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Factors for successful workplace health promotion (WHP) are well described in the literature, but often sourced from evaluations of wellness programmes. Less well understood are the features of an organisation that contribute to employee health which are not part of a health promotion programme. The purpose of this paper is to inform policy on best practice principles and provide real life examples of health promotion in regional Victorian workplaces.

Individual case studies were conducted on three organisations, each with a health and wellbeing programme in place. In total, 42 employers and employees participated in a face to face interview. Interviews were transcribed verbatim and the qualitative data were thematically coded.

Employers and senior management had a greater focus on occupational health and safety than employees, who felt that mental/emotional health and happiness were the areas most benefited by a health promoting workplace. An organisational culture which supported the psychosocial needs of the employees emerged as a significant factor in employee's overall wellbeing. Respectful personal relationships, flexible work, supportive management and good communication were some of the key factors identified as creating a health promoting working environment.

Currently in Australia, the main focus of WHP programmes is physical health. Government workplace health policy and funding must expand to include psychosocial factors. Employers will require assistance to understand the benefits to their business of creating environments which support employee's mental and emotional health.

This study took a qualitative approach to an area dominated by quantitative biomedical programme evaluations. It revealed new information about what employees really feel is impacting their health at work.

The purpose of this paper is to consider the extent to which recent changes in the UK's higher education sector are likely to increase the level of competition and change the behaviour of UK higher education institutions.

The paper draws on a conceptual framework developed to understand competitive conditions and behaviours in order to provide an analytical device to guide the narrative of the paper. The paper draws on a number of national and international sources.

It is likely that competition between UK higher education institutions will intensify in the future especially in light of the introduction of student tuition fees and this will lead to further changes in behaviour.

The paper offers an original approach and conceptual basis to make a contribution to a growing debate about the future of the UK higher education sector.

Every electronics manufacturing company wants to know how effective its process is compared with industry leaders; to date this has not been possible. From an initial concept by Bob Willis, Chairman of the SMART Group, a data collection package has been jointly developed in conjunction with the Surface Mount Club.

Preparing future elementary teachers to connect social studies content and skills with technology necessitates the integration of technology into teacher preparation methods courses. Such integration hinges on the identification of pre-service teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK). These three knowledge areas help shape smart uses for educational technology beyond entertainment that utilize technology in educationally profitable ways. The TPACK model is useful for identifying the knowledge required by pre-service teachers for the purpose of wedding instructional technology to social studies content and instruction. The purpose of this mixed-methods study was to describe and to analyze the integration of an instructional technology lesson in an elementary social studies methods course in a large Midwestern university. The study, specifically, describes and reports on 25 pre-service teachers’ perceptions of the utilization of a social studies software technology called Timeliner. The study reports on the level of TPACK awareness of the study’s pre-service teachers and offers implications related to instructional technology integration in elementary social studies methods courses.

To ensure that more people will benefit from integrated care initiatives, scaling-up of successful initiatives is the way forward. However, new challenges present themselves as knowledge on how to achieve successful large-scale implementation is scarce. The EU-funded project SCIROCCO uses a step-based scaling-up strategy to explore what to scale-up, and how to scale-up integrated care initiatives by matching the complementary strengths and weaknesses of five European regions involved in integrated care. The purpose of this paper is to describe a multi-method evaluation protocol designed to understand what factors influence the implementation of the SCIROCCO strategy to support the scaling-up of integrated care.

The first part of the protocol focuses on the assessment of the implementation fidelity of the SCIROCCO step-based strategy. The objective is to gain insight in whether the step-based strategy is implemented as it was designed to explore what works and does not work when implementing the scaling-up strategy. The second part concerns a realist evaluation to examine what it is about the SCIROCCO’s strategy that works for whom, why, how and in which circumstances when scaling-up integrated care.

The intended study will provide valuable information on the implementation of the scaling-up strategy which will help to explain for what specific reasons the implementation succeeds and will facilitate further improvement of project outcomes.

The expected insights could be useful to guide the development, implementation and evaluation of future scaling-up strategies to advance the change towards more sustainable health and care systems.

The purpose of this paper is to define a systematic management structure that helps police practitioners institutionalize performance management and analysis in more rational‐technical ways.

The design is based on Gold's “complete participant” field researcher method.

The findings suggest a performance management model is more rational than the traditional command‐control model and may increase consistency in police management by systematically collecting and reporting on streams of data to measure performance instead of relying on rote compliance.

The model is limited because it does not account for important intangible qualities of performance (e.g. attitude, initiative, judgment); in the hands of autocratic managers it can be oppressive and cause more problems than it solves; it may constrain officer discretion; it has not been advanced as a learning instrument; and performance indicators are subject to measurement error.

Most police agencies are already capturing the necessary data elements to implement a performance management model. Police executives and policymakers can use this model to definitively measure how well police agencies and individual programs are performing.

The paper represents an opportunity for police practitioners to embrace a new management process intended to improve performance and accountability. The framework is a universal management process that can be applied to any size police agency or any police program.

Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.

This instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.

The authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.

Study findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.

Reports on the use of subjective personal introspection. Offers a brief overview of subjective personal introspection and then describes the technique used to inform an ongoing piece of research that is being conducted into popular music consumption. Concludes by assessing the usefulness of the technique and highlights how it may be of use to practitioners.