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In deeply divided societies such as Northern Ireland the question of police reform cannot be divorced from broader political issues. This article looks at the connections between police reform and the political process, in the particular context of the recommendations of the Patten Report, which put forward a framework for a fundamental reform of policing in Northern Ireland. The problems encountered during the subsequent reform process – both political and institutional – are discussed. It is argued that the model of a decentralized and democratically accountable police service, based on the core principle of community policing, although not fully realized, offers a model for policing in societies which are becoming increasingly multi‐ethnic.

The authors explore the under-researched area of post-decision evaluation in PPPs (public–private partnerships), focusing upon how and whether Post-decision Project Evaluation (PdPE) is considered and provided for in United Kingdom (UK) public infrastructure projects.

The authors’ research design sought insights from overviewing UK PPP planning and more focused exploration of PPP operational practice. The authors combine the extensive analysis of planning documents for operational UK PPP projects with interviews of different stakeholders in PPP projects in one city. Mobilising an open critical perspective, documents were analysed using ethnographic content analysis (ECA) and interviews were analysed using thematic analysis consistent therewith. The authors theorise the absence and ambiguities of PdPE drawing on the sociology of ignorance.

The authors find a long-standing absence and lack of PdPE in PPP projects throughout planning and operational practice, reflecting a dynamic, multi-faceted ignorance. Concerning planning practice, the authors’ documentary analysis evidences a trend in PdPE from its absence in the early years (which may indicate some natural or genuine ignorance) to different levels or forms of weak inclusion later. Regarding this inclusion, the authors find strategic ignorance played a substantive role, involving “deliberate engineering” by both public sector and private partners. Interview findings indicate lack of clarity over PdPE and its under-development in PPP practice, deficiencies again suggestive of natural and strategic ignorance.

The authors draw from the sociology of ignorance vis-à-vis accounting's absence and ambiguity in the context of PPP, contributing to an under-researched area.

Facilities to cater for the needs of people with learning difficulties are provided in a range of accommodation which includes new build and adapted buildings. Issues related to the life safety of building occupants with learning difficulties, particularly where there are sleeping risks, have not been given sufficient prominence. To assist facilities managers in the difficult task of prioritising space and resource allocations, a method for development of assessing the evacuation capabilities of residents with learning difficulties is offered for discussion.

Aims to provide a theoretical basis for, and overview of, self‐evaluation as a beneficial practice. Discusses six issues: (1) types of entrepreneurial organizations and metaphors which may be used to think about them; (2) how self‐evaluation is usefully seen as a learning process; (3) common problems which trigger learning by organizations; (4) Self‐Evaluation and Effectiveness Review Model (SEER) as a proposed learning process; (5) how learning can help firms to overcome problems and improve members′ effective performance; and (6) the utility of the SEER concept in a world with variable national management cultures. Hopes to persuade an influential entrepreneur of the need to plan a process which will network members′ learning for the benefit of their organization.

This study aims to uncover managerial representations of achieving competitive advantage in architectural practices operating within the United Kingdom (UK).

A sequential qualitative methodology is applied, underpinned by nine managerial interviews in five architectural practices, which are analysed using computer-assisted qualitative data analysis software.

In all, 108 representations are identified, with highly rated concepts including reputation, client satisfaction, fees and staff resources discussed in detail. The need for architectural practices to develop a competitive advantage within their sector is increasingly apparent, particularly during times of market turbulence. A total of 20 themes identified are clustered into four main groups focused on People (including Calibre of Staff, Attract Graduates; Qualified Staff); Product (including Emphasis on design, Specialisation, Competitive Fees): Process (including Low Overheads, Office Efficiency) and Potential (Reputation, Ability to Undertake Large Projects, Repeat clients, Ability to expand, Parent Company, Market Understanding and New Offices).

Despite numerous studies conducted on this subject, there has been no research to date documenting managerial representation on achieving competitive advantage in the context of architectural practices in the UK. This paper closes this gap in knowledge by contributing to underlying research on competitive advantage, focusing on the managerial representations within UK architectural practices.

User‐supported software is copywrited and supported by the developer(s) of the software. Users are encouraged to copy and share the software. In return for a “suggested contribution” payable to the software developer, detailed documentation and user support are available. Many quality programs, of this type, exist. Four programs for the IBM PC are evaluated.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

Information technology presents considerable challenges and opportunities to society. Ireland, as a member of the European Union with a small, open economy which is highly influenced by international trends, has a particular interest in this new phenomenon. The manner in which the country meets the challenge of information technology will largely shape its economic and social future into the next century. Details the specific needs of the information age. Analyses the implications of the information era for Ireland’s educational facilities, and discusses how the different branches of education are responding. Examines innovation and creativity, and how education, training and other aspects of Ireland’s economy are impinging on these prerequisites for success. Investigates the level of flexibility in Irish attitudes, work practices and systems. Outlines the critical requirements of “learning for change” implicit in this new era, and discusses how Ireland’s training systems and approaches are placed to meet those needs. Concludes that Ireland needs to adapt its education and training facilities so that it masters, and fully benefits from, the new era.

The aim of this paper is to investigate the type of activities carried out by young people in a range of jobs that are typically undertaken by school students. The research examines opportunities for skill development in these jobs.

The research consisted of a nationally representative survey of school students. Multivariate analysis was used to examine the variables which predict the likelihood that a school student will be employed in a job which has a higher “job activity score” as measured by the frequency and number of activities undertaken.

In total, 38 per cent of school students were working at the time of the survey. The survey demonstrates the diversity of the employment experiences and the opportunities it provides for skill development. The analysis supports the view that this first exposure to employment may offer opportunities for skill development. Unlike previous research in Britain the study is able to explore the extent of variations between jobs.

The data demonstrates the extent to which school students combine full-time education with part-time employment and the value of this experience. This raises questions about whether schools should engage with naturally occurring employment experiences.

The paper uses a unique British data set to investigate what school students do in their part-time jobs, extending the hitherto limited research in this area. By addressing this issue the paper contributes to the debate regarding the value of this early exposure to the world of work.