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A manager in a local authority offers her own approach to time management. Her starting point is to stop doing things which are ineffective by setting aside time to review. The author outlines a very personal model which rejects ordered approaches often taught within training courses. The model represents a way of working based on personal style, planning and values.

The Snyder Leadership Legacy Fellows is a year-long program for undergraduate students entering into their final year at Kansas State University. Students are selected from across the university each spring to deepen their knowledge of leadership, connect with mentors to explore the transition from student to professional life, elevate their passion for service, and experience real-world opportunities to exercise leadership skills. Snyder Fellows experience personal and professional development rooted in Hall of Fame Football Coach Bill Snyder’s 16 Goals for Success. The ultimate goal of the program is to develop change agents on campus, in the community, throughout the state and beyond. An important component of the program is providing the students with leadership coaches that meet with the students once a month, focusing on transitioning to career or graduate school and leadership challenges students are facing. Over time the structure of the coaching has changed and lessons have been learned. This work examines how coaching can benefit students and lessons learned from coaching as part of a co-curricular student leadership program.

Reports on an audit of service organizations, clinical care and casemix. The sample included up to 40 consecutive cases of acute stroke (1CD10 161‐164) from each trust, admitted from 1 January to 31 March 1998 and 1 August to 31 October 1999. Feedback consisted of individualized reports showing participants’ own results compared to the national data, and regional multidisciplinary workshops between audit rounds. A total of 197 (81 per cent) trusts (6,894 cases) in England, Wales and Northern Ireland participated in the first round, and 175 (72 per cent) (5,823 cases) in the second. Of the 38 organisational standards, 29 improved between 1998 and 1999 (range 1‐20 per cent, median 5 per cent); 64 of the 71 process standards improved (range 1‐20 per cent, median 8 per cent). Inter‐rater reliability was good with kappa scores of 0.49 to 0.87. National multidisciplinary, cross sector audit is feasible and can promote service improvements. Comparison of participants’ results to national data is a useful way of identifying areas needing change at local level.

Globally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.

This qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.

The resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.

Implications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

The Department of Health has suggested that organizations should develop mechanisms to ensure successful input from patients and carers into clinical audit processes, advocating the involvement of consumers at all stages of the audit cycle. Two national surveys, of Trust Clinical Audit Committees and Medical Audit Advisory Groups respectively, explored the extent to which audit committees involve users, either as committee members or in relation to other methods of involvement in the audit process. The results indicate limited but increasing involvement of users as audit committee members, but there are benefits, limitations and barriers to user membership. Other reported activities suggest that the most widespread method of involving users is in user satisfaction surveys with little systematic evidence of input to the decision‐making stage and negotiation of topics for audit. The research suggests that guidance is needed on how to involve users effectively at different stages in the audit cycle.

Social media provides a modern approach to working and learning with people across vast distances as easily as if they were side by side. The new tools foster a new type of social learning, offering leaders an opportunity to transform their organizations into rich learning labs where new knowledge and innovative practices emerge in real-time.

Based on my book published in 2010, and the work I have done with more than 100 companies on social media’s use for fostering social learning.

Social technologies should be used to replace outmoded education programs with more effective and mobile means. With these tools, learners can reframe learning from a passive activity done to learners to an active and very human activity that enables people to build upon their individual and collective potential.

Written for this publication, yet based on the learnings since and research done originally for The New Social Learning.

The purpose of this paper is to identify how an entrepreneurship program in the life-sciences impacts the development of their entrepreneurial skills and values in undergraduate students.

A quantitative study was conducted at Tecnologico de Monterrey, a private university in Mexico. Questionnaires were administered to life-sciences students before and after the entrepreneurship course to analyze and identify the development of pre-defined entrepreneurial characteristics.

Results indicate a positive and significant impact on several of the 13 entrepreneurial characteristics evaluated in the study (negotiation skills, need of achievement and initiative). Empirical insights gained in the study suggest that gender does not yield to differences in the degree of involvement in activities, and that previous entrepreneurship experience may contribute to enhanced engagement in the program.

The paper reports on students from one university campus. Future research should include students from other locations in the country.

It is evident that university entrepreneurship programs have an impact on students' skills and values; however, the challenge still remains in the design of those programs to include more activities and draw on the students' own competences.

This paper contributes with evidence from an entrepreneurship program implemented in a Latin American university, a region for which documentation of the degree of success of entrepreneurship education is limited in the literature.

This paper discusses findings from qualitative research exploring young asylum seekers' (aged 18‐25) definitions and experiences of ‘home’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. Previous research on refugees and asylum seekers has focused largely on either children or adults, often failing to highlight the particular experiences of those in young adulthood. It will be argued that young asylum seekers of this age have specific needs and experiences associated with the dual transition they face, in both adapting to life in the UK and becoming adults, and the changing support network and entitlements available to them as they go through this process.

Many youth leadership organizations exist today and provide a variety of leadership experiences. One such organization provides a week long leadership experience to high school students with its primary purpose being to guide students through a process of identifying a community need and developing a plan to address that need. This article reports on two qualitative case studies which investigate this leadership education tool and its impacts on the students’ involved, as well as the participating communities. The Living to Serve plans (LTS), the capstone leadership education experience, which the students develop are used to help students understand the process of identifying problems and solving those problems through identified steps.

An exploratory sample of 114 personal home pages, drawn from a home page directory available on the World Wide Web (People Page Directory: http://www.peoplepage.com), was analysed to detect patterns and trends in home page content and design. Covered in the analysis were types of informational content included in the home pages; internal organisation and structure of the content, including type and number of hypertext links; miscellaneous content elements, such as ‘sign guestbook’ and number of hits to the page; and physical design features such as photos, motion and audio elements. Metaphors used in the design of the pages and degree of self‐revelation were also considered. The home pages displayed a great variety of content and of specific types of formatting within broader formatting approaches. While some content elements were quite popular, none of them — not even name — was found on all home pages. Nor did the pages evidence reliance on any single dominant metaphor, such as home page as ‘home’ in the sense of domicile. It appears that though certain features may be frequently found in it, the personal home page as a social institution is still very much under development.