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The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

In this paper, the authors examine the association between the amount of continuing professional education (CPE) hours per staff and audit quality in terms of discretionary accruals and audit opinion.

Several methodologies are adopted to test the hypotheses, including the ordinary least square (OLS) and logistic regression (Logistic). The authors also employ instrument variables regression with two least square (IVREG with 2SLS) and instrument variables probit model (IVProbit) to address the possible endogeneity and strengthen the validity of the main estimation results.

The main results show that there is a positive and significant relationship between CPE hours per staff and audit quality. As the authors grouped CPE into four areas (finance, auditing and accounting, tax, law and regulations and others) the results are more robust for the sub-sample “accounting and audit” and “others”. Moreover, the findings of this study suggest that CPE hours per staff do not affect audit quality significantly for Big4 audit firms compared to non-Big4 firms.

The sample size of the present study is quite small because the transparency reports of the audit firms in Turkey have been available since 2013 and the authors could not reach some auditor demographics at the individual level and some attributes at the audit firm level. Besides, some alternative audit quality measures, such as audit effort, audit fees are not employed because they are not disclosed.

This study contributes to the audit literature using Turkish audit firms. The authors believe that the setting of Turkey may yield interesting results because of the data it provides.

Useful lessons can be learned by European universities from the rapidly expanding knowledge of continuing education and training across the continent. This knowledge will help universities in Europe to develop their continuing education provisions. In the longer term this development is likely to lead to major changes within the universities themselves.

The need for continuing professional education (CPE) for librarians is discussed. The libraries and educational institutions in Tamil Nadu are briefly examined and attempts at CPE programmes in India are traced. A draft plan for CPE for librarians in Tamil Nadu is presented and the New Education Policy of the Government of India and role of the UGC and staff colleges are highlighted. Obstacles to CPE are listed.

Prior to the recent establishment of the Training Centre for Continuing Education of Librarians, training of librarians in Croatia had been organized sporadically by several organizations in the field. For the majority of librarians, however, professional education could have easily ended with diploma, because there has been no legal obligation to attend any form of further education. The first attempt to establish a consistent pattern of continuing education for librarians in the whole country was made when four major organizations in the library field, the National and University Library, Zagreb City Libraries, Croatian Library Association and Department of Information Sciences, Faculty of Philosophy, signed an agreement on the establishment of the Training Centre. The programme of the Centre was successfully launched in February 2002. However, further activities of the Centre might become seriously hampered by the lack of legal provision for continuing education that makes it difficult for librarians to obtain leave, lack of funding allocated in library budgets for the education, and the impossibility of relating professional development to professional promotion.

The growth in responsibility of librarians under the country′s changed conditions requires their high‐quality professional education, flexible continuing education and professional development at all levels. Offers an overview of librarians′ professional training in Estonia, its traditions and possibilities today. Estonian library assistants study at the Viljandi College of Culture: degree courses in library and information sciences (LIS) are offered by the Tallinn Pedagogical University, including Master′s and doctoral degrees. Gives a detailed account of the undergraduate LIS curriculum at the Tallinn Pedagogical University. Systematic continuing education is a necessity because of developments in information technology and because of rapid changes in Estonian economic and social life. Touches on local and state‐wide continuing education activities. Undertakings by the Librarians Education Board in educating library staff without formal LIS education are an integral part of librarians′ continuing education and retraining. In order to disseminate information about Estonian libraries in the world professional community, our librarians must be aware of developments elsewhere. Speaks about the return of Estonian librarians into international professional organizations (IFLA, co‐operation with Baltic libraries, etc.) Deals with the prospects for Estonian librarians in co‐operation with international professional organizations (IATUL, ABDOS, IAML, IASL, etc.) in a more detailed way, including their participation in educational and developmental projects of other countries.

In 2005, a qualitative study was undertaken to explore the educational events, personal experiences, and job circumstances that a selected group of non-MLS library directors working in small Texas communities believed were significant in contributing to their professional development. Face-to-face interviews were conducted with 17 female library directors working in Texas communities with populations of 25,000 or less using open-ended questions, and interviews were recorded and transcribed for later analysis. Four major topic areas relating to the professionalization of non-MLS library directors were identified from the data: (1) job satisfaction, including library work as spiritual salvation, librarianship and the ethic of caring, making a difference in the community, and pride in professional identity; (2) professional development, including hiring narratives, continuing education and lifelong learning, mentoring and professional development, and the importance of the MLS degree; (3) challenges facing small community library directors, including gender-based discrimination, resistance from local governing officials, and geographic isolation; and (4) guidelines for success, including understanding the community, becoming part of the community, making the library the heart of the community, business and managerial skills, and people and customer service skills.

New Zealand is a country of many cultures and ethnicities. With a growing Asian community, cultural capability of the mental health workforce is essential to ensure that Asians have equity in access to appropriate and high quality services. Literature indicates a growing need to develop resources and enhance knowledge on cultural competence to assist health service providers to address the needs of people from diverse backgrounds. Yet, at what stage of training and/or practice are health professionals gaining access to this knowledge?Consultation with local health services and tertiary education institutions revealed a gap in the knowledge of Asian mental health being taught in the curriculum of students undertaking training to become health professionals. Further research indicated a need and desire from tertiary institutions to have access to Asian mental health material for both enhancing students' learning, and promoting the concept of continuing education following graduation. As a result, an interactive, self‐administrative CD‐rom comprising three modules: self‐reflection; Asian philosophies; and clinical issues was compiled.Early feedback indicates that the CD‐rom has tremendous potential in terms of applicability to enhancing current curriculum and for teaching students skills such as accessing articles and web based resources, valuable for the purposes of continuing education. Continuing education with regards to cultural competence is not just for qualified health professionals but needs to be integrated as part of students training as health practitioners, in order to ensure health care providers are able to provide effective and culturally responsive services.

Hong Kong continuing education has encountered vigorous change in recent years. It is not limited to the mode of teaching and learning. Changing government policies, fund cutting to the higher education system and the entry of overseas university degrees increase the intensity of competition in the environment to an extraordinary extent. There is a large increase in demand upon internal capabilities of both the continuing education institutions and their leaders to confront the challenging conditions. Aims to examine this situation.

The alignment theory emphasizing strategic fit among the four elements – market competitiveness, business strategy, organizational culture, and leadership style – stresses the significance of matching the four elements within the same logic which are defined as “production”, “administration”, “development”, and “integration”. Strategic fit of four elements within the same logic enhances the organization's performance level. However, the phenomenon is limited in its way of operation. The researcher substitutes the phenomenon with an operationalization model of strategy fitting the four elements within the same logic by attempting an intensive case study of the strategic change process brought forward by the leader of the Built Environment Unit (BEU) of the School of Professional and Continuing Education of the University of Hong Kong.

The research concludes with a strategic change model of the BEU which emphasizes continuous learning, affection, participation and understanding. The model is built on a groundwork comprising academic identity building and culture management. Its concrete block structure is made up of contextualization in the aspects of program diversification, progression ladders and professional recognition. The whole work is reinforced by Built Environment Sustainability Symposia and a Qualifications Framework to confirm the loyalty of their students.

The model can be referred to as a framework by continuing education institution leaders who cope with similar market‐changing conditions.

Leadership development is a significant issue in public libraries and library administrators debate, among other topics, how to achieve it for the middle-level manager. At the present time, library organizations use leadership and management workshops, seminars, and institutes to assist with managers’ organizational learning processes. Current literature indicates that additional strategies such as career planning, mentoring, networking, acquiring adequate qualifications and experience, professional involvement, and continuing education are used not only to facilitate middle-level managers’ career development, but also to help organizations fill the leadership gaps within their ranks.