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The purpose of this paper is to assess the applicability of relational contract theory in situations where government departments contract with non‐government welfare organisations to deliver human service programmes. Its limits are highlighted by an assessment of programmes for domestically violent men that epitomise “management of incomplete contracts” central to the theory.

The paper is based on an evaluation of contracted‐out programmes for perpetrators of domestic violence in Australia that set out to compare and contrast distinct models of service delivery by documenting programme logic, service delivery effectiveness and effects on programme participants. It reflects on the difficulties of monitoring such programmes and considers the implications of this for contracting theory and for human service practice.

In contrast to critiques of contracting‐out in a neo‐liberal environment that emphasise how accountability and reporting requirements limit the autonomy of contracted agencies, this paper highlights considerable variation in how programmes were managed and delivered despite standardised service delivery contracts developed by the government department funding the programmes. This leads to a consideration of “incomplete contracts” where service delivery outcomes are hard to measure or there is limited knowledge of the contracted agencies by the contracting government department.

The paper highlights a situation in which the recommendations of relational contracting theory can exacerbate the difficulties of quality assurance rather than minimise them. It then argues a need for workforce development in the government departments and the contracted agencies, to enable a nuanced monitoring of the programmes' service delivery and promotion of quality assurance processes.

The purpose of this paper is to explore the implementation of a theoretically grounded coach education training programme for youth football coaches in Norway, through observational methods. In particular, it focuses on implementation fidelity and programme adaptation, and possible differences between the coach educators (CEs) according to their level of experience.

Implementation fidelity and programme adaptations for seven CEs were explored through the use of a fidelity scale and in-depth qualitative analyses. Participant responsiveness was applied to inform the observational analyses.

Results showed that most of the programme was implemented with moderate to high fidelity, and that it was adapted when delivered. Most of the adaptations seemed to be positive, aligning with the programme’s theoretical foundation and goals. A few negative and neutral adaptations also occurred. The most experienced CEs seemed to deliver the programme with highest fidelity and they also made most positive adaptations. The findings, supported by the participants’ evaluation of the programme delivery, indicate that these CEs also delivered the programme with high quality.

In the field of implementation research there is a need for further studies applying observational methods to explore programme effectiveness in relation to implementation fidelity, adaptations made and the quality of programme delivery.

This study applies observational methods to evaluate the fidelity of implementation and adaptations made when implementing a coach education programme, and based on these findings quality of delivery is discussed.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

The aims of this article are to highlight the issues that are relevant to the implementation of a rigorously evidence‐based programme of support, the Nurse Family Partnership programme, into a national system of care. Methods used are semi‐structured interviews with families in receipt of the programme in the first 10 sites, with the nursing staff, with members of the central team guiding the initiative and with other professionals. Analyses of data collected during programme delivery evaluate fidelity of delivery. The results indicate that the programme is perceived in a positive light and take‐up is high, with delivery close to the stated US objectives. Issues pertaining to sustainability are highlighted ‐ in particular, local concerns about cost set against long‐term rather than immediate gains. However, local investment is predominantly strong, with creative methods being planned for the future. Overall, the study shows that within an NHS system of care it is possible to deliver a targeted evidence‐based programme.

Apprenticeship education in England has undergone dramatic change following the “Richard Review” (Richard, 2012), trailblazer apprenticeship standards development and the introduction of the apprenticeship levy. University College of Estate Management’s (UCEM) new Level 3 Surveying Technician Apprenticeship programme was developed using a novel approach of flipped-blended learning, with assessment by e-portfolio and computer-marked assessments. The purpose of this paper is to investigate the challenges faced by UCEM as it moved into Level 3 provision with a new delivery approach and explains the lessons learned.

A wide range of programme stakeholders – including UCEM’s senior leadership team, apprentice-management team, academic delivery team, surveying apprenticeship trailblazer group and learning designers – were interviewed to gather data for the study.

A considerable volume of work was needed to implement the envisioned flipped-blended approach in the first phase of delivery. This was due to time constraints, unforeseen challenges of the new approach and compliance requirements. In addition, difficulties around communicating learning expectations with the apprentices regarding the flipped-blended model added an extra level of pressure in the delivery phase.

UCEM has undergone several internal reorganisations to adapt to the uncertain political and educational landscape surrounding apprenticeship education. UCEM was the first provider of the new standard-based surveying apprenticeship and has the largest number of apprenticeship students on its programmes. The journey UCEM has taken and the problems it has overcome will be valuable to individuals and institutions looking to enter this market segment.

The purpose of this paper is to define supply chain information utilisation and explore how its antecedents impact shared information utilisation in information receiver’s planning processes.

The analysis is based on a literature review and exploratory case study of three supplier dyads of original equipment manufacturers. This study presents a four-phase model of supply chain information utilisation, and identifies how information sharing, information quality, and intended information usage are antecedents of actual usage of information shared in supply chains. In the dyads, 35 potential information utilisation situations are analysed.

Inter- and intra-organisational factors are antecedents of information utilisation, by their effects on the four phases of utilisation. Composite information sharing, social network governance, human process involvement, and formal planning processes are important antecedents, which are not much emphasised in the literature.

The study focusses on routinised sharing of formal demand-related planning information in supply chain dyads. The analysis is based on three case dyads which are chosen to be complementary in several respects, and where there is access to rich data.

Understanding phases and antecedents could support managers in developing information sharing strategies.

The literature does not explicitly consider information utilisation, or related antecedents or effects. However, by defining information utilisation and proposing a multi-phase utilisation model, this study can explain the performance effect of information sharing. In addition, the composite information variable is defined. This is the first attempt to conceptualise and explore antecedents of information utilisation in supply chains.

The positive outcomes demonstrated in programme efficacy trials and the apparent ineffectiveness of programmes in community settings have prompted investigators and practitioners to examine implementation fidelity. Critically important, but often overlooked, are the implementers who deliver evidence‐based programmes. This article distinguishes fidelity at the programme level from implementer fidelity. Two components of implementer fidelity are defined. It is proposed that implementer adherence and competence are related but unique constructs that can be reliably measured for training, monitoring and outcomes research. Observational measures from a school‐based preventive intervention are used to illustrate the contributions of implementer adherence and competence. Distinguishing implementer adherence to the manual from competence in programme delivery is the next step in child mental health programme implementation research.

This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.

The study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).

Results showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.

Although previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.

The quality of voluntary sector-led community health programmes is an important concern for service users, providers and commissioners. Research on the fidelity of programme implementation offers a basis for assessing and further enhancing practice. The purpose of this paper is to report on the fidelity assessment of Living Well Taking Control (LWTC) – a voluntary sector-led, community-based education programme in England focussing on the prevention and management of type 2 diabetes.

This fidelity of implementation (FoI) study was conducted with the Devon-based LWTC programme. A fidelity checklist was developed to analyse audio records of group-based lifestyle education sessions – implementation was rated in terms of adherence to protocol and competence in delivery; the influence of wider contextual factors was also assessed. Kappa statistics (κ) were used to test for inter-rater agreement. Course satisfaction data were used as a supplementary indicator of facilitator competence.

Analysis of 28 sessions, from five diabetes prevention and two diabetes management groups (total participants, n=49), yielded an overall implementation fidelity score of 77.3 per cent for adherence (moderate inter-rater agreement, κ=0.60) and 95.1 per cent for competence (good inter-rater agreement, κ=0.71). The diabetes prevention groups consistently achieved higher adherence scores than the diabetes management groups. Facilitator competence was supported by high participant satisfaction ratings.

An appropriate level of implementation fidelity was delivered for the LWTC group-based education programme, which provides some confidence that outcomes from the programme reflected intervention effectiveness. This study demonstrates the viability of assessing the FoI in a voluntary sector-led public health initiative and the potential of this method for assuring quality and informing service development.

Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored.

A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators’ experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance.

First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described.

The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed.