Search results

Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi‐detached) of the mental health workforce may help us move beyond a ‘tick‐box’ approach ‐ exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.

Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.

The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.

While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

This paper presents the findings of an investigation into a mental health promotion initiative in young offender institutions across England. The study involved a survey of staff attitudes towards mental health promotion, and surveyed practice run by these staff. Analysis of staff descriptions of mental health promotion revealed a degree of confusion and a lack of clarity over the definition of mental health and mental health promotion. The concept of a mental health promotion initiative which aimed to improve the well‐being of the general inmate and staff population was not a shared vision and not part of the core work of either health care staff or prison officers. It is recommended that any future campaigns on mental health or health promotion should have a central lead, with some flexibility to allow for the development of local initiatives, fostering local relationships and partnerships.

Investigates 1999/2000 health promotion activities in prisons in England and Wales and documents the range and quality of health promotion occurring in prisons, against which future activity might be measured. Finds that health promotion is under‐resourced and the concept and practice poorly understood. Health needs assessment tended to be analysis of and for health‐care services and, except in a minority of cases, did not include consultation with staff, prisoners or their families. Where responsibility was shared and the work based on multi‐disciplinary approaches, it seems more likely to have been reported accurately as health promotion activity. The official policy of a healthy settings/whole prison approach was not understood by many and its application was limited. The findings have informed the development of a new health promotion strategy for the prison service in England and Wales.

This interdisciplinary investigation examines the topics of organizational climate and subcultures, which have received scant attention in the supply chain literature, highlighting the potential importance of these social dynamics to supply chain management phenomena.

The authors use a single-organization revelatory case study design, qualitatively analyzing coded interviews and observations of participants.

The authors’ findings indicate that a firm's organizational climate can contribute to the formation and strengthening of a subculture and that the subculture may desire to insert their own values and norms concerning supply chain management which could run counter to those of the overall company.

The authors theorize about the conditions under which strong subcultures emerge and that they may exert outsized influence on the way a company approaches supply chain management activities. Accounting for such influence may unearth important social dynamics occurring within supply chain phenomena that will better help researchers understand behavior and outcomes within that phenomenon.

Managers should be aware of the potential for subgroups to form strong subcultures and that subcultures may influence the way supply chain activities are performed. Climate dynamics can also affect employee perceptions and behaviors, and managers should monitor these dynamics and adapt their policies and messaging accordingly.

This study examines a phenomenon that has previously been underexamined in the supply chain management literature–the influence of culture and climate on subcultures and their subcultures' subsequent impact on how companies perform supply chain management activities.

The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This approach is examined through a case study of Food Rescue Townsville, a voluntary community organisation in North Queensland, Australia.

Using qualitative case study methodology, the research investigated volunteers’ experience of a social living lab where they selected, installed and used open source Food Rescue Robot software.

The social living lab enhanced volunteers’ digital literacy and the organisation’s efficiency. The participatory nature and transformative intentions of social living labs are similar to action research as both promote social change through collaboration.

The case study intentionally focuses on one community organisation to gain in-depth insights of a real-life social living lab.

The paper models an innovative approach that contributes to community learning and well-being. It presents a social living labs framework for digital literacy development that is underpinned by participatory action research cycle and integrates informed learning principles. Social living labs provide a learning context and approach that extends beyond digital skills instruction to a holistic process of using information to learn. They enable individuals to participate as digital citizens in the creation, curation and use of digital information.

Informed digital learning through social living labs addresses the digital divide by fostering digital participation, volunteering and community engagement.

The paper is of interest to researchers, information literacy educators and community groups. Theoretical insights and participatory practices of the Food Rescue Townsville case, and the proposed social living labs framework are transferable to other communities.

South Korea imposes more stringent restrictions on political speeches during elections than many other democratic countries. The purpose of this paper is to examine the long‐standing conflict between citizens and institutions in the Korean electoral environment and the effects of the internet on this conflict.

The paper provides a case study of the 2007 presidential election in Korea. During the campaign period, two video clips (one on YouTube and the other on Daum, a major domestic web portal) emerged and implicated the then‐leading candidate in a financial scandal. The paper investigates how these video clips were shared and discussed among Korean voters, even though the country's election laws restricted the sharing of such information in cyberspace. The paper employs a combination of network analysis techniques, including hyperlink analysis, interaction network analysis, and semantic network analysis.

YouTube served as a medium for Korean voters to circumvent local electoral regulations, thus implying the neologism “cyber‐exile”. However, unlike Daum, YouTube failed to facilitate discussions on the posted video clip. The discussion through its comment feature was often derailed by irrelevant comments from seemingly uninterested parties. The address of the video clip was shared through personal blogs and online bulletin boards in Korean cyberspace, but these efforts led only to a fragmented sphere.

Any comparison between YouTube and Daum should be made with caution because of inherent differences between the two platforms.

The results have important practical implications for those interested in designing e‐deliberation environments. For example, they should have a clearer understanding of the composition of users and the undesirable consequences of a fragmented public sphere.

This paper highlights how pre‐internet institutions shape its members’ political activity on the internet. In addition, the results clearly demonstrate that an innovative effort to circumvent barriers on the part of internet users is not enough to harness the potential of online discussions for a measured and sustained discourse on the issue at hand.

THE Manchester School of Librarianship was founded in October 1946, one of the original five schools opened in the autumn of that year. It was attached to the Department of Industrial Administration in the Manchester College of Science and Technology and was thus something of an exception, as the majority of schools of librarianship were attached to Colleges of Commerce or general Colleges of Further Education. As accommodation was very limited in this rapidly expanding college, the then City Librarian of Manchester, Charles Nowell, kindly offered the use of two rooms in the Central Library, so after a brief period in the College building, the students were moved to the Central Library, though the School remained administratively a part of the College. Many former students must have memories of those two curving rooms, the Manchester Room and the Lancashire Room, with their old‐fashioned school desks.

FRANK V. BROOK CBE, chairman and joint managing director of Brook Motors Ltd, and MICHAEL PARKINSON, M.A., chairman and chief executive of Crompton Parkinson Ltd, have been appointed to the board of Hawker Siddeley Group Ltd.