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Janette1 is a young woman with both a mild intellectual disability and moderate physical disabilities who experienced a major depressive disorder at a stage in her life when many young adults leave home. This case study exemplifies the success of a multi‐disciplinary, multi‐agency and multi‐element intervention for severe depression in relation to the tasks of adolescence. The impact of a combination of treatments (including attendance at an assessment day unit, electro‐convulsive therapy (ECT) and cognitive behavioural therapy (CBT)) on Janette's mood has been assessed regularly using the Glasgow Depression Inventory ‐ Learning Disability (GDS‐LD) scale (Cuthill, 2003). There is currently very little literature on either using ECT with people with learning disabilities or assessing depression in this population. The multiple inputs, in Janette's case, have had the desired effect of greatly improving her mood, which has been sustained via outpatient follow‐up and tailoring of day and respite services.

The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs.

Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes.

Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities.

This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted.

This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.

The purpose of this paper is to gain original evidence of the perception of Open Distance Learning (ODL) library middle managers towards the meaning of career success from the perspective of the individual.

This quantitative research study was conducted with the help of a survey questionnaire designed by the first researcher.

Results revealed that career success no longer only relates to criteria such as the hierarchical position or progression through high ratings obtained during performance appraisal. A high premium is placed by ODL library middle managers on other success criteria identified in the literature, such as the positive effect of their work on the institution, success achieved through a focus on work life and home life balance and personal recognition due to competence.

The research findings presented in this paper form an important part of a comprehensive study on ODL library middle management development but is limited to the only ODL library in South Africa.

The paper provides current perceptions of ODL library middle managers to be considered during career path planning.

The paper provides the first findings of an overview of the perception of South African ODL library middle managers towards the meaning of career success. The study is timely as the number of ODL institutions is growing. The target population to benefit from this study is ODL library practitioners.

The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years.

The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data.

Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students’ mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts.

Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance.

The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers.

Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students’ learning, especially in relation to the development of a new rationality.

This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study presents procedures for promoting critical reflection using critical incidents, dialogue and reflective diaries, which can be a reference for researchers, managers, consultants and corporate educators.

This research was guided by an interpretative qualitative approach that is suitable for the study of critical reflection. The authors chose the method of action research because of its interactionist and interventionist character, which allows for the evaluation of the leadership soft skills development experience.

A leadership soft skills development program based on the concept of critical reflection in the work context leads to leaders having potential to promote changes in management practices and enhancing behavior, and the study points out the conditions necessary for success in instituting the desired changes and transformation.

The proposed developmental model, based on reflective conversations of critical incidents, dialogue and reflective diaries, stimulates critical reflection. This can be applied by other actors who are interested in promoting assessment and the development of soft skills.

There are few studies that discuss critical reflection in the corporate environment. In particular, few present models or tools that foster a reflective view of one’s assumptions, beliefs and values. This research not only advances this proposal by introducing considerations from practical experience as developed through action research, but it also signals the high potential of the study’s approach to promoting the development of soft skills.

The use of a database management system, dBase II, in the computerisation of the reserve book file at Paisley College is described. Reasons are given for the choice of this particular task for automation. The various stages in the development of the database are discussed in detail including database creation, indexing, printing and maintenance, with attention being drawn to the use of many of the basic dBase II commands. Basic use of dBase II has improved the efficiency of the collection and more complex applications are under consideration.

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).

A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.

Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.

This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.

The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.

There is limited research and analysis of the identification and implications of using PP pedagogy.