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The chapter evaluates the value of practice-based teaching and learning on a UK postgraduate unit and describes the development of conceptual models for the student practice-based experience.

Student experience is explored through the use of an in-depth case study. Student understanding is explored through an exit survey of students.

Student experience of the unit was positive and negative. Positive experiences stem from good client communications, a motivated student team, and the buzz of a real project. Positive experiences appear to lead to a perception of pride in outcomes and personal transferrable skills. Negative experiences stem from the lack of life experience, language difficulties, client unavailability, lack of subject knowledge, and literature gaps which left students feeling ill-equipped to deal with the international group context. Negative experiences lead to stress and poor group development.

The study is based on a single simple case. The methodology has sought to reduce problems with internal validity and bias. The data collection and analysis methods are repeatable and we encourage other academics to test our conceptual models and conclusions.

Conceptual models for positive and negative experience are proposed.

The study suggests there is a balance to be sought between providing a positive student experience and practical learning. Practice-based learning adds significant value to the student in terms of improved understanding of hard and soft tools, but may need to be based upon positive and negative experience.

This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive supports. Sixty years of longitudinal data coupled with new research in the United Kingdom and Canada were examined to demonstrate how quality ECE reduces special education needs and mitigates the intensity of later supports for children with special education needs. Research demonstrates that quality ECE strengthens children's language, literacy/numeracy, behavioural regulation, and enhances high-school completion. International longitudinal studies confirm that two years of quality ECE lowers special education placement by 40–60% for children with cognitive risk factors and 10–30% for social/behavioural risk factors. Explicit social-emotional learning outcomes also need to be embedded into ECE curricular frameworks, as maladaptive behaviours, once entrenched, are more difficult (and costly) to remediate. Children who do not have the benefit of attending quality ECE in the earliest years are more likely to encounter learning difficulties in school, in turn impacting the well-being and prosperity of their families and societies.

IT WAS A BIT OF BAD LUCK FOR THE SPONSORS THAT THIS NEW production of what was formerly the Special Films Division of AB Pathé should have had its press preview on 10 November, the day that the Rolls‐Royce crisis made news. For Rolls‐Royce was the subject of one of the three major examples of successful marketing around which this film was constructed; the other two were Simon Engineering and Viners Limited. The importance attached to their respective marketing performances was summarised by Trevor Philpott at the end of the film.

Brian Philpotts is Marketing Director of TheFootball League and is soon to take up a similarrole at the FA Premier League. In this interviewhe talks to David Hudson of De MontfortUniversity about his role and the challenges hefaced after joining The Football League fromNewcastle United in 1999. He shares his experienceand insights on the subject of sports marketingat both league and club level.

As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area.

Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM).

A theoretical model is presented.

The theoretical model has still to be tested.

The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engagement lifecycle, students are more likely to be engaged and committed to completing an online course.

The paper uses existing theory to potentially improve completion rates on online courses.

The paper is original in that it combines existing socio-technical theory from the informations systems domain with that of educational pedagogy to inform good practice.