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This paper aims to examine whether the money laundering/terrorist financing (ML/TF) model excludes important aspects of terrorist resourcing and whether the terrorist resourcing model (TRM) provides a more comprehensive framework for analysis.

Research consisted of case studies of resourcing activities of four listed terrorist organizations between 2001 and 2015: the Liberation Tigers of Tamil Eelam (LTTE), Hamas, a grouping of Al Qaeda-inspired individuals and entities under the heading “Al Qaeda inspired” and Hezbollah.

The most prevalent resourcing actors observed were non-profit organizations/associations, and the most prevalent form of resourcing was fundraising that targeted individual cash donations of small amounts. Funds were pooled, often passed through layers of charitable organizations and transmitted through chartered banks. The TRM is indeed found to provide a more comprehensive framework for identifying sources of resourcing and points of intervention. However, it does not in itself recommend effective means of response but it has implications for counter-resourcing strategies because it identifies resourcing actors and nodes where counter-resourcing could occur.

This paper advances the state of knowledge of terrorist resourcing activities in Canada and about the value of doing so through the analytical lens of the TRM as opposed to the predominant ML/TF model.

This study evaluates current and future roles of UK entrepreneurship centres (ECs) within Higher Education institutions. Literature suggests current activity in entrepreneurship education is strongly associated with the contribution of ECs. However, ECs experience resource limitations and high stakeholder's expectations, leading to a proliferation of aims, roles and identity issues.

The study evaluates five UK EC using evidence from a range of stakeholders within each centre. The study considers the strategic direction of ECs, their aim and roles, resourcing and the leadership role they adopt.

The study assesses the role ECs are fulfilling in the promotion of entrepreneurship and the resource constraints limiting future development. The need for EC identity and community contribution are identified as a determinant of success.

This study offers novel insight into factors influencing EC behaviour and future strategy, which will be of value for UK HEI and Entrepreneurship educators.

The purpose of this paper is to report the results of a national survey of government primary school principals in Australia, investigating the purposes of education, in terms of the importance and level of enactment of those purposes in schools.

In 2009, an electronic survey was distributed to government primary school principals in Australia seeking their views on the purposes of education. The survey comprised 71 items of a closed format and three items of an open‐ended format. Respondents rated first the importance they ascribed to particular purposes of education, then second the degree to which they believed these purposes were actually enacted in their particular school. Factor analyses were conducted on the item responses. Differences between importance and enactment of purposes are discussed together with reasons for these differences.

The findings overwhelmingly point to tensions between what they, the principals, believe ought to be the purposes of education and what the strategies to achieve those purposes might be, and the realities of what is actually happening. It could be argued that the results indicate a major shift away from public purposes of education to those more aligned with private purposes. Many of the barriers to achieving a greater focus in schools on public purposes are seen to be related to external (to the school) issues, such as government policy decisions, differential funding and resourcing across school sectors and emerging community and societal factors.

This research complements other aspects of this project into the purposes of education in Australia. There are some limitations to the reported findings in so far as only government principals participated in the survey. Non‐government school principals were invited but declined to participate.

This is the only piece of research of its kind in Australia and provides unique insights – those of principals – into what schools are focusing on and what the leaders think they ought to be focusing on. There are clearly policy and practice implications of the research.

This chapter focusses on contradictions within existing legislation to develop an equitable and effective educational system for those with special educational needs and disabilities (SEND). It highlights tensions between the underlying aims of the legislation and the implementation of policies, specifically on admissions and exclusions with reference to the current government proposals for an increase in Alternative Provision (AP). It considers the response of Multi-Academy Trusts (MATs) to ensure an acceptable practice of inclusion while raising overall standards of attainment. It also considers the Government Green paper response to increasing pressure from parents for more appropriate levels of support for their children with SEND.

This article explores the community recovery and resilience element of “building back better” (BBB) through the perspectives and experiences of community influencers who provided psychosocial supports after the 2013 floods in southern Alberta, Canada.

The Alberta Resilient Communities (ARC) project adopted a community-based research methodology to examine the lived realities of children, youth, families and their communities postflood. In-depth semistructured interviews were conducted with 37 community influencer participants representing a range of organizations including not-for-profit agencies, community organizations, social service agencies and government departments.

The findings were drawn from the interviews held with community influencers in flood-affected communities. Major themes include disaster response challenges, insufficient funding for long-term disaster recovery, community partnerships and collaborations and building and strengthening social capital.

Findings demonstrate the need to build better psychosocial services, supports and resources in the long term to support community recovery and resilience postdisaster for children, youth and families to “build back better” on a psychosocial level.

Local social service agencies play a key role in the capacity of children, youth and families to “build back better” postdisaster. These organizations need to be resourced and prepared to respond to psychosocial needs in the long term in order to successfully contribute to postdisaster recovery.

The findings illustrate that adopting a psychosocial framework for disaster recovery can better inform social service disaster response and long-term recovery plans consistent with the BBB framework. Implications for social service agencies and policymakers interested in fostering postdisaster community recovery and resilience, particularly with children and youth, are presented.

Design-led events are known under a range of different titles such charrettes, participatory placemaking, co-design and enquiry by design. Rather than being standalone, such events form one single step in a multi-stage collaborative planning process. What comes after them has to be acknowledged as important to their effective contribution to collaborative planning. To date, no coherent body of empirical evidence on the aftermath of events has been published demonstrating critical factors that contribute to their success.

The paper’s significance resides in identifying an extended framework for the stages in the collaborative planning process and in highlighting critical issues for ensuring that the aspirations and concerns expressed by stakeholders throughout the process are acted on and delivered, namely, subsequent decision-making and delivery; follow-on support, resourcing and funding; the legal status of events and related governance issues; and appropriate monitoring and evaluation practices.

The paper provides guidance for professional and local stakeholders who are expected to carry the burden of acting on the outputs arising from such events. To be successful, collaborative planning has to be based on longitudinal stakeholder engagement – both long before but also after such events. It is here that the significance of the results reported here lie.

The originality of this paper lies in its attempt to broaden understanding of what happens in collaborative planning following design-led events, drawing on interviews with professional and lay participants in events held across Scotland over the past decade.

This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice.

This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice.

There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning.

As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future.

There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies.

This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020.

This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.

This paper is concerned with what should happen after design-led events have been held to promote co-decision-making, between professionals and local stakeholders, in collaborative planning of the built environment. Rather than being standalone, such events form one single step in a multi-stage collaborative planning process. What comes before and after them has to be acknowledged as important to their effective contribution to collaborative planning. This paper aims to make a case for giving more attention to the post-event stages of collaborative planning, to ensure that the involvement of the public produces real and tangible benefits.

Content analysis of both academic and grey literatures was undertaken to examine emerging advice on how to conduct decision-making, the implementation of outputs and the delivery of desired outcomes, after design-led events. A critical review of the post-event decision-making and delivery activities is offered, which aims to add to the current academic literature on the deployment of design-led events. An attempt is made to sketch out the characteristics of post-event stages, drawn from the literature and collated specific examples of collaborative planning investigated in Scotland.

Three key factors are identified as affecting the successful implementation of decisions reached at design-led events: (1) a shared follow-on plan, (2) an agreed action programme for delivering this and (3) a properly constituted and resourced delivery vehicle that can monitor and evaluate progress. A research agenda to address questions raised but left unanswered is suggested dealing with how the decision-making and delivery activities following design-led events in collaborative planning might be improved.

A research agenda to address questions raised but left unanswered is suggested dealing with how the decision-making and delivery activities following design-led events in collaborative planning might be improved.