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Formal portfolio selection strategies based on modern portfolio theory have increasingly been applied to real estate markets, despite the difficulties posed by the characteristics of property as an investment asset. As markets have “gone global”, so portfolio theory has been used to define international property portfolio strategies. Suggests that many of these studies are flawed, in that they neglect both methodological developments in portfolio theory and, critically, the economic fundamentals that drive property markets. This can lead to the adoption of investment strategies that create portfolios with a high exposure to risk. Outlines alternative approaches to global real estate investment.

Structured sale and leasebacks and corporate property asset outsourcing are often claimed to have benefits that seem to be inconsistent with financial theory. Eight such UK deals are analysed to investigate the impact on corporate value. The results show that impacts are contingent ‐ on the capital structure of the firm, on the use of the capital raised and on market attitudes towards management and the sector. Two apparently similar deals can have quite different outcomes: benefits to shareholders and bondholders cannot be simply assumed.

Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues.

In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis.

Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth.

Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated.

The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.

The purpose of the research is to demonstrate the impact of psychological contract infringement (independent variable) on organizational commitment, exit, voice and neglect (dependent variables) within a Canadian federal public organization located in Quebec, where individual (e.g. age), organizational (e.g. stricter rule enforcement) and situational (e.g., employment alternatives) variables are controlled.Design/methodology/approach – A pre‐tested questionnaire (204 questions) on the psychological contract was distributed to 357 Canadian civil servants in a one site federal department. One hundred and thirty‐two questionnaires were returned and considered usable for research, for a 37 per cent response rate. Bivariate analysis was performed on the various determinants and individual responses to psychological contract violation, including organizational commitment, departure designs and counterproductive behaviors.Findings – Results clearly illustrate the great complexity of the link between organizational variables and individual reactions and shed light, on a higher level, on the need to outgrow arguments that reduce bureaucracy to its mere perverse effects. These results suggest that the managerial challenge is not so much to produce a shift from an environment where the rule of law, standards and regulations prevails to an open and flexible environment where individual autonomy is prized as it is to ensure compliance with normative and regulatory constraints.Originality/value – The research seeks to enrich the knowledge base on the subject area because previous research has dealt almost exclusively with the psychological contract within large private companies.

The purpose of this paper is to explore the transition to community life, in relation to vocational goals and aspirations, for 18 people with traumatic brain injury following the discharge from a neurological rehabilitation hospital.

The study was a longitudinal qualitative study, framed within interpretivism. A phenomenological approach was employed. Participants, their significant other, and members of the rehabilitation team involved in their care were interviewed at the time of discharge from the ward, after six months and one year following discharge from the ward.

Themes which emerged from the data gave insights into the meaning and value of vocational occupations, impact of rehabilitation, insight and awareness, environmental influences, alteration to the life‐course and moving forward to a new life. Throughout, issues of identity and reconstruction were identified.

Use of alternative paradigms to the traditional medical viewpoint can raise awareness of issues of identity and biographical reconstruction which are less widely reported in rehabilitation literature.

Goals could be re‐framed and include moving forward to a life with meaning and purpose. For many, this could involve work and vocational occupations but for others it may not. The need to address concerns which are priorities of those in receipt of care is highlighted in order to support interventions and the reconstruction of identity and a life with value.

The purpose of this paper is to discuss and shed light on the following questions: What is an author? Is it a person who writes? Or, is it, in information, an iconic taxonomic designation (some might say a “classification”) for a group of writings that are recognized by the public in some particular way? What does it mean when a search engine, or catalog, asks a user to enter the name of an author? And how does that accord with the manner in which the data have been entered in association with the names of the entities identified with the concept of authorship?

The authors use several cases as bases of phenomenological discourse analysis, combining as best the authors can components of eidetic bracketing (a Husserlian technique for isolating noetic reduction) with Foucauldian discourse analysis. The two approaches are not sympathetic or together cogent, so the authors present them instead as alternative explanations alongside empirical evidence. In this way the authors are able to isolate components of iconic “authorship” and then subsequently engage them in discourse.

An “author” is an iconic name associated with a class of works. An “author” is a role in public discourse between a set of works and the culture that consumes them. An “author” is a role in cultural sublimation, or a power broker in deabstemiation. An “author” is last, if ever, a person responsible for the intellectual content of a published work. The library catalog’s attribution of “author” is at odds with the Foucauldian discursive comprehension of the role of an “author.”

One of the main assets of this paper is the combination of Foucauldian discourse analysis with phenomenological analysis for the study of the “author.” The authors turned to Foucauldian discourse analysis to discover the loci of power in the interactions of the public with the named authorial entities. The authors also looked to phenomenological analysis to consider the lived experience of users who encounter the same named authorial entities. The study of the “author” in this combined way facilitated the revelation of new aspects of the role of authorship in search engines and library catalogs.

A readers' guide to fiction authors. Centre for Library and Information Studies (CLAIM), Department of Library and Information Studies, Loughborough University, Loughborough, Leicestershire. 1985. 207pp. UK price £10 per copy, £8 per copy for 5 or more. Overseas price £11 per copy, £9 per copy for 5 or more. isbn 0 904924 63 7.

High-performance work system (HPWS) has been verified as a promoter of both organizational and individual outcomes. However, this research takes the conflicting view of HPWS to examine the impact of HPWS perception on knowledge hoarding. In addition, competitive climate is proposed to mediate the relationship while HPWS psychological contract breach is hypothesized to moderate the HPWS-knowledge hoarding linkage.

A quantitative research design is adopted with data collected from 367 MBA and PhD students in Vietnam. Partial least square structural equation modeling is used to test the hypotheses.

The perception of HPWS increase knowledge hoarding with competitive climate acting as a partial mediator. HPWS psychological contract breach intensifies the relationship.

The research provides additional evidences to support the dark-side view of HPWS on employees' outcomes. The adoption and implementation of HPWS should be clearly announced to reduce perceptions of mismatch between expectation and reality.

This study is among the first to investigate the association between HPWS and knowledge hoarding. In addition, the mediating role of competitive climate represents a novelty in HPWS research. Finally, the concept of HPWS psychological contract breach has been introduced to the literature.

The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School‐Based Integrated Health Centres (SBIHC) partnership.

When the partners had completed the capital works, an evaluation strategy was designed for 2009‐2012 to identify the extent to which each of the IHCs was meeting the aims set for the IHCs, and each IHC and school was contributing to the aims of the SBIHC project. Formative and summative evaluation used annual case studies to apply data progressively regarding: the use, users and operations of each IHC; students’ perceptions of the user‐friendliness of the IHCs; indicators of the general health and well‐being of students and their sexual and mental health; students’ exposure to crime, substance abuse and poverty; and students’ academic achievement, attendances and exclusions. This process culminated in this paper which reports and discusses findings, suggests implications for practice, theory and research and proposes future directions for the partnership.

All three schools engaged students closely in the design and decoration of their IHCs. Student ownership was extended into the selection of Coordinators and into centre management and governance. Budehaven Community School appointed a National Health Service (NHS)‐trained Coordinator for their IHC, The Haven, a mental health worker funded for one year by the NHS. After 2009‐2010, his responsibilities were shared by the NHS‐trained Receptionist and the Manager, an Assistant Headteacher. During Year 3, Budehaven added a “co‐location” building, Kevren. About 37 professionals are now located in or visit The Haven and Kevren. Student footfall doubled to about 4,000 in the second year and increased by another 25 per cent in the third year. The wide range of general, mental and sexual health services were highly valued by the students. The Crayon, the IHC in Hayle Community School, achieved a similar footfall over three years. It started with a Receptionist and the Pupil Welfare Officer. The Manager, a Deputy Headteacher, and the Headteacher moving most student support services into the IHC at the end of Year 1. From then on the Crayon had three full‐time professionals. By the end of Year 3, the Crayon had reached the limits of its facilities. A solely positive association was found between IHC usage and measured improvements to mental health and academic progress. The IHC in Penair School, Bywva, developed a wide range of general, sexual and mental health services, attracted a similarly strong footfall, and also reached capacity in Year 3. Penair refined their IHC's line management by an Assistant Headteacher and coordination by a Lead.

This paper offers a new conceptual model of the SBIHC model of health care centred on the reciprocity and integrity of relationships between students and professionals.