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While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a knowledge-intensive industry from a demand perspective as distinct from a curriculum (supply) viewpoint.

Skills items were derived from a breadth of disciplines across academic, policy and industry literature. CEOs and senior managers in the innovation and commercialisation industry were surveyed regarding perceptions of skills in graduates and skills in demand by the firm. Two rounds of exploratory factor analyses were undertaken to examine employers’ perceptions of the skills gap.

First-order analysis resolved ten broad constructs that represent cognitive, interpersonal and intrapersonal skills domains as applied in this industry. Knowledge, leadership and interprofessional collaboration feature as prominent skills. Second-order analysis revealed employers’ perceptions of graduate skills specifically centre on organisational fit and organisational success. An over-arching theme relates to performance of the individual in organisations.

The findings suggest that the discourse on employability and the design of curriculum need to shift from instilling lists of skills towards enabling graduates to perform in a diversity of workplace contexts and expectations centred on organisational purpose.

In contrast to the heterogeneous nature of industry surveys, the authors targeted a homogenous sector that is representative of knowledge-intensive industries. This study contributes to the broader stakeholder dialogue of the value and application of graduate skills in this and other industry sectors.

The authors have developed an educational model that operates at the undergraduate level and aims to produce graduates who can comfortably operate in the gulf between the laboratory bench and the commercial marketplace. The purpose of the paper is to describe the course, approaches, activities and initial outcomes of the Bachelor of Biotechnology Innovation course at Queensland University of Technology.

Students undertake “hard science” subjects and business subjects on entrepreneurship, innovation and market development. Synthesis of these disparate disciplines is driven through formation of virtual companies that serve to contextualize subject content and provide start‐up company experience across the four‐year course. Student companies design biotechnology products and processes and can progress their product through initial research and development phases or undertake an industry‐based internship working as a team on initial concept projects. This focused, team‐based approach to learning is contrary to traditional science courses that focus on the individual.

Outcomes include graduates of high quality that have moved into positions associated with commercialization and technology transfer where previously a PhD and MBA were required qualifications. Other measures of course success include acceptance and promotion of the new course by business, academia and government.

Postgraduate courses provide the most common pathway for assisted self‐development of entrepreneurial skills in science and engineering graduates. In contrast, this model aims to train entrepreneurs in technological disciplines at an undergraduate level in a framework where innovation and enterprising behaviour are embedded in the fabric of the degree.

THAT THE NEWSPAPER industry has gone through a tremendous change has been obvious to all by the horrific scenes of violence shown on television over the past several months.

The London Borough of the Isle of Dogs provides the venue for the 14th Anglo Welsh Book Fair in its nouveau‐brutaliste Barbarian Centre. Soft music and a male stripper on the Farago stand confirms that this event has now arrived on the international bookworm calendar.

ONE area of business to which Work Study could profitably devote some attention is that of planned printing. Even in the second half of the twentieth‐century it is a subject of which many people seem quite unaware, although efficiency‐conscious companies could well find it to be a source of productivity and profit.

This paper reports on how prospective users may be involved in the design of entertaining educational computer games. The paper illustrates an approach, which combines traditional Participatory Design methods in an applicable way for this type of design. Results illuminate the users’ important contribution during game development, especially when intended for a specific target group. Unless prospective members of the target group are consulted it is difficult to foresee opinions of game content, aesthetics and the overall game experience of the users ‐ aspects very much included or at least related to the theoretical concept of intrinsic motivation. Whereas pedagogical experts can contribute with learning content, the users are the ones who can state what is actually fun or not. Users’ participation during the design process enables development of games that are directed to the learners and their expectations. The researchers collaborated with a multimedia design team in development of an educational web‐based computer game, developed for the Swedish Broadcasting Corporation.

ANDRE DEUTSCH has sold his library science imprint Grafton Books, which he acquired in 1961 along with the services of myself, to Gower Press.

Service transformation of health and social care is currently requiring commissioners to assess the suitability of their contracting mechanisms to ensure goodness of fit with the integration agenda. The purpose of this paper is to provide a description and critical account of four models of contracting, namely Accountable Care Organisations, the Alliance Model, the Lead Provider/Prime Contractor Model, and Outcomes-based Commissioning and Contracting.

The approach taken to the literature review was narrative and the results were organised under an analytical framework consisting of six themes: definition and purpose; characteristics; application; benefits/success factors; use of incentives; and critique.

The review highlighted that while the models have relevance, there are a number of uncertainties regarding their direct applicability and utility for the health and social care agenda, and limited evidence of effectiveness.

Due to the relative newness of the models and their emerging application, much of the commentary was limited to a narrow range of contributors and a broader discussion is needed. It is clear that further research is required to determine the most effective approach for integrated care contracting. It is suggested that instead of looking at individual models and assessing their transferable worth, there may be a place for examining principles that underpin the models to reshape current contracting processes.

What appears to be happening in practice is an organic development. With the growing number of examples emerging in health and social care, these may act as “trailblazers” and support further development.

There is emerging debate surrounding the best way to contract for health and social care services, but no literature review to date that takes these current models and examines their value in such critical detail. Given the pursuit for “answers” by commissioners, this review will raise awareness and provide knowledge for decision making.