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How do you ensure that your coachees are getting the most value, support, and challenge from your coaching sessions? Before you even start asking questions and engaging in a coaching conversation, neuroscience can help you! The purpose of this paper is to outline six easy strategies that you can deploy to enable the best brain state to aid cognition, decisions, and creative thinking for your coachee and yourself.

A viewpoint based on the latest research from neuroscience and the author’s expertise as a coach for over 15 years.

Using the latest research from neuroscience to assist coachees to find their own solutions to the issues they face ensures they take ownership and are more motivated to take action.

The paper takes key elements from the latest evidence in neuroscience and applies them to the practice of coaching.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Interdisciplinary approaches to doctoral education have been identified as a route towards enhancing research capacity to address pressing technical and socio-technological challenges. Increasingly, technological supports for part-time, distance, and flexible access to doctoral programmes are bringing together international groups of supervisors and students. Doctoral programmes in the field of educational technology often include academic staff and doctoral candidates from a fairly wide range of originating undergraduate and graduate disciplines. While technologies provide these diverse, dispersed doctoral students and their supervisors with digital connectivity, theoretical continuity remains a challenge for both new and established contributors to the field. This chapter reports results of a grounded theory informed study of doctoral supervisors’ experiences in dealing with disciplinary issues in educational technology. Resultant supervisory challenges and practices are reported. We posit a conceptual framework for examining perspectives on disciplinarity within educational technology and present an argument that the field provides fertile trans-disciplinary ground for represented disciplines to influence and potentially be reoriented by others. Trans-disciplinary reorientation provides a promising avenue towards developing shared discourses and theoretical underpinnings for at least broadly uniting the field and could make a substantive contribution to resolving persistent concerns in educational technology doctoral supervision and perhaps beyond.

Purpose. To convey the initial findings of Biblio.for.mEDA, an EU project exploring lifelong learning provision for adults in public libraries set in the context of a literature review regarding support for learners in public libraries. Design/methodology/approach. A total of 20 public library authorities in England agreed to participate in a survey of the resources, support and staffing to facilitate lifelong learning in public libraries. The data were analysed manually and reported here, including current provision for learners, collaborative working, plans for the future and consideration of the impacts on staff. The findings are reported in the context of other research exploring learning in public libraries and consideration of authority's web sites, annual library plans and position statements. Findings. Depicts current lifelong learning provision in public libraries and the challenges faced by staff in supporting learners. The varying degrees of learner support provided by library services are described including assistance for adults with basic skills needs. Research limitations/implications. The findings are indicative as only 20 public library managers completed the lifelong learning survey in the UK. Practical implications. Provides an extensive review of the literature pertaining to learning in public libraries. Results of the project provide a useful snapshot of current lifelong learning activity and the ways in which services are working to support adults wishing to learn. Originality/value. This paper offers recent research results and analysis of a pressing public library issue for practitioners.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this paper is to evaluate the use of two psychometric measures as predictors of end of year outcome for first year university students.

New undergraduates (n=537) were recruited in two contrasting universities: one arts based, and one science, in different cities in the UK. At the start of the academic year, new undergraduates across 30 programmes in the two institutions were invited to complete a survey comprising two psychometric measures: Academic Behavioural Confidence scale and the Performance Expectation Ladder. Outcome data were collected from the examining boards the following summer distinguishing those who were able to progress to the next year of study without further assessment from those who were not.

Two of the four Confidence subscales, Attendance and Studying, had significantly lower scores amongst students who were not able to progress the following June compared to those who did (p < 0.003). The Ladder data showed the less successful group to anticipate a poorer performance at graduation relative to their year group than did the other group (p < 0.05).

The results suggest that these two psychometric measures could be instrumental in predicting those at risk of non-completion; such identification could enable the targeted use of limited resources to improve retention. Given the background of limited resources in which institutions are exhorted to improve retention rates, this approach, facilitating the early identification of those at risk of non-completion, could enable focused use of additional support to reduce attrition.