystem in the Muscle Shoals region. In just four years, the project has produced over 30 initiatives and events, precipitously increased student participation in entrepreneurial ventures and raised over $1m.

The theory and its application developed from a collaboration between the Agile Strategy Lab at Purdue University and the Institute for Innovation and Economic Development at the University of North Alabama. This collaboration is replicable, scalable and sustainable, and is a model for university-led entrepreneurial ecosystem development and transformation.

The Private Finance Initiative (PFI) introduced in the UK in 1992 has provided the framework for the completion of a large number of capital projects managed by public sector bodies. The objectives of the PFI included the promotion of greater efficiency and cost control in the management of large‐scale projects, the transfer of risks to the sector or organisation best able to manage them and the use of management skills available in different sectors of the economy to improve the effectiveness of publicly funded projects. Success and failure cases of the PFI discussed in this paper give some implications to policy‐makers in emerging economies in various areas including risk management, cost of capital measurement and transfer of risks. Overall, there is a need for a greater focus on long term budgets in making decisions about PFI and other methods of public service provision. The question of long term planning is likely to be more complicated in emerging economies with rapid growth rates. For many emerging economies, PFI is a new premise with fundamental differences from conventional public finance, not only in principles, but also in the contract process, risk consideration and decision making.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

Introduction “Equality is, at the very least, freedom from adverse discrimination. But what constitutes adverse discrimination changes with time, with information, with experience, and with insight. What we tolerated as a society 100, 50, or even 10 years ago is no longer necessarily tolerable. Equality is thus a process ‐ a process of constant and flexible examination, of vigilant introspection, and of aggressive open mindedness.” (Excerpt from Equality in Employment, A Royal Commission Report, 1984)

New managers in central and east European companies were faced with daunting challenges to manage their companies through the transition from central planning to competition and to change their companies radically so that their firms would be capable of competing effectively. Based on the analysis of six longitudinal company cases from the Czech Republic, I identify the key skills that new managers had to have and where they were able to obtain those skills. The seeds of current managerial expertise could often be found in experiences under central planning, despite the fact that central planning more generally rewarded behaviors that were counterproductive in market‐based competition. Results are discussed in the context of leading radical organizational change.

Charging for non‐residential care services has always been an emotive political issue. Recent government draft guidance is unlikely to take the heat out of the issue, as it still leaves local politicians with flexibility to determine their own charging policies.