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Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They demonstrate recovery-orientated practice and their transformative role has been evidenced within mental health services. The purpose of this study is to explore how past students understand the influence of the Recovery College on their on-going recovery journey.

An exploratory, qualitative design was used and semi-structured interviews took place with 15 participants. Data was analysed using the “framework method” and inductive processes.

All participants discussed gains made following Recovery College attendance that were sustained at one year follow-up. Three themes emerged from the data: Ethos of recovery and equality; Springboard to opportunities; and Intrapersonal changes.

This research explores students’ experiences a year after attendance. This contrasts to most research which is completed immediately post course. This study contributes to the emergent evidence base highlighting the longitudinal positive impact of Recovery Colleges. This study is of value to those interested in recovery-oriented models within mental health. Recovery Colleges are gaining traction nationally and internationally and this research highlights processes underlying this intervention which is of importance to those developing new Recovery Colleges.

The purpose of this paper is to explore the process of using a co-production partnership approach in the development of a Recovery College pilot.

This is a case study of the co-production process, using action research to learn from ongoing reflection, mid-project review and feedback questionnaires.

The partnership process is an integral and valued aspect of the Recovery College. Challenges include different organisational cultures and processes and the additional time required. Mutual respect, appreciation of different expertise, communication, a shared vision and development plan have been key to success. The paper focused on governance and fidelity; recruitment and training; curriculum development and evaluation. People are enthusiastic and motivated. Co-production and equal partnership are a valuable approach to developing a Recovery College.

At present many regions are developing Recovery Colleges. This paper describes one approach and shows that co-production is valuable to the process of developing a Recovery College.

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.

The purpose of this paper is to provide insights into the views and attitudes that psychiatrists have about recovery colleges (RCs).

Semi-structured interviews were conducted with ten psychiatrists from the Norfolk and Suffolk Foundation Trust.

Psychiatrists had a strong concept of the RC model, and were broadly positive about it, recognising many benefits. Various challenges were also acknowledged including how the RC model interacts with the medical model.

This is the first known study to explore solely the psychiatrists’ views of RCs, a group who are likely to be particularly influential within services. The sample was relatively unexposed to RCs, enabling insight into how the RC is perceived by those outside of its functioning as well as the state of wider organisational support, which is important for the success of RCs.

The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective.

The authors draw on interviews with students, course feedback forms, a detailed narrative of one of the authors’ experiences as a student and the authors’ own reflections.

Students’ experience is that Recovery College is effective because of the social relational factors, learning from other students and the collaborative co-production approach; the educational approach learning skills and knowledge, and choice and progression to personal goals.

This paper explores key aspects of Recovery College from a student perspective, informing the authors about possible components to their effectiveness.

The purpose of this paper is to demonstrate how personalised technology can be used to support people with learning disabilities as they age and face the onset of dementia.

National learning disability charity, Hft, focuses on its Gloucestershire service at Old Quarries, using individual case studies of adults with dementia who are using personalised technology on a daily basis to illustrate how personalised technology has made a difference to their lives.

In all the case studies featured the individuals concerned were able to use personalised technology to empower them to live more independently and safely and to remain at a location where they have lived for many years rather than being moved into alternative, unfamiliar accommodation. Personalised technology has enabled them to make important life choices.

Hft believes that people with learning disabilities should be supported to live their lives in the way that they want and that creative solutions can be found to enable individuals to do this.

Upon completion of the analysis of the case, the students will be able to distinguish between a family business and a non-family business, evaluate the professionalization strategies used by Jeff Hamilton and categorize the type of family business that Jeff Hamilton is so far using the model of professionalization developed by Dekker et al. (2013). The model classifies family firms into four types according to their level of professionalization: autocracy, domestic configuration, administrative hybrid and a clench hybrid.

The case highlights how Jeff Hamilton, a family business that began in Kenya and has grown regionally in East Africa, has professionalized its operations and, by so doing, facilitated its growth. The family business is run by Major Boke and his wife Lucy Boke and was ranked number 31 in the 2019 top 100 SME survey conducted yearly by KPMG in collaboration with Nation media group – a Kenyan media company. The dilemma revolves around decision-making in the times of the COVID-19 pandemic, where structures put in place to professionalize the business facilitated the decision-making.

The case can be taught to undergraduate and graduate-level entrepreneurship and family business courses. It can also be taught to executive education short courses on family business and entrepreneurship.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The problems of shear flexible beams are analyzed by the MLPG method based on a locking‐free weak formulation. In order for the weak formulation to be locking‐free, the numerical characteristics of the variational functional for a shear flexible beam, in the thin beam limit, are discussed. Based on these discussions a locking‐free local symmetric weak form is derived by changing the set of two dependent variables in governing equations from that of transverse displacement and total rotation to the set of transverse displacement and transverse shear strain. For the interpolation of the chosen set of dependent variables (i.e. transverse displacement and transverse shear strain) in the locking‐free local symmetric weak form, the recently proposed generalized moving least squares (GMLS) interpolation scheme is utilized, in order to introduce the derivative of the transverse displacement as an additional nodal degree of freedom, independent of the nodal transverse displacement. Through numerical examples, convergence tests are performed. To identify the locking‐free nature of the proposed method, problems of shear flexible beams in the thick beam limit and in the thin beam limit are analyzed, and the numerical results are compared with analytical solutions. The potential of using the truly meshless local Petrov‐Galerkin (MLPG) method is established as a new paradigm in totally locking‐free computational analyses of shear flexible plates and shells.

Higher Education (HE) is spinning. The systematic erosion of our academic freedom, (Docherty, 2012) means that the authors of this chapter no longer know how to navigate what is on the horizon. The neoliberal agenda now driving HE is threatening how we work via, ‘a quiet ruination and decay of academic freedom’ (Docherty, 2012, p. 47). This chapter offers an autoethnography of a collaborative creative project that engaged the authors in dialogues about the effects of neoliberalism on how they teach, work, live and where they compare working in HE to hula-hooping as both demand relentless movement and activity to prevent everything from collapsing. Our story offers ideas for valuing time and space in our academic lives that are playful, creative, bonding, and suggest that by mastering hula-hooping, we have enjoyed a renewed sense of confidence with academic work and academic life.

We employ a range of styles of writing that seek to engage the reader with reflection on their own experiences. Guiding questions for any reader might be, but are by no means restricted to:

What are the effects of neoliberalism on how we work?

How much time do we give for creative play and risk-taking?

What creative methods can we adopt and develop in order to preserve our academic freedom?

How can we navigate the HE landscape effectively without succumbing to neoliberal pressures and shifts?

How can we value human experiences in academic work and in academic life?