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Discusses the process of introducing a breast health strategy into schools through multi‐disciplinary working. Although breast screening plays an important part in the early detection of breast cancer, up to a third of women do not take up their invitation for screening. It is argued that breast health education is a vital step towards normalising discussions about breasts, promoting breast awareness and countering misconceptions about breast cancer and breast screening. The breast health strategy evolved from a motivation to introduce an educational intervention into schools through a collaboration between school and community. The process included some informal research and evaluation at each stage which helped the team to reflect, and to inform the next stage of the project. This indicated that many teenage girls have misunderstandings, and may benefit from breast health education in schools. Having established the beginnings of a feasible strategy, the need for more systematic research and evaluation is recognised.

The purpose of this paper is to explore the factors influencing the non‐adoption of Extensible Business Reporting Language (XBRL) technology.

This exploratory study analyses interview data obtained from key XBRL stakeholders on the relative importance of environmental, organisational and technological context factors to ascertain why adoption has not occurred.

The research finds three reasons for XBRL non‐adoption. First, the lack of a government “push” for XBRL technology results in organisational ignorance. Second, it appears that organisations do not believe that XBRL will beneficially reduce compliance costs. Third, complexity in developing the structured language (taxonomy) for XBRL use has significant budgetary implications.

As qualitative research, this study does not claim to be generalisable or objective. However, the rich data were analysed from a diverse group of interviewees experienced and knowledgeable in respect of XBRL development and adoption.

Governments' promises to reduce organisational compliance costs may be a reason for them to invest extensive taxpayers' dollars into XBRL. However, organisations are sceptical they will benefit, requiring government to “push” the technology. Until government servants can forecast the real benefits to argue for increased budgets to develop a comprehensive taxonomy, widespread adoption of XBRL is unlikely to occur.

The non‐adoption of XBRL highlights the difficulties encountered when enthusiastic professionals can see the potential of a business solution, and yet are impotent to execute it. Environmental and technological contextual factors need to “push” organisations, as with XBRL, organisations do not demand, or “pull”, the technology.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Having a good idea, product or system is often not enough to ensure the adoption and diffusion of an innovation. Using an organisational power and politics perspective, several published accounts of product and administrative innovation are analysed. The interplay of political tactics or games are found to be present at both the observable surface level and the deep structural level of power relationships in all areas of activity – individual, group, organisational and societal. The viability of two overall political influence strategies, “asking for forgiveness” versus “seeking permission” are contrasted in terms of their implications for the eventual success or failure of a proposed product or administrative innovation. Several propositions and future research directions which focus on the political nature and processes of innovation are suggested.

Models of integrated care are prime examples of complex interventions, incorporating multiple interacting components that work through varying mechanisms to impact numerous outcomes. The purpose of this paper is to explore summative, process and developmental approaches to evaluating complex interventions to determine how to best test this mess.

This viewpoint draws on the evaluation and complex intervention literatures to describe the advantages and disadvantages of different methods. The evaluation of the electronic patient reported outcomes (ePRO) mobile application and portal system is presented as an example of how to evaluate complex interventions with critical lessons learned from this ongoing study.

Although favored in the literature, summative and process evaluations rest on two problematic assumptions: it is possible to clearly identify stable mechanisms of action; and intervention fidelity can be maximized in order to control for contextual influences. Complex interventions continually adapt to local contexts, making stability and fidelity unlikely. Developmental evaluation, which is more conceptually aligned with service-design thinking, moves beyond these assumptions, emphasizing supportive adaptation to ensure meaningful adoption.

Blended approaches that incorporate service-design thinking and rely more heavily on developmental strategies are essential for complex interventions. To maximize the benefit of this approach, three guiding principles are suggested: stress pragmatism over stringency; adopt an implementation lens; and use multi-disciplinary teams to run studies.

This viewpoint offers novel thinking on the debate around appropriate evaluation methodologies to be applied to complex interventions like models of integrated care.

This study explored the experiences of detention under the Mental Health Act (1983) of people with learning disabilities. Semi‐structured one‐to‐one interviews (N = 7) were analysed using interpretative phenomenological analysis. Participants had mild learning disabilities and had been detained under the Mental Health Act in England for compulsory assessment and treatment within a two‐year period prior to the study. A number of valuable insights emerged, including: the impact of perceived lack of control over self, experiences of vulnerability/powerlessness/ victimisation (both prior to and following detention), participant's sense of care versus punishment; the development of ‘role’ within the mental health system and attribution of blame. The study helps expand the current literature on experiences of people with learning disabilities from their perspective, identifies the possible emotional impact of detention and indexes the range of coping styles elicited between participants in the face of detention.

Having a good idea, product or system is often not enough to ensure the adoption and diffusion of an innovation. Using an organisational power and politics perspective, several published accounts of product and administrative innovation are analysed. The interplay of political tactics or games are found to be present at both the observable surface level and the deep structural level of power relationships in all areas of activity – individual, group, organisational and societal. The viability of two overall political influence strategies, “asking for forgiveness” versus “seeking permission” are contrasted in terms of their implications for the eventual success or failure of a proposed product or administrative innovation. Several propositions and future research directions which focus on the political nature and processes of innovation are suggested.

The analysis presented here is based upon interviews conducted with 34 women in Maryland in 1997, one year after the passage of the PRA of 1996, or welfare reform. To locate participants, I distributed fliers to educational and community centers asking for single women raising children and receiving aid who would be willing to share their experiences with welfare. I offered to compensate participants $15 for their time in participating in the interviews. After several initial interviewees were chosen from these sites, other respondents were located using an informal snowball sample.