Search results

The purpose of this paper is to explore the views of people with learning disabilities on issues associated with continuity of care in the transition from full-time education to adult care and support.

Data collection was undertaken with people with learning disabilities and staff in two advocacy organisations in one area of England in 2012. In total, 19 participants attended three focus groups. Analysis focussed on continuity of care and was guided by the framework approach to qualitative analysis.

Teachers, social workers in children’s services and youth workers were identified as making important contributions to the transition process. Information relating to learning and social development was identified as most important to inform transition planning with less priority accorded to health, communication, and self-care and independence. Participants appeared to value principles which underpin continuity of care.

This study provides insights into attributes of continuity of care valued by people with a learning disability. Possibilities of translating these attributes into practice within localities are explored. Findings could be used to inform strategic planning locally to promote service integration thereby contributing to continuity of care within transition planning.

Continuity of care in the transition planning process is highlighted in policy guidance with recognition that both practice and procedures require improvement. This research explores areas for development from the perspective of people with learning disabilities.

The principal objective of this study is to identify and recommend auspicious research directions within the field of family business research, with a specific focus on the wealth creator. In conjunction with these research trajectories, the paper also aims to elucidate the potential implications of cultivating these lines of inquiry on the existing family business literature.

This perspective paper adopts a comprehensive approach to examine the multifaceted role of the wealth creator in the context of family businesses. It reviews the last decades of research that resulted in the identification of this role within family business and proposes future research avenues to further address their characterization and importance.

Investigating the wealth creator's attributes can provide insights into their role, the importance of timely identification and its preparatory elements. Furthermore, this exploration can shed light on the dynamics of inter-family relationships within family businesses and enrich the literature on power transition and continuity in family enterprises. Additionally, the maturation of the wealth creator concept may significantly impact the management of wealth portfolios, facilitating smoother wealth transfer, strategic portfolio management and the preservation of multi-generational wealth.

This research offers a diverse understanding of the role of the wealth creator in family businesses. The findings also enhance the comprehension of family business dynamics, enriching the literature on succession. Lastly, the offered research avenues contribute to addressing the challenges of sustaining family wealth and ensuring the continuity of family businesses across generations.

Transition is an important and ongoing aspect of life that everyone experiences. For students who are deaf/hard of hearing (d/DHH) and their families, transitions related to education can be daunting and, at times, confusing. This chapter will focus on three important educational transitions: early intervention, school age, and adulthood. For each transitional period, recommendations for best practices are made. Additionally, this chapter will discuss the importance of transition planning and supports over time. Overall, communication between service providers, families, and the student is a key element to making these transitions smooth and successful.

This chapter is not about the development of the child; I am making this clear from the outset because the title could easily be misinterpreted that way by the readers who are unacquainted with social studies of childhood. Although ‘development’ and ‘child’ are familiar concepts, which combined in notions of ‘development of the child’ or ‘child development’ are parts of a century long, successful and dominant discourse, the notion of ‘development of childhood’ is rather begging questions, such as if there at all is such a thing as a theory of childhood development and if we need it. To my mind the brief answer to the first question is ‘no’, but quite a few authors have made thoughtful formulations about it and about generational relations without necessarily having intended to be theory builders (cf. Alanen, 2009). The answer to the second question is ‘yes’, I believe we need such a theory to come to terms with how children's life worlds have changed and how they have related to contemporaries belonging to other generations – adulthood, youth and old age.

Planning for transition to a new educational setting, such as changing grades or moving from primary to high school, is important for all students but particularly for those who may require additional support for their individual needs. Research shows that transition planning and implementation for students with disability are best supported through collaboration and information sharing among all stakeholders. In Australia, the Disability Standards for Education (DSE) (2005) mandate consultation between education providers, students with disability, and their carers as part of the process of enrollment so that reasonable adjustments to support a student's progress can be identified and implemented. This chapter reports on two innovative approaches to the organization of transition and support systems for students with disability. The findings reveal that effective transition “doesn't just happen” and that school leaders need to establish effective mechanisms for consultation and collaboration.

This paper explores ways in which knowledge management (KM) can enrich and be enriched by practices associated with social‐level knowledge‐based development (KBD), thus bridging both fields. It begins by establishing a continuity between personal‐, organizational‐ and social‐level KM. Social‐level KBD is referred to economic growth theory in search of a complete, consistent, systematic and inclusive framework for global development. Enter capital systems, a KM framework aiming to satisfy those criteria at the organizational level. The capital systems approach, originally developed as a solution to some methodological concerns in intellectual capital valuation, is described as the operationalization of a generic value structure. Such a structure is applied to the analysis of production or value‐enhancing dynamics underlying major economic eras throughout human history until the present day. Structural constraints in current financing for development practices are identified. New knowledge‐based development strategies are explored and, finally, examples of current KBD policies are examined in the light of this analysis and alternative strategies to systematically identify and develop individual, organizational and capital systems are suggested.

Drawing on a wider study about the effectiveness and costs of different models of multi‐agency transition services, this paper aims to present new evidence on the ways in which such services meet the priorities and concerns of young people identified in previous research.

The evidence is based on qualitative interviews with 130 managers and staff in five transition services across England, and a quantitative survey of parents and young people receiving these services (pre‐transition), or having received the services in the last‐two years (post‐transition). In total, 110 pre‐transition and 33 post‐transition parents, and 73 pre‐transition and 24 post‐transition young people, completed questionnaires. Statistical analysis included calculating frequencies and mean values for the responses that measured met and unmet need, and qualitative results were analysed thematically. The consequence of, and reasons for, the low response rate to the family survey are also discussed.

The research found examples of good practice and innovative services to meet young people's needs. However, provision of such services was patchy, and unmet need for transition support remained high in all the priority areas studied both during and after transition: ranging from 52 to 84 per cent in parent reports and 59 to 82 per cent in young people's reports.

With the onset of public service cutbacks, the paper concludes that improved multi‐agency commissioning of services, based on the priorities and concerns of disabled young people, and greater engagement of transition services with a broader range of agencies, will help to address these deficiencies.

Adopting interdisciplinary comparative perspective, this paper seeks to study the variety exhibited by the post‐socialist democratic regimes of Central Europe (CE) in the constitutional status of supreme audit institutions (SAI). More specifically, the focus of this work is the degree of independence that SAI enjoy vis‐à‐vis the branches of government, as it is embodied in the constitutional provisions of selected countries of the region.

Student Managed Funds (SMFs) are extremely popular investment programs at many colleges and universities that provide their students with experiential learning opportunities to manage real money. However, the size, scope and specific features of these SMFs differ substantially. The purpose of this paper is to deliberate about a panel discussion on several important SMF issues that took place at the Southern Finance Association conference in November, 2016.

The panel includes one moderator and four panelists, all of whom serve as SMF faculty directors at their respective schools.

The panelists’ answers show that almost no two SMFs are created the same, supervised the same way by different faculty directors or managed the same way by their respective students.

The panelists provide insight about their respective SMFs and offer advice on how to create SMFs and how to supervise students managing SMFs in a more effective manner.