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The purpose of this paper is to provide first-hand reflective narratives from participants of their involvement in the overall process, with particular reference to the benefits and challenges of engagement.

Five participants agreed to write a reflective piece of approximately 500 words on their involvement in the PhotoVoice project.

The reflective narratives in this paper demonstrate the personal and professional benefits of sustained and meaningful engagement, while challenges such as power imbalances, identity management, time and cost commitments are discussed.

PhotoVoice is a methodology that has the potential to democratise knowledge production and dissemination.

There are scant examples in the PhotoVoice literature of the inclusion of participants involvement in dissemination activities. The reflective narratives in this paper demonstrate the personal and professional benefits of sustained and meaningful engagement, while challenges such as power imbalances, identity management, time and cost commitments are discussed.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.

We are living in times of unprecedented global change and upheaval and over the next ten to 20 years governments, organisations and individuals will face increasing difficulties in an environment of growing complexity, heightened uncertainty and a quickening pace of change. The concept of sustainable development implies the reconciliation of long‐term socio‐economic development, environmental protection and quality of life; essentially it is concerned with the future. Unfortunately, the potential for linking “futures thinking” to debates about sustainable development at local and regional government levels is relatively undeveloped, particularly in Ireland. Responding to this challenge, The Futures Academy at Dublin Institute of Technology, Ireland, was established in January 2003 to provide both a research and consultancy forum for future‐proofing policies and strategies using the “prospective through scenarios” methodology. This paper describes the evolution of sustainable development in Ireland and the generic field of futures thinking, with particular focus on the prospective process which may assist key local policy makers and stakeholders move towards sustainable development for future generations in Ireland.

Research was undertaken within the Irish Environmental Protection Agency (EPA) Environmental RTDI Programme during the six‐month period from March to August 2001 by a partnership formed by the Centre for Environmental Research (CER), University of Limerick, and the Centre for Urban and Regional Ecology (CURE), University of Manchester. This project aimed to inform the development of spatial policies emerging from the National Spatial Strategy (NSS) aimed at finding optimal ways in which to accommodate Ireland’s growing population in a manner consistent with balanced regional development and environmental sustainability. To obtain data and information on settlements, three modes of analysis were adopted. First, for a single city and two villages, both quantitative and qualitative data were collected to provide a comprehensive analysis of the local social, economic and physical environments, track record in enhancing sustainability, current policies in place, and the likelihood of these policies proving successful. Second, for 11 Irish settlements selected to include a range of functions and locations, 29 quantified sustainability indicators were developed and used to compare the level of sustainability achieved by settlements of differing sizes. Third, a review of international literature was undertaken to search for comparable data, models and case studies, so as to provide a context for analysis of Irish data. The framework of significant environmental themes adopted here is taken from recent Irish EPA publications. Results based on all three research methods suggest that on balance larger settlements in the recent past, at present and in the foreseeable future are more likely to create conditions in which sustainability is enhanced. This work provides the basis for a large‐scale three‐year study which commenced in March 2002, which examines the sustainability and future development patterns of settlements in Ireland.

The University of Limerick, Ireland, in collaboration with the major local authorities in the mid‐west region of Ireland (Limerick County Council, Limerick Corporation, Clare County Council, Tipperary (North Riding) County Council and the Mid‐Western Regional Authority) is currently undertaking a project to promote sustainable development in the region. This is being achieved, first, through the promotion of public participation by directly involving members of local government, the voluntary and community sector and the general public in the region who form the mid‐west steering and advisory groups, second, the development of a range of indicators selected on the basis of sensitivity to sustainable development, and third, the design of a Local Agenda 21 programme in the mid‐west. The paper falls into two parts. First, the current situation in Ireland in relation to sustainable development is reviewed, and second, the University of Limerick case study is described.

The article explores how the Government's framework of local strategic partnerships and local area agreements provides opportunities for greater collaboration between the strategic housing role for local authorities and leadership in health and social care, although the details of the framework are still to be developed.

This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology.

Following an outline of current government policy in employer engagement, the paper identifies – from the literature and recent quality reviews of provision – some issues for higher education institutions in developing a work‐based learning curriculum with industry. It then outlines a case study of the Foundation Degree in Applied Technology – a collaborative venture between Staffordshire University (the awarding body), Burton College (the deliverer of the award) and JCB (the employer). In conclusion, the paper evaluates the case study.

Evaluation of the case study suggests that the Foundation Degree in Applied Technology, as designed by Staffordshire University and delivered at JCB by Burton College, is a model of good practice in employer engagement.

The value of this paper is that the case study illustrates key success factors, for higher education institutions and further education partnerships, in engaging with industry to design and deliver a foundation degree for a major manufacturing employer in the private sector.