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The objective of this paper is to present an assessment of the factors that influence the process of developing and implementing the architectural program (design brief) for buildings projects.

Published literature has been analyzed and interviews with a group of design professionals and owner's representatives were conducted for the purpose of identifying the factors that influence the process of developing and implementing the architectural program for building projects. This resulted in the identification of 28 factors, which were classified into several groups. A questionnaire was developed that included the identified factors to assess their level of importance. Responses to the survey were received from 50 Architectural/Engineering (A/E) design firms and three major owners of building projects. These 53 respondents were distributed throughout the Eastern Province, Riyadh and Jeddah in Saudi Arabia.

The research has confirmed the importance of all the identified factors, and identified the most influential factors in each of the factor groups. The survey findings indicate that the respondents recognize the significance of the factors that relate to the architectural programmer, the role of communication throughout the programming process, the program data, the management and control of the architectural programming process, the allocated time and budget, and the owner and their representatives, in descending order, respectively when endeavoring on the development and implementation of the architectural program for building projects.

This paper provides a practical value to architectural programmers, design professionals, facility managers, and building owners endeavoring on planning, designing, constructing, and operating new building projects.

This paper presents a conceptual framework to store, manage and retrieve facility programming information called a Facility Programming Product Model (FPPM). The FPPM represents an ‘open’ information framework that members of the facility team (owner, planner, designer, constructor and operator) can utilize to satisfy their individual information needs as providers or users of the facility. The FPPM is a systematized approach to creating, organizing, and presenting facility programming information. The framework allows the owner's representative to review the programming product (the programme) for completeness by establishing a structure designed to access programming criteria at varying levels of abstraction, during any phase of the building life cycle. The result is a programme which can be used as a tool to assist decision making and to evaluate objectively performance criteria during the life of a project.

The purpose of this article is to explore how one higher education institution (HEI) has embraced the apprenticeship agenda and is successfully providing an apprenticeship programme for nursing associates (NA) a new profession within health and social care in the United Kingdom.

This is a descriptive case study narrative about one programme from one HEI, selected for its relevance for the subject area of apprenticeships. This descriptive approach allows the provision of apprenticeships within HEI to be explored in depth by one institution.

This case study identifies the considerable value of apprenticeships within HEI for the students, the employers and the HEI. It also identifies that there are challenges within this. These findings will be of interest to those entering into the apprenticeship arena, especially within healthcare, and may inform an academic discourse in this area.

It is acknowledged that this case study does not seek to compare apprenticeships with other programmes. However, there is value in providing an academic narrative around the challenges of this provision which will be informative for others developing higher apprenticeships in the United Kingdom or similar delivery of apprenticeship models internationally.

There is value in providing an academic narrative around the challenges of this provision which will be informative for others developing higher apprenticeships in the UK or similar delivery of apprenticeship models internationally

These findings will be of interest to those entering into the apprenticeship arena, especially within healthcare, and will inform the academic discourse in this area.

This is original work and provides a new body of knowledge to the inform HEIs engaging with the relatively new context of higher and degree apprenticeships, as well as the new role within healthcare of the nursing associate.

The purpose of this paper is to outline the “Hybrid” “International” Emergency Medicine (HIEM) programme, which is an ethical pathway for the recruitment, employment and training of Emergency Medicine doctors; with a rotation through the NHS on a two-year medical training initiative with a Tier 5 visa, “earn, learn and return” programme. The HIEM programme offers an advantage to the Tier 2 visa by combining training, education and employment resulting in new learning to help improve the health system in Nepal and provide continued cultural support, clinical and leadership development experience in the UK NHS. Finally, this programme also provides a Return on Investment to the NHS.

A shortage of doctors in the UK, combined with a need to develop Emergency Medicine doctors in Nepal, led to a UK Emergency Medicine Physician (PS) to facilitate collaboration between UK/Nepal partners. A mapping exercise of the Royal College of Emergency Medicine curriculum with the competencies for the health system and quality improvement leaders and partners with patients produced a “HIEM programme”. The HIEM programme aims to develop first-class doctors to study in Emergency Departments in the UK NHS while also building trainee capability to improve the health system in Nepal with a research thesis.

The HIEM programme has 12 doctors on its programme across years one and two, with the first six doctors working in the UK NHS and progressing well. There are reports of high levels of satisfaction with the trainees in their transition from Nepal to the UK and the hospital is due to save £720,000 (after costs) over two years. Each trainee will earn £79,200 over two years which is enough to pay back the £16,000 cost for the course fees. Nepal as a country will benefit from the HIEM programme as each trainee will submit a health system improvement Thesis.

The HIEM programme is in its infancy as it is two years through a four-year programme. Further evaluation data are required to assess the full impact of this programme. In addition, the HIEM programme has only focussed on the development of one medical speciality which is Emergency Medicine. Further research is required to evaluate the impact of this model across other medical and surgical specialties.

The HIEM programme has exciting potential to support International Medical Graduates undertake a planned programme of development while they study in the UK with a Tier 5 visa. IMGs require continuous support while in the UK and are required to demonstrate continued learning through continuous professional development (CPD). The HIEM programme offers an opportunity for this CPD learning to be structured, meaningful and progressive to enable new learning. There is also specific support to develop academic and research skills to undertake a thesis in an area that requires health system improvement in Nepal.

This is the first time an integrated clinical, leadership, quality improvement and patient partnership model curriculum has been developed. The integrated nature of the curriculum saves precious time, money and resources. The integrated nature of this “hybrid” curriculum supports the development of an evidence-based approach to generating attitudes of collaboration, partnership and facilitation and team building in medical leadership with patient engagement. This “hybrid” model gives hope for the increased added value of the programme at a time of global austerity and challenges in healthcare.

The purpose of this paper is to examine the impact of a compulsory pass in physics on undergraduate admission into estate management programme and the requisite skill for practice.

Data were collected from students in selected Polytechnics and a University in South-western Nigeria. Descriptive statistics was used to analyse the data. Also, One-Way Analysis of Variance (ANOVA) was applied to test the difference between the means of the independent variables and application for admission. The mean plot was used to analyse the different groups of students seeking direct entry admission into the university.

Analysis shows that 18 per cent of the students seeking admission through direct entry would be denied because they have no credit score or a pass in physics in their Ordinary Level (“O” level) result. Remarkably, high school physics is a compulsory requirement for admission. Findings show that the subject is unacceptable in the Unified Tertiary Matriculation Examination (UTME). An annual average of 10 prospective students who wrote physics in the UTME, but with a pass in it in the Senior Secondary School (“O” level) examination were denied admission at the point of registration. Findings from the hypothesis test show that there is no significant relationship between the rate of application for university admission into Real Estate programmes and students who took physics and had at least a pass in it. Also, the mean plot shows that more Art students would apply for admission compared with science and commercial students. Finally, analysis shows that 83.3 per cent of the students who have gone for Industrial Work Experience Scheme were of the opinion that physics has no role to play in their acquisition of the requisite job skills in Real Estate.

This study may be limited by the sample size of the universities selected for data collection. The impact of the requirement of a compulsory pass in physics for admission into real estate programme in other universities with a similar requirement is not covered.

The findings implied that a compulsory pass in physics constitutes a clog in the wheel of admission of prospective estate management students. This may affect career progression and the number of the Estate Surveyors and Valuers that are expected to render professional service to real estate investors in Nigeria.

This is the first attempt to examine the impact of variation in admission requirement into the real estate undergraduate programme in Nigeria. The novelty is in the analysis of a compulsory requirement of pass in physics for admission and the requisite skill for real estate practice in Nigeria.

This study proposes targeted modernization of the Department of Defense (DoD's) Joint Forces Ammunition Logistics information system by implementing the optimized innovative information technology open architecture design and integrating Radio Frequency Identification Device data technologies and real-time optimization and control mechanisms as the critical technology components of the solution. The innovative information technology, which pursues the focused logistics, will be deployed in 36 months at the estimated cost of $568 million in constant dollars. We estimate that the Systems, Applications, Products (SAP)-based enterprise integration solution that the Army currently pursues will cost another $1.5 billion through the year 2014; however, it is unlikely to deliver the intended technical capabilities.

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.

This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.

Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.

The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.

A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most universities embraced both these trends, insufficient attention has been paid to how the two approaches might be mutually supportive. Online education offers the opportunity to bring together students living in different countries in common courses and programmes, but cross-border enrolments remain low and new models and approaches are needed to build educational offerings that bring students and faculty from different countries together in sustained educational engagement online. This paper highlights a case study of an innovative blended double degree business masters’ program between Royal Roads University (RRU) in Canada and the Management Center Innsbruck (MCI) in Austria that allows mid-career, blended learning students to build international competencies and networks while continuing to work full-time. Through this double degree program, students can complete a Master of Global Management (MGM) at RRU and an MBA at MCI in approximately 24 months. Mid-career students have traditionally had limited opportunities to participate in an international education due to work and family constraints, but the pairing of two blended programmes creates an opportunity for these students to engage in a rich cross-cultural learning community. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.

This paper outlines a doctoral internship programme introduced for students researching Mechanistic Biology in the Department of Biology, University of York, UK. The programme forms part of the White Rose Doctoral Training Programme (DTP), a collaboration between the three “White Rose” Universities of Leeds, Sheffield and York in the North of England. It provides an analysis of the UK context in which the new biotechnology doctoral internships initiative sits and describes the pilot phase of the Professional Internship for PhD Students (PIPS) programme and the introduction of the full doctoral PIPS internship programme. The purpose of this paper is to examine best practice in the planning and management of internships with particular interest in doctoral programmes, with a discussion on the challenges presented by cognate and non-cognate internships.

The paper uses as a case study, the introduction of PIPS for the DTP in Mechanistic Biology, hosted by the White Rose Consortium of Universities (York, Sheffield and Leeds) and funded by the Biotechnology and Biological Sciences Research Council (BBSRC). It also considers good practice from around the world, and relates these to the work-based learning literature.

The paper outlines the processes and resources used to secure PIPS internships, and evaluates their success against BBSRC’s objective to help early career researchers to understand the context of their research and expose them to the range of opportunities available after graduation. The authors describe an initial pilot study, challenges and opportunities provided by the internships and feedback from students in the programme.

Though the number of students in the pilot study was very limited, all students had a greater awareness particularly of their leadership, project management, organisational and team working capabilities following the three-month internship and were more receptive to the consideration of careers outside of academia.

The authors offer recommendations from their own experiences of initiating these doctoral internships which may be useful to others implementing non-cognate internship programmes at their own institutions, whilst being mindful that programmes in other countries may face different challenges.