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This study aims to evaluate the feasibility and acceptability of establishing a recovery college in an Australian acute and community adult mental health service. Very little has been published on efforts to incorporate recovery colleges in inpatient settings other than forensic. This study offers an evaluation of feasibility and acceptability of this service model within a health-care setting.

Participant feedback and qualitative implementation data, from an acute mental health-care inpatient ward and adult community care were used. Participants were mental health service consumers and staff. The intervention involved a co-produced, co-designed, co-delivered and co-received educational opportunity for mental health consumers, carers, staff and the community.

Feedback from course participants indicates that learning objectives were met by the majority of participants, while stakeholders identified that establishing a recovery college within both the inpatient and community health-care service was feasible at a service level and broadly acceptable to consumers.

Establishing an adult recovery college in inpatient and community care is likely to be effective re-orientating mental health-care services as well as improving outcomes for consumers.

The purpose of this paper is to understand why young people and adults enrolled in co-produced, co-received Discovery College (a youth-focused Recovery College) courses, what their experience of participating was, and whether attitudes towards education changed as a result of course participation.

The study used a pre- and post-participation survey to assess both the qualitative experience of participants in Discovery College courses, along with a quantitative component measuring change in attitudes to education and learning opportunities.

The project found that participating in Discovery College benefitted young people through: an improved attitude towards education; and greater likelihood of participating in future study after completing a Discovery College course. People who participated in Discovery College courses, both young people and adults were positive about their experiences with the college and experienced positive attitude change. This work demonstrates the importance of Discovery College as part of a holistic approach to the care of young people with mental illness.

This paper reports on one of the first evaluations of youth-focused Recovery Colleges globally. It provides evidence of the effectiveness of the Recovery College model for a youth cohort.

The purpose of this study is to investigate the experiences of staff during the development and implementation of an Australian-first, family-focussed service addressing the mental health needs of young people (aged 12–25 years) with an intellectual disability. This study aims to understand the challenges and successes of the staff team when navigating their way in a new program working with a complex client group.

This study used a thematic analysis on data collected from focus groups at two time points in the implementation phase of the new program. Thematic analysis of the data was conducted to identify important themes relating to the staff’s challenges, successes and learning.

The findings showed that there was a lot of adaptation needed for staff members trained in either mental health, or disability, but not both. Another key finding was the importance of working with the young person’s family system as well as their existing system of support services. This major focus of the work for staff could be challenging due issues arising in the family unit and a lack of collaboration between services. Working with this complex client group was viewed as challenging and stress inducing; however, the motivation and attitudes of staff were found to be positive factors in the running of the program.

This paper makes an original contribution to the field, as it provides a unique look at staff experiences when needing to adapt to a new and challenging workplace that was the first-of-its-kind in Australia.

The purpose of this study was to identify and understand the barriers and enablers to the implementation of youth peer support in a clinical mental health service. The development of a lived experience workforce in mental health is a key component of policy at both the state and the federal level in Australia. Implementing a peer workforce within existing clinical services, however, can be a challenging task. Furthermore, implementing peer support in a youth mental health setting involves a further degree of complexity, involving a degree of care for young people being invited to provide peer support when they may be still early in their own recovery journey.

This paper reports on a formative evaluation of the beginning stages of implementation of a youth peer workforce within an existing clinical mental health service in Melbourne.

The project found that it was feasible and beneficial to implement youth peer support; however, significant challenges remain, including lack of appropriate training for young people, uncertainty amongst clinical staff about the boundaries of the peer role and the potential for “tokenism” in the face of slow cultural change across the whole service.

Very little evaluation has yet been undertaken into the effectiveness of implementing peer support in youth mental health services. This paper offers an opportunity to investigate where services may need to identify strengths and address difficulties when undertaking future implementation efforts.

The purpose of this paper is to understand and inform the development and implementation of a newly established Discovery College (a youth-focused Recovery College). It also aims to contribute to a broader understanding of the benefits and barriers to establishing Recovery Colleges.

The overall study took a mixed-methods approach to the evaluation of Discovery College, including a qualitative process evaluation component as well as a mixed-methods outcomes evaluation. This paper reports on the findings of the process evaluation, which undertook key informant interviews with a range of stakeholders in the implementation process.

A total of 16 themes emerged from the qualitative data, which were then clustered into four main areas: establishing Discovery College, organisational context, nature of Discovery College and service transformation. Implementation was reported as both feasible and effective. Initial tension between fidelity to the model and a pragmatic approach to action was negotiated during implementation and through an ability of staff to tolerate uncertainty, enabled by the efforts and support of senior service management and college staff.

Recovery Colleges co-designed and implemented in youth mental health services are a recent development in the field of mental health care and very little has previously been published regarding the feasibility, effectiveness and acceptability of youth-focused Recovery Colleges. This paper is one of the first to assess the barriers and enablers to the implementation of Discovery College within a clinical youth mental health service.

The issue of mental health amongst students in the senior years of secondary schooling is one which has recently gained traction in mainstream media and public discourse across Australia. The purpose of this paper is to uncover the ways in which schools and other education providers are responding to mental health issues amongst their students both proactively (for prevention) and reactively (for referral and treatment).

The project took a qualitative research approach to gathering data from student support staff based in schools and out-of-school learning settings, through a focus group methodology.

The project found that despite policy rhetoric and research evidence supporting pro-active, curriculum integrated, early intervention to prevent and avoid mental illness and mental distress amongst secondary school students, most schools still take a reactive, piecemeal approach to prevention of mental illness and provision of mental health care. Individual schools and learning providers are responding to issues in a variety of ways, along a continuum of care.

The project had a small sample size and restricted geographic area. The divergence in findings between staff from schools in this area and staff from other education providers suggests much more work needs to be done in establishing the implications of bureaucratic sector and school governance on health and wellbeing outcomes.

This paper begins to explore an under-researched area of school and other education provider responses to rising concern about student mental health.

Reflecting upon the short history and fast development of electronic journals, there is no doubt that electronic journals open up many exciting service opportunities for academic libraries. This technology possesses both advantages and disadvantages. Some advantages include multimedia capabilities, speed of production and distribution, and accessibility. Disadvantages posed are technological, sociocultural, and economic barriers. As a literature review, this article begins with a brief historical background of electronic journals. It then delineates the positive and negative aspects of the technology and reviews the crucial issues and trends concerning electronic journals, which librarians need both to be aware of and understand. Some practical implications that are unique to academic libraries are also discussed. Although it is relatively new territory, it is certain that librarians’ analytical abilities and cooperative efforts to examine and balance the factors can make electronic journals a success in academic libraries.

Thomas Hardy (1840–1928), careful plotter of the fictional region of “Wessex,” is a novelist both acutely aware of the role of space in his works and remarkably fascinated by violence. Bringing these two significant elements of his fictional method together, this chapter examines the numerous violent spaces created by Hardy throughout his fiction. It focuses in particular on the ways in which different spaces, at first presumed to be safe, become invaded by extreme acts of violence. In the course of the chapter, I ask: How does this perversion of space by violence contribute to Hardy's literary aims? How do spatial relationships and boundaries intersect with his characterization? And does Hardy leave his readers with any hope for future spaces?

I suggest that Hardy's situation of acts of violence in a range of spaces, natural and domestic alike, is purposefully disorientating. It allows him to interrogate defined social ideas of “moral” indoor spaces and “wild” outdoor landscapes during the late Victorian period. There is, in fact, no such thing as a safe space in Hardy – spaces are ambiguous, changing and shaped by their inhabitants. The effect of violent spaces in Hardy, therefore, provides a challenge both to the conventional settings of nineteenth-century realist writing and any presumed knowledge of these environments. It might be tempting to see such spatial aesthetics as rather pessimistic, yet I argue that by dispelling the illusory link between space and safety, Hardy promotes a more sensitive awareness of everyday environments and our interactions with/within them.

There is pressure to transform graduate education in ways that better prepare and socialize students for academic careers that require entrepreneurial activities and/or professional pathways outside of academia. The inclusion of entrepreneurial learning in graduate curricula and programs is one strategy for responding to such calls. Yet, there lacks an understanding of how graduate students outside of the business fields make sense of entrepreneurial content relevant to their academic interests and career aspirations. Thus, the purpose of this paper is to explore entrepreneurial sensemaking by non-business graduate students enrolled in a transdisciplinary entrepreneurship course.

A single case study design was used to explore how seven nonbusiness graduate students in a transdisciplinary entrepreneurial leadership course made sense of entrepreneurial content relevant to their academic interests and career aspirations. Data were collected through direct observations, semi-structured interviews and the administration of an entrepreneurial leadership proclivity assessment tool.

Through experiential learning intentionally centering entrepreneurship, graduate students acquire entrepreneurial knowledge in ways that enhance their agency and sense of empowerment without diluting or overriding their academic and/or professional intentions.

Sensemaking is framed as a pedagogical resource for fostering the integration of entrepreneurial content in transdisciplinary graduate courses and experiences in ways that align with and support the academic interests and career aspirations of individual students.

A novel entrepreneurial sensemaking approach to the integration of entrepreneurial content with transdisciplinary curricula that is directly responsive to calls for graduate education transformation is introduced.

This study aims to examine the publishing and citation trends on library service quality (LSQ) in the past five decades (1972–2020). Additionally, this bibliometric study investigates the top authors, countries, organizations, journals, nature of collaboration, highly cited articles and LSQ sub-areas.

Bibliometric analysis has been used to extract data from the Scopus and Web of Science (WOS) databases. A comprehensive search strategy was devised to extract relevant data from both data sources. Finally, 341 Scopus and 212 WOS records were selected. Data analysis has been performed using VOS viewer software, Biblioshiny, Cite Space and Excel.

It was found that a total of 443 items were published in Scopus (n = 341) and WOS (n = 212) during this period. The largest number of studies were published in the year 2019 (n = 29), and the USA was found to be the most productive country, with the most productive organizations, authors and author collaborations. The Texas A&M University in Texas, USA, had the top three most productive authors (Cook C, Thompson B and Heath F) and was the most productive organization. The Performance Measurement and Metrics Journal is on the top of the list. The single author was the prevailing authorship pattern, followed by the two-authors pattern. The most collaborating countries were identified as the UK, Japan, Spain and Bangladesh. The keyword analysis informed that the published literature on LSQ mainly concentrated on academic libraries, Therefore, there is a need further to examine other types of libraries including public, national, special libraries.

To the best of the knowledge, this seems to be the first comprehensive bibliometric study that combined productivity and citations, citation impact to present a holistic picture of the LSQ literature.