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There is an increasing emphasis on strengthening links between the primary and specialist services in order to provide more effective care for patients. The aim of this paper is to focus on a study to engage frontline, secondary care clinicians in a process of reflection on the role of link workers and to identify their view of priorities.

The paper adopts a mixed method study involving focus groups (qualitative method with deductive approach) followed by a survey (quantitative method with an interpretative approach).

The essential role of link workers in managing clinical throughput/flow and improving communication with general practitioners is highlighted. In contrast, crisis intervention and relapse prevention were identified to be of least importance, probably indicating the role of crisis teams and community teams in fulfilling these functions, respectively.

It has become apparent through this evaluation that there may be a need to strike a balance between the emphasis upon greater integration of this role with community mental health teams and closer collaboration with general practitioners.

The study is part of a service evaluation undertaken with a view to evaluating the role of link workers.

Many different scales have been used to measure customer satisfaction. These scales can be divided into three main groups, being those measuring performance, disconfirmation and satisfaction. Reports on the design and execution of a study of hotel guests in which they were asked to rate the key service attributes of their stay using all three of these measurement scales. Repurchase intention and word‐of‐mouth effects were also measured. Compares the scales on the basis of reliability, convergent and discriminant validity, predictive validity, skewness, face validity and managerial value for directing a quality improvement programme. Shows the disconfirmation scale to be superior to both the performance and satisfaction scales on all these criteria except for predictive validity. In addition, the performance scale was generally better than the satisfaction scale on a number of these criteria.

Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning.

A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research.

Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session.

The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class.

The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

The purpose of this paper is to develop, measure and empirically validate a scale that captures the full dimensionality of selection attributes considered by customers when choosing a bank.

Focus group interviews were conducted and a well-structured questionnaire was designed. The validity of this scale was tested in accordance with the psychometric scale development procedure.

Contrary to some assertions in past literature, the results suggested service delivery and cost/price as among the most important determinants of the bank selection decisions of consumers.

The practical implications drawn from this study involve the seven constructs which could be adopted by the bank managers, advertising executives and marketing experts in providing good quality services resulting in overall higher levels of customer satisfaction. These decision makers can apply the constructs from the study to identify factors most appealing to both potential and existing customers and build up effective marketing strategies to attract new customers and retain existing ones.

This research paper signifies the leading studies for advancing a validated tool to measure the customers’ selection decisions for banks. As a result, this valid and reliable scale would bring standardization to research conducted in the field of bank selection attributes.

Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. The purpose of this study is to determine whether models used by computational text mining applications need to be adapted when used with samples of elementary-aged children.

This study introduces domain-adapted semantic models for child-specific text analysis, to allow better elementary-aged educational assessment. A corpus compiled from a multimodal mix of spoken and written child-directed sources is presented, used to train a children’s language model and evaluated against standard non-age-specific semantic models.

Child-oriented language is found to differ in vocabulary and word sense use from general English, while exhibiting lower gender and race biases. The model is evaluated in an educational application of divergent thinking measurement and shown to improve on generalized English models.

The findings demonstrate the need for age-specific language models in the growing domain of automated divergent thinking and strongly encourage the same for other educational uses of computation text analysis by showing a measurable difference in the language of children.

Understanding children’s language more representatively in automated educational assessment allows for more fair and equitable testing. Furthermore, child-specific language models have fewer gender and race biases.

Research in computational measurement of open-ended responses has thus far used models of language trained on general English sources or domain-specific sources such as textbooks. To the best of the authors’ knowledge, this paper is the first to study age-specific language models for educational assessment. In addition, while there have been several targeted, high-quality corpora of child-created or child-directed speech, the corpus presented here is the first developed with the breadth and scale required for large-scale text modeling.

Education in information studies is, like most other technology‐orientated disciplines, going through a process of exciting creative development. This development is being stimulated by the usual curriculum pressures of discipline and epistemological shift, external social change, technological change, market pressure and student demand; as well as strong pressure from developments in other disciplines such as computing and business studies.

This paper aims to extend the current research on zone of tolerance (ZOT) and its antecedents, to the context of business-to-business (B2B) professional services from both client and service firms’ perspectives, with a modified ZOT framework including five client and service firms attributes as antecedents of desired (DSL) and adequate (ASL) service levels. Prior research on zone of tolerance (ZOT) and its antecedents mostly focuses on business-to-consumer services and customers’ perspective. The authors address these gaps with a modified ZOT framework with five attributes of client and service firms as antecedents of customer expectations, namely, desired service level (DSL) and adequate service level (ASL), for business-to-business (B2B) professional services.

A combination of qualitative (focus groups) and quantitative (online survey) research methods with managers of professional audit firms and their clients, using a reduced AUDITQUAL instrument with 39 items and seven dimensions.

Professional firm size and fee premium have a positive effect on DSL; service tenure positively influences both DSL and ASL; client firm size has a negative effect on DSL; both client and service firm sizes positively moderate each other’s influence on the DSL; and DSL positively influences ASL.

The authors study a single B2B professional service (audit) in a single city (Hong Kong) from a single perspective (customers) that may limit the generalizability of the findings. Future research should validate the findings for other B2B professional services in diverse locations and also include service providers’ expectations and perceptions.

Managers in professional service firms should understand the factors influencing different levels of expectations for their customers and develop suitable strategies (e.g. customer education and employee training) to manage these expectations more effectively.

The authors extend current research on customer expectations and ZOT by identifying five unique attributes of professional service and client firms and testing their roles as antecedents of adequate and DSLs using AUDITQUAL instrument.

In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.

This research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.

Results indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.

Sections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.

The literature on budget preparation is almost redundant in pointing out that librarians insist on sticking with the line‐item format despite evidence that it is the least effective means of developing the library's case for support. Perhaps we don't make the shift because we lack the understanding of the four major budgeting techniques — line item, program, performance, and zero‐based — and thus can't evaluate their usefulness to our institutions.