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The purpose of this article is to address the prioritisation and focus of supply chain managers subsequent to coronavirus disease 2019 (COVID-19)/severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and the great lockdown of 2020.

In this article, concepts and trends on resilient and sustainable supply chains are systematized. Main trends in sustainability of supply chains in the wake of COVID-19 are presented.

Guidelines on building smarter and more resilient supply chains are provided and future tendencies, which includes the increase of a sustainable consumption perspective, are highlighted.

This is a conceptual article blended with a practical approach aiming to propose guidelines for managers and scholars on how to address supply chain management challenges after the coronavirus pandemic.

Feedback systems in the Loughborough University Business School operate in the context of a centralised university framework which provides guidelines, codes of practice, questionnaire templates and OMR equipment to read large quantities of forms. Informal feedback is encouraged and a system of course representatives and liaison committees is supported with help and training from the Students’ Union. These are supplemented by questionnaires at module, year and programme level, containing both central and departmental questions. The systems culminate in annual Programme Review Boards whose actions are reported back to students. With suitable safeguards, efforts at closing the loop encourage sufficient student confidence in the system for the results to be reliable and useful. Staff confidence is increased by involvement in the process although this can conflict with central requirements. However central support is crucial for success and Business Schools can resolve this dilemma by taking the lead in university developments.

This paper aims to provide an insight into the design, development and delivery proposals for a first of its kind “Liaison Mental Health Training Programme”. In the UK, there has been a significant investment in Liaison Mental Health Services and an expansion of the workforce (NHS England, 2016). However, the complexity and varied presentations of patients who attend to acute physical health services now requires a dedicated strategy to address any skills deficit in the mental health liaison workforce and to support core competency development (DOH, 2016).

This paper provides an overview of preparations to develop a regional educational pilot programme using a three-phased model: Phase 1 – Review of policy and best practice guidelines; Phase 2 – Stakeholder Data Collection; and Phase 3 – Synthesis and Development.

An insight into the developmental processes undertaken to shape a core competency liaison mental health training programme is presented. Additionally, the authors provide insight into educational theory and an overview of the LMH Core Competency Curricula.

This paper provides the reader with an insight into our findings and a focussed core competency training model for those working within LMH services. This programme development was reviewed throughout by both those using LMH services and the LMH practitioners working within them, ensuring the curriculum proposed was endorsed by key stakeholders. The three-phased model has transferable benefits to other training development initiatives.

To the best of the authors’ knowledge, this training is the first of its kind in the UK and addresses the education of essential core competencies of a regional liaison mental health workforce. The collaboration of clinical and academic expertise and model of co-production makes this endeavour unique.

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 Surrey (British Columbia, Canada) fire department has an annual cycle for hiring full-time firefighters. This paper optimizes the timing of the annual hiring period. A key issue is handling workplace absences, which can be covered by overtime cost or full-time hires.

Short-term and long-term absences patterns are analyzed according to season and age cohorts of the firefighters. These are then used in both an explanatory and time series model to predict future absences. The hiring schedule is optimized based on these predictions and additional constraints.

The current practice fares well in the analysis. For the time period studied, moving to earlier hiring dates appears beneficial. This analysis is robust with respect to various assumptions.

This is a case study where analytic techniques and machine learning are applied to an organizational practice that is not commonly analyzed. In this case, the previous method was not much worse than the optimized solution. The techniques used are quite general and can be applied to various organizational decision problems.

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).

The purpose of this paper is to use the critical approach to management research (Alvesson and Deetz), to examine intellectual capital (IC) with the twin perspectives of from inside the classroom and as a bottom‐up approach, and, in the process, develop a micro IC model of knowledge flows.

The paper presents a case study, based on the author's experience in applying the concept of micro IC to the classroom and student learning.

IC is created without the students being formally aware of its extent. The focus moves from a top‐down evaluation of IC stocks such as student academic performance to a bottom‐up view of IC flows in which discipline knowledge is applied and generic attributes such as collaboration, communication and critical evaluation are exercised with incremental improvement. These are not normally noticed by the students. However, some skills which do not form part of the university skills plan are acknowledged by students. These include high engagement in the classroom instead of passive learning, more confident, flexible communication and persuasion, as well as the ability to speak unprepared without resorting to reciting from the textbook or lecture slides.

The model for micro IC is based on case study research which has been conducted longitudinally for three years. The micro IC knowledge flow model has been developed outside the business environment but with reference to it.

There is scope to compare and apply the insights from the micro IC model to business performance without requiring an overarching interwoven set of indicators as is required by approaches such as the balanced scorecard.

A micro IC approach provides a bottom‐up method for understanding the often significant benefits of IC that are hidden by a top‐down approach.

A micro IC approach has not been previously proposed. The paper both provides a model drawn from the knowledge literature and then applies it to learning and teaching in management accounting coursework which uses a team‐learning approach.

The purpose of this paper is to develop and preliminarily evaluate an exercise to enhance student learning and engagement about the professional practice of food microbiology.

An exercise in the form of group problem‐based investigations framed from the perspective of different stakeholders, namely food producers, regulator, consumer or mass media, was developed. Problems were designed to include some anomalies and errors that could be exploited by the students. Students presented their findings, which were peer reviewed and contributed to the summative assessment of the course. A preliminary investigation into the effectiveness of the exercise in engaging students and achieving learning outcomes was conducted using a questionnaire and responses to an examination question on the subject.

Results from the preliminary evaluation questionnaire indicated that students were engaged by the exercise but some issues with group interactions were apparent. Students felt that they learned from the exercise but did not necessarily like it due to interpersonal problems within their groups. The learning outcomes were achieved with a number of students answering the examination question and indicating a deeper understanding of the issues related to microbiological food safety.

The exercise described represents a way for integrating theory and practice in food microbiology where direct immersion in a professional situation may not be possible.

Enhanced student learning about professional practice of the type described here could result in better “industry ready” graduates of the type required by employers.

The purpose of this paper is to reflect upon and describe the introduction of an articulated engagement learning and teaching approach to a diverse cohort in a postgraduate management accounting unit of study.

A case study, based on the authors' experiences teaching diverse cohorts applies Bandura's social learning theory. Observation and modelling (which shaped earlier educational experiences and dominate student behaviour and classroom engagement) were used to overcome passive learning behaviour in diverse cohorts.

Better preparation for class by students is engendered by showing how study is applied. High engagement during class time is a combination of careful team construction and a task that has work relevance. Diversity need not be a constraint on teaching nor a barrier to learning. Diversity can be harnessed to facilitate learning. Reflection of the experience of students indicates high engagement, more confident, flexible and non‐scripted student responses and awareness of the value of diversity in the team.

An articulated engagement learning and teaching approach is described which caters for diversity, using resourcing problems with alternative recommendation choices, requiring justification, critique and defence.

In recent years there has been a decrease in the proportion of commerce students taking an accounting major in Australia (Institute of Chartered Accountants in Australia, 2001), resulting in a greater proportion of first year accounting classes comprising non‐accounting majors. At our institution we felt that an approach based on “active learning” strategies as suggested by the Albrecht and Sack Report (2000) was appropriate for non‐accounting majors. This was primarily to instil a greater enthusiasm for and interest in accounting than had been evident from our experience with these students in the past. In the course evaluations the non‐accounting majors were positive about their learning experiences. In reviewing the students’ assessment performance we found that the non‐accounting majors actually performed better than the accounting majors in one of the five assessment components – the final exam. These findings suggest that the active learning approach may be beneficial to all accounting students.