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There is a growing awareness on the use of systems approaches to improve patient safety and quality. While earlier studies evaluated the validity of such approaches to identify and mitigate patient safety risks, so far only little attention has been given to their inputs, such as structured brainstorming and use of system mapping approaches (SMAs), to understand their impact in the risk identification process. To address this gap, the purpose of this paper is to evaluate the inputs of a well-known systems approach, failure modes and effects analysis (FMEA), in identifying patient safety risks in a real healthcare setting.

This study was conducted in a newly established adult attention deficit hyperactivity disorder service at Cambridge and Peterborough Foundation Trust in the UK. Three stakeholders of the chosen service together with the facilitators conducted an FMEA exercise along with a particular system diagram that was initially found as the most useful SMA by eight stakeholders of the service.

In this study, it was found that the formal structure of FMEA adds value to the risk identification process through comprehensive system coverage with the help of the system diagram. However, results also indicates that the structured brainstorming refrains FMEA participants from identifying and imagining new risks since they follow the process predefined in the given system diagram.

While this study shows the potential contribution of FMEA inputs, it also suggests that healthcare organisations should not depend solely on FMEA results when identifying patient safety risks; and therefore prioritising their safety concerns.

This article is premised on the idea that social networks represent an important, but often overlooked, unit of analysis in management and entrepreneurship studies. The concept of embeddedness, emphasizing the significance of social relationships, is of particular relevance as more and more frequently minorities and immigrants engage in small businessownership. This article borrows from the ethnicity and social network traditions, and offers that an analysis of the ethnic homogeneity of an entrepreneur's strong and weak social ties would be fruitful in gauging entrepreneurial success.

The purpose of this literature review was to explore to what extent quality management (QM) and nursing science offer complementary perspectives to provide better quality care, by looking at QM core concepts and tools.

A systematic literature review was conducted. Papers published in academic journals between January 2013 and December 2019 were included. A deductive content analysis was chosen using QM core values as an analytical framework.

The results showed that QM core values, methodologies and tools were found in the reviewed articles about intensive care unit (ICU) transitional care. The results indicated that core values in QM and the core competencies within nursing science in ICU transitional care are mutually dependent upon each other and exist as a whole. ICU transitional care is, however, a complex interpersonal process, characterized by differences in organizational cultures and core values and involving multidisciplinary teams that collaborate across hospital units. The QM core value that was least observed was committed leadership.

Combining QM and nursing science can contribute to a deeper understanding of how to improve the ICU transitional care process by bringing complementary perspectives.

The included articles portray how QM is applied in ICU transitional care. Implications for future research focus on enhancing the understanding of how QM and nursing science can bring complementary perspectives in order to improve ICU transitional care and how QM values, methodologies and tools can be used in ICU transitional care. Committed leadership and team collaboration in ICU transitional care are areas that call for further research.

The findings contribute to the body of literature by providing important insights in terms of how QM core values, methodologies and tools are present in research about ICU transitional care and how the two research subjects, namely, QM and nursing science, bring complementary perspectives.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.

A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.

Beginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.

Coaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.

The findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.

This paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.

IN order to be able to discriminate with certainty between butter and such margarine as is sold in England, it is necessary to carry out two or three elaborate and delicate chemical processes. But there has always been a craving by the public for some simple method of determining the genuineness of butter by means of which the necessary trouble could be dispensed with. It has been suggested that such easy detection would be possible if all margarine bought and sold in England were to be manufactured with some distinctive colouring added—light‐blue, for instance—or were to contain a small amount of phenolphthalein, so that the addition of a drop of a solution of caustic potash to a suspected sample would cause it to become pink if it were margarine, while nothing would occur if it were genuine butter. These methods, which have been put forward seriously, will be found on consideration to be unnecessary, and, indeed, absurd.

SEPTEMBER this year will be unique in the history of the librarian in England in that for the first time in nearly sixty years the annual conference of the Library Association has already become a memory only. There are those who profess to believe that the conference should be restored to the autumn months. It may be suggested on the other hand that the attendance at Margate lent no assistance to that point of view; indeed, the Margate conference was one of the most pleasant, one of the most successful, of which we have record. Nevertheless, if it can be proved that any large body of librarians was unable to be present owing to the change of month, it appears to us that the matter should be considered sympathetically. Although no one holds any longer the view that one week's attendance at a conference will teach more than many months' study in hermit‐like seclusion—the words and sentiments are those of James Duff Brown—because to‐day there is much more intimate communication between librarians than there was when that sentiment was expressed, there is enormous value, and the adjective is not an exaggeration, in one large meeting of librarians in body in the year. It is an event to which every young librarian looks forward as the privilege to be his when he reaches a high enough position in the service; attendance is a privilege that no librarian anywhere would forego. And this, in spite of the fact that there is usually a grumble because the day is so full of meetings that there is very little chance of such recreation as a seaside, or indeed any other, place visited, usually provides for the delegates.

This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience. The purpose of this study was to determine principals’ perceived benefits of the coaching experience, principals’ beliefs regarding the most beneficial attributes of a coach, and the match between these findings and the core leadership practices that most dramatically impact student achievement.

This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience.

Principals in this study appeared to have had a successful coaching experience in part because of: the coach's knowledge of curriculum, schools, and districts; the practicality of the experience; and the coach's ability to collaborate and shape the thinking of principals without being authoritative or intrusive. Principals experienced success on the job as identified by the student achievement on state tests and their advancement to district principal leadership roles.

The focus of the coaching in this study appeared to be centered on the core leadership practices noted to have the most impact on student achievement. The results revealed that the skills sets and knowledge of a coach are critical to the coaching experience. The general effects of a coaching focus on core leadership practices may also play a significant part in principal success; however, more research is needed to make a full determination.

The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines.

The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords.

Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity.

The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research.

The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research.

By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.