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The purpose of this paper is to inform scholars and practitioners about the current body of knowledge on the role of social capital in scaling social impact since these concepts are still poorly understood and literature is fragmented despite their importance.

A systematic literature review of 27 highly relevant studies in leading journals is conducted, and the results are synthesized into an integrative theoretical framework.

The framework identifies possible dependent, independent, mediating and moderating variables which conceptualize the role of social capital in scaling social impact.

To the best of the authors’ knowledge, this is the first study to systematically map social capital’s role in scaling social impact literature with the help of an integrative theoretical framework. For researchers, this framework would help by providing a shared frame of reference to conceptualize the role of social capital in scaling social impact and identify future research directions. Practitioners can use the findings of this review as a guide while designing and implementing scaling social impact programs.

The purpose of this paper is to explore, within the context of developing Sino‐UK educational relationships, the evolution of a specific partnership, that between Tianjin Business School, Tianjin University of Commerce, Tianjin, and Salford Business School, University of Salford, UK. The paper is the first in an intended series, which will track the evolution of the on‐going collaboration and will document the various opportunities and barriers in establishing a successful strategic partnership. Specifically, the paper focuses on the context of the embryonic relationship, notably the policy drivers in China and the UK and the profile of the two participant partners.

This is a case study‐based paper of two business schools.

This paper stresses the importance of the context and factors involved in establishing successful, and sustainable, collaborative partnerships in higher education (HE) and specifically between institutions based in China and the UK. It draws upon the experiences of two partner institutions, one in Tianjin, China, and one in Salford, UK and both of which are business schools.

The paper contributes to the limited literature on Sino‐UK collaboration in HE and does so through an original case study, involving description and analysis of an evolving collaborative relationship.

To describe the methodology used to introduce Clinical Governance into the NHS and to review progress.

The RAID (Review, Agreement, Implementation, Demonstration) process and its use in introducing the Clinical Governance Development Programme into the NHS are described.

The NHS Clinical Governance Programme employs RAID, a modification of an accepted “bottom‐up” approach to achieving successful organisational change, as the means of effecting service improvement. The “Review” stage involves analysis and understanding of the service; “Agreement” ensures that all staff, the organisation and stakeholders are committed to recommended changes; the “Implementation” phase tests effects that the changes have made to the service and “Demonstration” allows evaluation and monitoring. Lessons learned from the process can lead to further improvements. Initially staff from the Clinical Governance Support Team introduced the Programme but thereafter the process can be run internally. Specialised programmes, e.g. The Stroke Programme, have developed out of the general programme and the RAID process has been disseminated to other public sector services. Over half of NHS organisations have participated.

RAID is described in the context of the NHS and its implementation is summarised.

Building on the resource-based view of the firm the purpose of this paper is to study the intangible resources available for social ventures, and presents a typology of growth strategies based on the intangible resources possessed by those enterprises.

This research applies a multiple case study technique for ten social enterprises in Egypt listed on Ashoka and Schwab Foundation websites. The research employs a purposive sampling technique. Data triangulation is used based on reports, websites, and interviews with social entrepreneurs and employees.

The study has three main findings: describing the intangible resources needed by social ventures to grow; detailing the growth strategies adopted by social ventures and corresponding funding mechanisms; explaining how intangible resources affect the selection of growth strategies, and how these interact with the context to produce expected outcomes. Overall, a typology for growth strategies of social ventures is presented.

This paper is an original attempt to advance research on social enterprises in relation to the RBV and the domain of venture growth and impact scale-up.

This research is beneficial for social ventures and venture philanthropists who wish to learn about the specific resources important for venture growth, and understand the suitable strategies and context for organizational growth and impact scale-up.

This research is one of the few attempts to study and explain the types of intangible resources in social ventures and the role of different resource bundles in deciding social venture growth strategy.

Describes the training model employed to train trainers for the UK‐based ATLS (Advanced Trauma Life Support) programme. A questionnaire evaluation of the course reveals the effectiveness of the training model when compared to other training provision in postgraduate medical education. The course is seen to be very effective in raising the confidence of instructors who have little previous training in instructional methods. Identifies and discusses the successful characteristics of the course which include a high tutor:student ratio, extensive use of interactive learning strategies, continuous assessment, a focus on problem‐based learning and the use of self and peer group critiquing strategies.

This exploratory paper discusses the undemocratic agenda setting of elites in Britain and how it has changed politics within a form of capitalism where much is left undisclosed in terms of mechanism and methods. It argues for a more radical exploratory strategy using C. Wright Mills’ understanding that what is left undisclosed is crucially important to elite existence and power, while recognising the limits on democratic accountability when debate, decision and action in complex capitalist societies can be frustrated or hijacked by small groups. Have British business elites, through their relation with political elites, used their power to constrain democratic citizenship? Our hypothesis is that the power of business elites is most likely conjuncturally specific and geographically bounded with distinct national differences. In the United Kingdom, the outcomes are often contingent and unstable as business elites try to manage democracy; moreover, the composition and organisation of business elites have changed through successive conjunctures.

The purpose of this paper is to examine the level of understanding between an Australian university and its offshore partner institution, on quality assurance. It attempts to highlight the dynamics of quality assurance policy implementation within and across institutions for an offshore degree.

The study used interviews as the research method to gather data from the Business school of a university that is a major exporter of higher education degrees and its offshore business partner, a business school of a private university college in Malaysia.

The findings show that gaps exist in the current practices of quality assurance measures in Malaysia. In addition, top‐level management from both sides of the exchange believe that the university should bear the overall responsibility for quality assurance. However, the findings also reveal that such heavy reliance on the university for quality assurance might not be healthy, especially when the university's own policy implementation is suffering internal problems.

For governments and various agencies the insights in the paper will be useful in creating better policy. At an institutional level, the findings will assist in the formulation and implementation of such policies.

This paper will be useful to stakeholders in the offshore education industry. It provides an insight into the regulatory and auditing practices commissioned by the government and highlights the various gaps and challenges in quality assurance policy.

The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s higher professional and vocational education system.

The frameworks were examined in the context of English higher work-related education, and areas of mismatch identified. These were investigated to identify the extent to which they were due to weaknesses in the national system or to limiting assumptions contained in the frameworks.

Assumptions based on stages of education are problematic in the context of lifelong higher and professional education, while more open, lifelong-learning oriented assumptions can be too skeletal to aid comparisons between systems of initial vocational education and training. Particular problems are identified with assumptions contained in the ISCED that do not reflect the reality of professional education.

International frameworks need to take account of patterns of learning that take place outside of formal institutions and throughout life, but which lead to equivalent outcomes. Nevertheless, it is not adequate to substitute assumptions based only on the level of achievement.

The assumptions underpinning the ISCED in particular mean that equivalent achievements in different systems can be classified differently, leading to under-reporting of individual achievements, a lack of comparability in international statistics, and potential for policy distortion.

The paper builds on the work of Hippach-Schneider et al. by providing additional evidence, from a different national context, for issues relating to the ISCED in the context of higher professional and vocational education, and extends this analysis to the two major European frameworks.

The purpose of this paper is to analyse the growing importance of knowledge transfer in the globalising economy, especially in relation to the policy driver in a number of countries to transform their current economies into knowledge economies. It discusses the various implications that these processes have for government policy on higher education systems, and the role of universities in economic development. It draws upon examples from around the world.

An overview and conceptual paper based on observations and research experience.

This paper points to the importance of the development of knowledge economies and the ways in which this trend has exposed university systems to a more direct involvement in globalisation processes. It offers examples of the different higher education strategies that have been adopted in relation to economic development in countries such as Singapore, Malaysia, China, the UK and South Africa. It also explores the different internationalisation strategies of universities. It highlights the potentially crucial role that universities can play as key players in this process, given their core functions of knowledge generation and transfer through teaching, research and a close engagement with commercial organisations.

This paper raises critical questions for national governments as to what higher education strategies they need to consider to maximise the role that universities can play in knowledge transfer and economic development. It also points to the parallel issues that universities need to address as to their core role in society and the extent to which they wish to engage with wider processes of internationalisation and globalisation.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.