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The present paper aims to explore the potential of joint foresight exercises in serving joint programming, a concept highlighted in furthering the creation of the European Research Area (ERA).

The paper starts with setting the context, i.e. the ERA concept, and the importance of joint programming. It then explores the potential of joint foresight in serving joint programming. This is done by analysing the current situation of trans‐national foresight based on the EFMN pool of foresight exercises. Then, possible modes and issues of trans‐national foresight collaboration, as well as perceived benefits and challenges, are also examined in setting a framework for foresight collaboration.

Joint foresight is not carried out in a fully fledged mode, yet but both interest and potential is high. A framework for foresight collaboration can already be set. EFMN is a valuable source of information and also holds a central, synergistic and complementary role in relation to other sources in defining the way to go forward in joint foresight.

The framework for foresight collaboration can form the basis for strategic discussions across EU member states as well as for further research to clarify and enrich understanding of the governing conditions and variables.

The paper proves that EFMN is both a significant pool of information and holds a complementary role in defining the way forward in supporting joint programming under the ERA. The foresight collaboration framework first attempted here is also worth exploiting further.

The purpose of this paper is to draw attention to the need for a more holistic approach to mental health training that brings together the medical and the social knowledge and skills required by today's practitioners.

The paper is based on the authors' experience of developing, delivering and evaluating a joint mental health programme at London South Bank University between 2004 and 2008.

The authors suggest some advantages of the model as indicated by the scant literature, the findings of a small pilot evaluation study and from information recorded and shared by other university providers of joint programmes – the Joint Programmes Forum. Further investigation is recommended.

The absence of systematic evaluation of joint programmes over the 20 years of their existence and the limitations of the evaluation undertaken by the authors is acknowledged.

It is suggested in the paper that a specialist holistic training that incorporates nursing, social work (and in the future possibly occupational therapy and psychology) knowledge and skills would create well‐prepared professionals to work with mental health and learning disability service user groups (and a similar model could equally be explored for older people and people with physical disabilities or long‐term health conditions). This may be considered as a more successful solution to the effective integration of interprofessional education than the current struggles to superimpose it on uni‐professional courses.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Describes the newly established California State University, Fresno and University of California, Davis, joint doctoral programme in educational leadership which prepares students to conduct and interpret enquiries for which sound educational policy and practice are anchored. The unique features of this programme are: (1) an intercampus “graduate group” of faculty that offers group membership to qualified faculty from several campuses of the University of California and California State University, Fresno. Graduate groups follow the University of California tradition of faculty governance in matters of group membership, student admission and curriculum; (2) no other joint doctorates in the state of California are multi‐campus; (3) the planners of this doctoral programme recognized that admitted students would probably be full‐time employed, experienced leaders. This programme requires the employers of applicants to commit to release time as a condition of admission; and (4) all core courses are co‐written and co‐taught by UC and CSU, Fresno faculty. Notes the benefits of this programme to the institutions, faculty and students.

Discusses the nature of employee development programmes (EDPs) and the use made of them by UK employers; examines the structure and operation of similar schemes developed jointly by management and union in the “big three” US car companies. Argues that these US EDP schemes, through their use of jointly controlled funds and joint training centres, are better integrated with broader industrial relations and human resource policies. Further suggests that such a joint approach can provide a way of maximizing the potential benefits of EDPs.

Third sector organizations regularly innovate through collaboration with other organizations in order to secure resources and to increase the potential to more effectively meet each collaborator's mission. Following a review of relevant literature, the purpose of this paper is to explore and document the variety of ways that third sector organizations collaborate with other nonprofit organizations.

The paper reviews the literature regarding motivations to collaborate, barriers to collaboration, and ways to ensure that collaboration is successful. Drawing on exemplary cases of collaboration that applied for a national (USA) prize, the paper describes the range of collaborations that third sector organizations used to enhance their performance and productivity.

The analysis culminates in eight models: the fully integrated merger, partially integrated merger, joint program office, joint partnership with affiliated programming, joint partnership for issue advocacy, joint partnership with a new formal organization, joint administrative operations, and confederation.

All cases are drawn from one country in one part of the world, the USA; some models will have less veracity in other countries or contexts, and the nonprofit sectors of other countries will likely generate additional kinds of models not anticipated by the USA cases. Second, the eight models generated by the method are the result of debate, deliberation, and iterative process carried out by two coders. Other coders employing the same analytic process might generate more or fewer models.

Once nonprofit boards, staff, and other advocates understand the potential that can come with collaboration, blurring boundaries and giving up autonomy might not seem so intimidating. The practical value of our work is in reporting the wide array of options available to nonprofits – models that staff and board can use to plot their way forward.

The value of our work to research is identification of the assortment of ways that nonprofits collaborate. Future research may consider how any of the issues discussed in the literature – trust, co-opetition, resource dependence, network connectedness – vary or are conditioned by differences across these models of collaboration.

The paper documents collaboration as a viable strategy for the enhancement of performance and productivity among third sector organizations in the USA. For each model described, the paper discusses the circumstances in which they might be used, as well as the challenges and advantages associated with implementation.

The purpose of this discussion paper is to describe the transition over the past five years of a highly specialist group treatment programme to a tiered public health delivery model within the offender personality disorder (OPD) pathway. The focus of this journey of transformation has been the Challenge programme, currently the only OPD specialist service for men with sexual convictions in the community in England and Wales, and now a pan-London service.

More than 600 high-risk men with sexual convictions are screened into the OPD pathway and reside currently in the community across London. The programme leads have developed a triage model – based on the wider OPD model – that applies the principles of the least intervention necessary and the most effective use of limited resources.

Preliminary informal feedback was sought on the new consultation approach and innovative joint casework delivery models. The model of care is discussed in relation to the preliminary feedback, which was encouraging in terms of satisfaction with the consultation service and in terms of the people on probation who found that participating in the joint casework enhanced their working relationship with offender managers. The consistent use of a single model of care and a careful triage approach across the city to working with this group of individuals is still in development. Early feedback suggests that the service has to potential to be effective, but establishing this requires formal evaluation.

Practice implications include the need to address the lack of confidence that many practitioners report when working with people with sexual convictions. Virtually delivered group consultation may enhance the development of skills as it may providing a flexible toolkit for delivery.

This practice paper describes the only specialist community service for men with high-risk, high-harm sexual convictions and personality difficulties in the UK.

An evaluation programme involving the extensive thermal cycling of component‐assembled printed circuit boards has been undertaken to assess the suitability of ESA‐approved hand‐soldering techniques for use on long‐life satellites. The modes of joint degradation are discussed and the metallurgical changes that result from material thermal expansion mismatch and repeated strain within the solder alloy (63% tin, 37% lead) are highlighted by photomicroscopy.

With the rapid development of economic reform and organizational change, management education and development has become an increasingly important topic among Chinese universities, governmental departments as well as industrial organizations. The transformation of the Chinese state‐owned management systems into a market‐oriented shareholding system, the nationwide organizational reform and downsizing movement among state enterprises, the development of international joint ventures and wholly‐owned companies, and the increasingly urgent needs for professional training call for innovative approaches to management education in China. This article presents some current models of management education and innovative strategies for facilitating training and development in Chinese enterprises.

The purpose of this paper is to report on the web_access project, funded through the EC Lifelong Learning Programme. The paper aims to provide a context for the proposed study programme and describe current work in the development of the curriculum and content.

Analysis has been undertaken of the state of the art in education and training for accessible web design in the English language, starting with the national situation in the UK and then further‐a‐field by highlighting international resources. The main outcome of the two‐year multilateral, multi‐partner project is to develop a joint study programme in accessible web design.

While there is evidence of the inclusion of design for all in ICT teaching, as well as the provision of free and commercial tutorials and workshops, analysis has found provision to be fragmented and none to date has been identified as leading to a professional qualification or certificate in accessible web design that is recognised by industry or employers. The proposed curriculum for the study programme described in this paper aims to address this issue.

While there is evidence of the inclusion of design for all in ICT teaching, as well as the provision of free and commercial tutorials and workshops, analysis has found provision to be fragmented and none to date has been identified as leading to a professional qualification or certificate in accessible web design that is recognised by industry or employers.