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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/14664100010361755. When citing the article, please cite: Peter A. Gross, Barbara I. Braun, Stephen B. Kritchevsky, Bryan P. Simmons, (2000), “Comparison of clinical indicators for performance measurement of health care quality: a cautionary note”, British Journal of Clinical Governance, Vol. 5 Iss: 4, pp. 202 - 211.

The use of clinical performance data is increasing rapidly. Yet, substantial variation exists across indicators designed to measure the same clinical event. We compared indicators from several indicator measurement systems to determine the consistency of results. Five measurement systems with well‐defined indicators were selected. They were applied to 24 hospitals. Indicators for mortality from coronary artery bypass graft surgery and mortality in the perioperative period were chosen from these measurement systems. Analyses results and concludes that it is faulty to assume that clinical indicators derived from different measurement systems will give the same rank order. Widespread demand for external release of outcome data from hospitals must be balanced by an educational effort about the factors that influence and potentially confound reported rates.

The purpose of this qualitative case study was to explore perceptions of the impact of program participation on parenting styles and behavioral changes using observations and in-depth semi-structured interviews with Black and Coloured staff and mothers at a community-based organization (CBO) in the Western Cape Province (WCP) in South Africa (SA). Purposive sampling was utilized in this research via the CBO and narratives from a total of twenty-three (twelve mothers and eleven staff) interviews form the basis of this manuscript. Data was collected between January – February 2017 and was analyzed through the phenomenological and inductive thematic analysis approach. The staff interviews revealed that child abandonment and neglect and the abuse of women are the two main environmental contextual factors that impact program participation. According to staff, improved self-esteem and positive life changes were identified as successful outcomes of participant involvement. The parent interviews provided examples of emotional issues such as domestic abuse and personal issues with alcohol and drugs as individual factors that impact their program participation. Changes in parenting styles was identified as successful outcomes among parent participants. The goal of this study was to provide much-needed insight into this community by presenting a variety of voices, specifically Black and Coloured men and women, that are underreported in the literature. Findings from this research adds to the knowledge of community-based parenting programs (CBPPs) for low-income and underserved populations in SA and internationally.

The purpose of this research is to provide a deeper, constructivist account of multi-brand loyalty. Previous literature has acknowledged the existence of multi-brand loyalty, but described it from a narrow, rational and primarily utilitarian point of view.

The study is based on open-ended, depth interviews. Data were labeled, coded and classified into different topics, and thematic analysis was used to identify three dominant themes.

Multi-brand loyalty emerged in three forms: biased, specialized and perfect substitutes. These relationships may undergo dynamic transformations over time. Further, family tradition and perceived freedom were identified as two important motivations for consumers to be loyal to more than one brand. The managerial implications address suggestions on how companies can avoid that consumers become loyal to several brands instead of maintaining single-brand loyalty.

The study is the first to address multi-brand loyalty based on a qualitative research approach and provides preliminary insights into occurrences and motivations related to the construct.

Research has identified that workplace bullying is a significant problem within health care, with health-care trainees at particular risk. The purpose of this study is to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists.

A total of 14 trainee clinical psychologists recruited from British universities participated in semi-structured telephone interviews. Qualitative data was analysed using thematic analysis.

The analysis generated four main themes: workplace bullying “activating threat responses”, the process of trainee clinical psychologists “making sense of bullying”, “difficulties navigating power within the system” when experiencing and reporting bullying and “finding safety and support” within and outside of work contexts.

To the best of the authors’ knowledge, this is the first known study of workplace bullying specifically within clinical psychology. The research has implications for guidance for training institutions and professional bodies associated with trainee mental health professionals.

This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.

A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.

Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.

This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

This study aims to explore the individual lived crucible experiences of women leaders in higher education (HE) and business as the catalyst to investigate organisational inequality regimes that prevent women leaders from fully participating, contributing and flourishing at work. Drawing upon Bolman and Deal’s four-frame theoretical organisational model, this study analyses women’s lived crucible leadership experiences to better understand the organising processes and practices that render intersectionality invisible that reinforce and perpetuate inequality regimes.

A collaborative autoethnographic research method was selected for data collection. The research team members each selected one significant crucible moment from their professional career and used the Gibb’s six-part reflective cycle to document their narrative and reflect on their leadership experience. A reflexive thematic analysis was used based on Braun and Clarke’s six phases.

The study features the importance of creating a climate in organisations that acknowledges the need for greater equity, diversity and inclusion (EDI) to support women leaders. Four global themes emerged from the analysis of the leadership narratives: organisation, power dynamics, emotional distress and perseverance and intersectionality. These themes illuminate a greater understanding of organisational life for women and confirm the presence of inequality regimes of gender and race.

This is the first study to explore the impact of women leaders’ crucible experiences through the lens of the Bolman and Deal’s model that highlights the need to consider an EDI lens as the fifth frame.

The purpose of this paper is to compare and evaluate three experiential training workshops, each set up as three-day transient therapeutic communities, and established to train therapeutic community staff.

The author carried out participant observation of all courses and analysed these using thematic analysis. The description is provided in Part 1 of the paper. The evaluation, in Part 2 was based on written feedback from participants and from assessment against relevant audit criteria.

All three workshops achieved their aims of providing participants with an authentic TC resident’s experience. Additionally, each offered personal understandings of how participants felt and why they felt that way in the community setting.

This was largely a piece of qualitative research, carried out in the field, to achieve depth of description and understanding rather than statistical outcomes. Some numerical scores were derived from feedback forms. Further analysis of feedback from future workshops will strengthen findings by increasing the numbers of respondents.

The workshops should continue largely as they are, although there may be some small changes to the designs. They achieve the aim of advancing the understanding of TC staff members.

The paper is based on three earlier unpublished reports and is new published research of interest to trainers in the fields of mental health and experiential learning.

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.

Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.

The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.

While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

This paper aims to explore how resilience is evident in healthcare supply chains in the public sector when faced with pandemic disruption and to identify any learnings to inform recovery and future-readiness phases.

An exploratory case study was conducted, consisting of seven semi-structured interviews with public sector supply chain actors in the healthcare personal protective equipment supply chain. The data included document analysis.

Key findings show how specific resilience strategies such as agility, collaboration, flexibility and redundancy, contributed to supply chain resilience during the COVID-19 pandemic response. Collaboration is identified as a key mechanism for resilience with public sector networks viewed as facilitating this. Established collaborative relationships with suppliers pre-pandemic did not support increased visibility of tiers within the supply chain.

This is one of the first papers to provide in-depth resilience insights through an example of healthcare supply chains during the COVID-19 pandemic.