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Generally, theory and research investigating the effectiveness of mentoring has offered little resounding evidence to attest to mentoring programmes being a strategic initiative that make a real difference in reducing the educational inequities many minority students endure. In contrast to this existing research base, the Australian Indigenous Mentoring Experience (AIME) has often been cited as one of the most successful mentoring initiatives within Australia. It is the purpose of this chapter to examine how AIME may impact on the educational aspirations and school self-concept of Aboriginal and Torres Strait Islander students.

A series of multi-group analyses were centred around Confirmatory Factor Analysis (CFA) and structural equation modelling techniques that sought not only to explore the psychometric validity of the measures utilized within this study, but also to identify how the measures may be related after accounting for background variables (e.g. gender, parental education).

The results found that the measures utilized held strong psychometric properties allowing an increased level of confidence in the measures used and the conclusion that may be drawn from their use in analyses. Overall, the results suggested that AIME is an effective tool for increasing not only the educational aspirations of Aboriginal and Torres Strait Islander students but also their levels (and utility) of School Self-concept and School Enjoyment.

The implications suggest that not only is AIME an essential tool for closing the educational gap between Aboriginal and Torres Strait Islander and non-Aboriginal students, but also our understanding of mentoring must be extended well beyond simplistic notions of role-modelling.

Educational development is increasingly focussed on quality assurance and enhancement. Individual states/countries have their own mechanisms for assuring the student experience, and this has been accompanied by development of tools (including the UK’s National Student Survey) for capturing student opinion of our efforts. Areas where more work is needed include equity and diversity and it is perhaps time for a fresh approach. In other sectors, International Standards ensure safety, reliability and quality of products and services. Such standards also represent a stakeholder-negotiated (and therefore shared) understanding of ‘good quality’, supporting organisations in accessing new markets and permitting a fair global trade, an approach relevant to higher education. Recent publication of ISO (The International Organization for Standardization) Standard 27500 (the International Standard describing the principles and rationales behind becoming a human-centred organization) seems timely. Encouraging educational institutions to adopt this Standard may offer a strategy for addressing several issues, including internationalisation.

Non-traditional performance indicators have gained broad acceptance in recent years. We continue this discussion and contribute to the knowledge base by employing trust and commitment as two critical intangibles existing between organizations that directly and indirectly influence performance metrics. Each interorganizational contact creates a transactional history that influences cumulative perceptions of trust, that then guide outcome behavior. Using an interdisciplinary foundation, we test a causal model where formal and informal interorganizational relationship structures impact trust and commitment, which then stimulates performance outcomes. The healthcare industry provides the field context where we empirically test our model. A survey was administered to physician practice professionals to measure the theoretical dimensions of the dyad's relationship structure, including antecedents to the mediating variables, trust and commitment, and the resulting outcome constructs. Results demonstrate that relationship dynamics are vital drivers of tangible outcomes. Trust and commitment emerge as variables to be explicitly managed to improve performance.

Sexual crime in the Irish Free State was more than an issue of law, it carried ideological importance in a nation that legitimised itself as a beacon of Celtic Catholicism whilst struggling to maintain credibility in a contested post-colonial landscape. The nation’s police force, An Garda Síochána, had a central role in preserving the nation’s reputation for piety. This chapter explores the views of two of An Garda Síochána’s most senior officers regarding female sexuality and sexual crime; features that were to influence the level of protection and justice Ireland’s women and children were afforded under law.