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Policy instruments are specific policies – policy content, which is associated not just with policy texts, but also with how they are negotiated and practised (Dolowitz & Marsh, 2000; Fimyar, 2008). In the context of Bologna, policy instruments are Bologna action lines (such as the credit system, the study cycles, etc.).

This Chapter explains the development of the Bologna instruments in Ukraine until 2014 through the interaction of the policy continuity and change. In particular, I review how the development of the Bologna instruments in Ukraine was triggered and guided by the Bologna action lines, as well as by the old national higher education policies. I look at the cases of four Bologna instruments. They are the system of credits, the study cycles, the diploma supplement and quality assurance. All of these instruments have been developed through the reconfiguration of the pre-Bologna policies, which were chosen by the Ministry to represent these instruments. Namely, the national module system became the basis for the Bologna system of credits. The pre-Bologna education-qualification and scientific cycles made a foundation for the Bologna study cycles. The old national diploma supplement was a reason for the delay in dealing with the Bologna diploma supplement, given that a diploma supplement existed. The national diploma supplement was taken as the Bologna instrument even though their structure and content differed. Apart from this, the pre-Bologna higher education quality assurance policies started representing the Bologna quality assurance instruments at the outset of the reform in Ukraine.

The examination of these four cases of policy instruments shows that their development began with a mere change of labels for the old policies and proceeded with building up innovations to gradually alter the old national higher education policies.

Purpose – This chapter traces the development of cycling in several European countries over the period from the 1880s to the present, with special focus on the two cycling nations, Denmark and The Netherlands.

Methodology – Drawing on a wide array of research on bicycle use in Europe in the twentieth century as well as primary sources, the chapter pays particular attention to the users of the bicycle, their organisations and the mixture of male and female, young and old, and rich and poor, because these users were the people who actually shaped cycling cultures.

Findings – While acknowledging that geographical conditions cannot be fully ruled out as contributing factors, the authors point out that political, social and cultural aspects were all woven together into what would become increasingly distinctive national cycling cultures.

Value – This study provides historical context for recent efforts to increase cycling participation by identifying relevant cultural, social and political factors, and providing insights into the trajectories of Dutch and Danish cycling cultures.

Women's sport is said to be experiencing a moment of progress exemplified by the ‘professionalising’ of teams, leagues and events (McLachlan, 2019; Pavlidis, 2020; Taylor et al., 2020). The current ‘professionalising’ moment is celebrated as a measure of incremental change that demonstrates that women's sport is progressing in the right direction (Sherry & Taylor, 2019; Taylor, 2020). In this chapter, we pursue critical questions of progress in relation to professionalisation in women's road cycling. Cycling as a sport commenced in the late 1800s, and women were able to earn money from riding and racing their bicycle. However, the evolution of women's cycling has not been a linear process, (McLachlan, 2016) and despite increased ‘professionalisation’ of women's road cycling, women cyclists lack proper wages, safe working conditions, significant prize money, and suitable economic and career opportunities. Our work draws from data of 15 semi-structured interviews with riders and from extensive fieldwork of elite women's road cycling races in seven different countries in 2019. Our findings illustrate that despite the general perceptions of progress of women's professional road cycling, the cyclists' experiences and rationalisations of their conditions reflect deeper struggles. We argue that struggles over rewards, resources, and recognition are all evidence of the ‘unimpeded sexism’ in sport (Fink, 2016, p. 3), and as such, the professionalising of women's sport does not guarantee transformation of the gender order.

This chapter addresses the stage at which entrepreneurs figure out that they have reached their level of incompetence (Peter & Hull, 1969) and how they might overcome it. Recommendations are made to aid entrepreneurs realize when this key moment has arrived, as well as to lay out an action plan to help them either become a professional Chief Executive Officer (CEO) or move aside and let a professional CEO run their company. Based on a state of the art review, this chapter identifies the most valued personality traits and skills, as well as leadership styles, for both entrepreneurs and professional CEOs. Those attributes are summarized as ideal job descriptions to help CEOs detect gaps between their current personality profile and the one that best meets company needs at each stage of the business’ lifecycle.

Increasingly, schools are embracing action research as an innovative strategy to develop collective teacher efficacy and expertise in a bid to improve learner outcomes. In this chapter, what follows is an exploration of the challenges frequently faced by middle leaders implementing and facilitating action research in schools. These include low levels of collective autonomy, clouded evaluative thinking, and the siloing of success. To support middle leaders in overcoming these challenges, Sarah and Pamela offer an array of practical solutions they have witnessed working successfully in varying contexts. In doing so, they spotlight the work of educational thought leaders, Michael Fullan, Professor Emeritus Helen Timperley, Dr Kaye Twyford, and Simon Breakspear.

Purpose – This chapter reviews planning and design approaches for cycle traffic in order to direct future thinking towards the critical aspects of network design that will have a beneficial impact on the utility and nature of the environment for cycling.

Approach – This chapter provides a critique of the approach of adopting a so-called hierarchy of solutions frequently adopted in western countries with low levels of cycling use.

Findings – The guiding principle for designing routes for cycle traffic is that the bicycle is a vehicle capable of speed and, as a consequence, links and junctions need to be designed according to appropriate geometric design standards. In addition, owing to the nature of the cycle and rider combination, the oft repeated Dutch characteristics for good design for cycle traffic of coherence, directness, attractiveness, safety and comfort remain firm.

Practical implications – The practical implications of the outcomes from the chapter are a method of approach for planning infrastructure for cycle traffic which starts with an analysis of demand and works through to the creation of suitable networks for cycle traffic which are grounded in, and extended from, suitably regulated existing highway networks.

Social implications – An extensive transport system suitable in nature for cycle traffic will attract a wide base of users and consequently allow for the benefits of cycling to be captured.

Value of chapter – The value of the chapter rests in its emphasis on the need to treat cycling as a distinct transport mode and, consequentially, planning and engineering needs to be undertaken in a way conducive to providing the basic necessary infrastructure for such a distinct mode.

This chapter is a collection of reflections on the broader concept of my “story to live by” (Connelly & Clandinin, 1990; Craig, 2008, 2014) as a beginning English Language Arts teacher. Burrowing deeply into the impact of a single phrase from a conversation with a found mentor at the close of my first year, the chapter explores the journey of sustaining in the profession by examining what is here within discussed as a narrative undercurrent that carries each educator toward his or her “best-loved Self” (Craig, 2013; Schwab, 1954/1978). This concept is introduced, and then reflected upon in correlation with the development of knowledge communities (Olson & Craig, 2001; Craig & Huber, 2007), narrative authority (Olson, 1995), and narrative identity (Connelly & Clandinin, 1999; McAdams, Josselson & Lieblich, 2006).

In meditating on the broader narrative, I arrived at the conclusion that the conversation referenced initiated my discovering essential elements of my best-loved Self, and my seeking to actualize them within a forged knowledge community. I moved forward and expanded my knowledge “for,” “in,” and “of” practice (Cochran-Smith & Lytle, 1998). Through this process, I authored and re-authored myself through conflicts noted across the literature as factors contributing to beginning teacher attrition rates (Craig, 2014; Schaefer, 2013) and preserved my story to live by.

Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental teaching practices. Findings reported from structured literature reviews on lesson study have revealed that incorporating a lesson study approach in Initial Teacher Education is challenging. This chapter considers how lesson study might adapt fundamental teaching practices and make use of new tools to enhance lesson study as an approach for improving student-teachers’ teaching practice. The four tools discussed here are lesson study with given activities, practicing talk moves in lesson study, rehearsing research lessons and research lessons with time-outs. The authors argue that these activities are tools which can help student-teachers enhance their learning of the complex work of teaching when involved in lesson study cycles. To illustrate these approaches, we use examples from the teaching of mathematics.