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This chapter, drawing on my personal experience as the project manager for a large-scale survey – the European Survey on Language Competences – reflects on the aspects that influence my own research most strongly, namely the limitations of the methodology used in such surveys to produce data that can feed into policy formation and positively impact what goes on inside classrooms around the world. Future trends and directions for research in comparative education are then explored, where I suggest practical case studies focusing on comparative pedagogy within a policy learning approach as a possible way forward in providing a rich and robust supplementary source of evidence for policymakers.

This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.

Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).

Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.

All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.

To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.

This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.

Students should be able to appreciate the exigencies of managing social enterprises in a largely profit-oriented economic domain; understand the interplay of choice and trade-offs in business management and be equipped to make optimal choices; and appraise new, creative and profit-making approaches for sustaining social enterprise.

Daniel Mensah and his team were to deliberate on options available for ensuring financial sustainability of HealthKeepers Network (HKN), a not-for-profit organization focused on community health and grassroots capacity development. As the economy of Ghana moved towards middle-income status, funding from global organizations had begun to decline. To ensure HKN’s continuity, Mensah needed to re-engineer HKN’s finances and consider options available for ensuring cash inflows to support the organization’s operations. Each of the available options involved specific setbacks or challenges for HKN to overcome to achieve financial sustainability. Mensah and his team were to engage in a brainstorming session analyse the available options and map the way forward for HKN.

This case is suitable for undergraduate and graduate-level programmes in business management.

Teaching Notes are available for educators only.

CSS 3: Entrepreneurship.

Briefly reports on how various public sector groups in the north east of England are advancing theirquality management by coherently focusing on customers and their needs. Details a number of public sector areas where the programme has been implemented, including healthcare.

This case series describes the startup of Farm to School of Park County, an emerging nonprofit organization in the US state of Montana. Case (A) describes the community, the need, and the origins of Farm to School in Livingston, Montana. The leaders of Farm to School face a budget crisis and need to evaluate four options to decide whether, when, and how it should become an independent organization. As Case (B) begins, Farm to School has decided to enter into a fiscal sponsorship agreement with the local community foundation. The next task for the organization's leaders is recruiting founding board members. They need to decide whom to ask and how to do it. In Case (C), the board develops a strategic plan and establishes committees. However, the board members and leaders start to feel fatigue in the face of the demands of a startup organization, leading to questions about what is truly strategic and how work will get done. The Farm to School organization in Case (D) has just issued its first annual report, filled with meaningful accomplishments. The leaders of the organization begin to plan to build an organization that will outlast them and the founding board members.

Ashton‐Tate's dBASE, in its various versions, is undoubtedly the most widely used database management program in libraries. Scores of articles in the library literature describe dBASE applications in libraries. They are usually written by enthusiastic dBASE users who have discovered how to bend and twist the program to accomplish a library specific application. The articles vary greatly in accuracy, documentation, and usefulness.

This study used vignettes to examine the understanding and application of the concept of duty of care by health and social care staff working in learning disability services, and the relationship of this to promoting client choice. The study found that health care staff had a significantly broader understanding of the concept of duty of care than social care staff, and were significantly more likely to emphasise client safety. Implications of the findings are discussed.

Previous research on auditors’ processing of nondiagnostic evidence demonstrates the existence of a dilution effect – the tendency to underreact to diagnostic information when accompanied by nondiagnostic information. Prior audit studies find that accountability, a prominent feature in audit settings, does not affect the magnitude of the dilution effect exhibited by auditors. Based on more recent theories about accountability, this line of research is extended by exploring whether (1) the dilution effect previously identified is a robust phenomenon that can be replicated, (2) accountability has an impact on both the frequency and magnitude of dilution effect, and (3) the impact of accountability on both the frequency and magnitude of dilution effect is conditional on the degree of accountability experienced by the participants through various reporting levels. The experimental results from a sample of internal auditors provide evidence supporting the first two propositions; however, the results related to reporting levels are not significant. A discussion of the implications of these findings for audit research and practice follows.