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Effective and robust governance of major projects and programmes in the public sector is crucial to the accountability of the state and the transparency of state spending. The theoretical discourse on governance, in the context of projects and programmes, is not fully mature, although is now sufficiently well developed to warrant an increased scholarly focus on practice. This paper aims to contribute to the empirical literature through a study of assurance routines in the UK Government Major Projects Portfolio (GMPP).

A framework analysis approach to the evaluation of a subset of GMPP database generates original insights into (1) the framing of assurance review recommendations, (2) the treatment of assurance review data and (3) the subsequent tracking of the implementation of actions arising from the assurance review process.

The analysis reveals that the “delivery confidence” of the major projects and programmes included in this study improves during the time that they are assured on the GMPP. This would suggest that “enhanced” governance routines are desirable in programmes and projects that exhibit high degrees of complexity and scale.

The research findings contribute to the wider conversations in this journal and elsewhere on project governance routines and governance-as-practice in the context of government and public services.

The emergence of digital transformation in the banking industry gives rise to the challenges of adopting technology and boosting users' confidence in the process. This study mainly explores the roles of operant resources and consumption values in the user's consumption process concerning the fintech-embedded product-service system (FPSS) that provides technologically advanced financial services in South Korea.

This study examines the research model based on users' perceived quality, assessment and recommendation of FPSS. In addition, grounded in the resource-based view (RBV) and consumption value theory (CVT), an extended model is developed to understand the impact of user consumption value on FPSS design. The research model includes both product-service system (PSS) characteristics, i.e. quality and assessment, and user-specific characteristics, i.e. conditional, utilitarian and social values (collectively referred to as user consumption value).

This study finds that information, service and security quality positively affect users' confidence through positive assessment and recommendation intention. All the elements of user consumption value play a positive role in the FPSS user confidence model. In addition, the impact of operant resources on the overall service assessment is further investigated based on the interest of user's service engagement. Notable findings include users that highly engage in FPSS services return higher service assessment when social value, information quality and service quality increase.

Overall, this study provides academic and managerial guidelines for the strategic design of fintech-embedded banking services by considering the roles of PSS and user-specific characteristics in fostering sustainable competitive advantage.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by both staff and students in moving away from a traditional delivery method.

Adopting a case study approach, the paper describes a blended, incremental implementation strategy aimed at developing staff and students’ understanding of enterprise education in a gradual, supportive and culturally‐sensitive manner. Evaluation is conducted through an analysis of formal assessment performance and qualitative module review.

The paper demonstrates the impact of enterprise education in an international context and a capability amongst most students to engage with it successfully, whilst also highlighting the challenges of delivery in a different culture.

The adaptation of enterprise education to an international setting can be shown to add value in various ways, including the development of soft skills and building confidence in team working and communication. It can also be shown to empower staff in delivering teaching using non‐traditional techniques. However, consideration of context is essential to effective delivery.

This study makes a contribution to the fields of transnational education and enterprise education in international contexts. It shows the value of enterprise education in challenging traditional delivery methods and the acceptance of such by both staff and students.

The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic.

A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic.

The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students.

This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery.

This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.

Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.

A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.

Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.

This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.

The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.

This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).

Inefficiencies in public-private partnership (PPP) has been attributed to deficient and poor governance practices and structures. It has been recognized that a veritable way to achieve efficiency in PPP governance is through gaining an understanding of the theoretical, practical and contextual factors that underline governance practices in PPP project delivery. The purpose of this study is to explore the significant governance factors in PPP project performance and delivery.

Using a questionnaire survey on major players in PPPs in policy, research, consultancy and professionals, the study sought to delineate the significant governance factors that impact PPP project delivery performance.

A step-wise multiple regression analysis revealed effective communication and openness in sharing project information systems, competent, responsible and effective project leadership, trust-building processes, systems and practices, best practice organizational and team norms, team culture, cohesion practices, effective relationship management practices, robust policy diffusion and transfer processes, friendly business environment and government support and contractual and renegotiation flexibility as the key contractual and non-contractual governance factors that can predict about 79% level of PPP project delivery performance.

The findings offer support to improve PPP delivery in governance.

These findings are, thus, useful toward evolving regulatory quality governance mechanisms, flexible supervision and quality decisions that can enhance value for money in PPP projects in PPP project delivery.

The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified.

A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections.

It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload.

Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs.

Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.