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The purpose of this exploratory study is to investigate the impact of sales education on recent graduates' career preparedness and understand how sales programs might prepare students better for successful sales careers. We investigate the known competencies leading to sales success that were, or were not, adequately developed by their university sales programs.

The authors collected and analyzed qualitative data from in-depth interviews with a sample of 20 recent university sales graduates working in a sales career. Over 23 h of interviews were transcribed and analyzed via NVivo. Braun and Clarke’s (2006) framework was applied in this study to code the data.

The study identifies that while respondents are positive about their overall sales education and feel confident about their knowledge of the sales process, they are not always confident in their ability to deal with ambiguity and the unknown. This study revealed that constructs of self-leadership and career choice self-efficacy deserve further consideration as components of the university sales program curriculum.

As with all exploratory research, there are limits to generalizability; however, this study revealed that the constructs of goal setting, self-leadership and self-knowledge hold promise for further study as a means to increase sales-related self-efficacy and career readiness.

Respondents were positive about their overall sales education experience but identified a need for more effective sales education in cold calling, prospecting and the inherent level of rejection to be prepared for inside sales positions in which sales graduates increasingly start their careers.

Lower turnover and better educational preparedness of sales program graduates clearly will accrue socioeconomic benefits.

This is the first study to examine the impact of sales education on recent graduates’ career preparedness and the first study for this journal to focus on sales as an area of professional competency and related sales pedagogy. Further, the qualitative methodology, which is relatively unique in sales research, provides rich data that is particularly useful for exploratory research to help provide a structure for universities to strengthen their sales programs through targeted training to help students enhance self-leadership and career preparedness.

This paper provides an overview of an improvement project that explored whether the implementation of IoRN2, a validated freely available tool designed for any health or social care professional to use, resulted in improved conversations across professions within an integrated rehabilitative reablement service.

A qualitative descriptive evaluative approach was applied underpinned by quality improvement Lean and Total Quality Management (TQM) to capture perceptions, variables and IoRN2 value-add. Professionals' (N = 8) across Nursing, Allied Health Professions, Social Work, Quality Improvement and Support Workers participated in one-to-one semi-structured <1 h interviews. Recurring themes and experiences were identified.

IoRN2 improved collaborative conversations. The evaluation of the tool demonstrated greatest impact when all professionals were IoRN2 trained. Participants, regardless of profession, believed that their conversations, professional relationships and outcomes improved when using IoRN2. When differing judgments arose with colleagues who were not IoRN2 trained, fear and tension emerged around trust, cultural manners and power play causing disconnects. Incorporating IoRN2 led to psychologically safe environments where trust, confidence and motivation to explore new creative conversations enhanced strength-based outcomes and helped to generate transformational change.

The small sample size offered transferable learning worthy of larger future study. The project lead was also the reablement service manager, which may have generated unintended influence.

IoRN2 has the potential to improve how HSC professionals converse, acting as a catalytic tool for system-level integration, transformation and sustainable improvement.

Sketches a number of issues implicated in the assessment of teaching quality in higher education. Argues that checklist approaches to measuring teaching quality have some limited value – and a more professional, developmental approach is preferred. However, the focus on teaching quality should not disguise the fact that the emphasis needs to be on enhancing the quality of student learning, and this is not simply a function of the quality of the teaching which they encounter. Discusses implications both for academic departments and for universities, the claim being that systemic action is necessary.

The aim of this study is to examine how knowledge-intensive born global firms operating in international markets develop and maintain long-term relationships with their customers that insure their continued growth beyond the initial stage of internationalization. The study adopts a case study approach, focusing on two Indian born global firms operating with the knowledge-based services sector. The study shows that getting to know the customer intimately helps firms to retain customers over long periods of time. Customer-relationship management strategy is in line with the entrepreneurial orientation of the firms under consideration.

Mr Peter Knight has joined Balzers High Vacuum Ltd, Berkhamsted, as sales engineer, thin films. Responsible to thin films manager Jim Rees, he will handle all UK sales of specific Balzers thin film products. These include chip resistors, daylight conversion filters, dichroic illumination filters, Calflex heat protection filters, as well as Contraflex anti‐glare panels and large area anti‐reflection coatings.

This issue is a selected bibliography covering the subject of leadership.

Assessment is used for purposes of accountability and the improvement of teaching and learning. In addition, stakeholders such as employers and government funding councils rely on assessment to provide them with data ensuring quality of provision and standards of education. Illustrates how these seemingly conflicting demands can be met with reference to three empirical sources: interviews with staff at the University of Central Lancashire, England; and fieldwork conducted at James Madison University (JMU), Virginia, and Alverno College, Milwaukee, USA. Makes a case for assessment which is integrated into the learning experience, responsive to student needs, and which is congruent with the aims of individual programmes and the mission statement of the institution.

This study aims to consider the place of employability in universities, with a focus on research‐intensive institutions, and to outline an initiative that was introduced to promote employability skills development at the University of Nottingham.

Following a discussion of literature on the promotion of employability in higher education, the development of the “Inside Employment” initiative is outlined. The project was developed using an action research methodology.

The major findings from each cycle are outlined here, demonstrating the different factors that informed the programme's establishment.

The paper makes a number of recommendations for developing opportunities for employability skills development in universities in general, and research‐intensive universities in particular.

The paper will be of value to those involved in developing employability initiatives in higher education, particularly at research‐intensive institutions.

Pareto histograms are commonly used to determine maintenance priorities by ranking equipment failure codes according to their relative cost or downtime contribution. However, such histograms do not readily enable identification of the dominant variables influencing downtime and repair costs, namely the failure frequency, mean downtime and mean repair cost associated with each failure code. Advances an alternative method for analysing equipment downtime and repair costs using logarithmic (log) scatterplots. By applying limit values, log scatterplots can be divided into four quadrants enabling failures to be classified according to acute or chronic characteristics and facilitating root cause failure analysis. Log scatterplots permit the identification of frequently occurring failures that consume relatively little repair cost or downtime yet cause frequent operational disturbances leading to production losses. In addition, by graphing the trend of failure data over successive time periods, log scatterplots provide a useful visual means of evaluating the performance of maintenance improvement initiatives. Provides examples of the practical application of log scatterplots by a number of mining companies and mining equipment suppliers in Chile.

The purpose of this paper is to investigate the relationship between work placements and employability, through an analysis of the impact of a work placement on students’ self-efficacy.

The basis of this paper is a large-scale work-based learning module at the University of Birmingham, the “Professional Development Module”. Students completed questionnaires both before and after they undertaken their placements and the results from the questionnaires were compared. These results were then combined with the results of semi-structured interviews undertaken with students.

The paper's findings support the view that a work placement has a positive impact on students’ self-efficacy, especially in relation to their confidence in making applications and/or attending interviews, and in articulating their skills and strengths.

While the relatively small sample size means that the paper's conclusions must remain provisional, it highlights the need for careers practitioners to encourage students to engage in critical self-reflection. The paper suggests that it is important for careers practitioners and researchers to engage in more collaborative projects in order for a fully rounded picture of the relationship between placements and employability to emerge. The paper shows that more research is needed into the relative impact of short- and long-term placements.

The paper demonstrates the value of assessing students’ views both before and after their work placements so that these views can be compared directly.