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There are growing expectations that students graduating from health courses and current health professionals have some proficiency in using telehealth. However, there is limited accessibility to multidisciplinary-based material to meet this need. This paper describes the development of an online telehealth education resource using a co-design approach and the strengths and challenges of embedding authentic learning principles in an open-access online course with a broad target audience.

The authors first describe the co-design process of the course and discuss the pedagogy underpinning the course design. Then learner enrolment data is discussed to evidence uptake across key characteristics. Finally, the authors assess the efficacy of the co-design approach by analysing feedback collected from learners at the end of the course.

The course is structured across four modules and comprises interactive content, reflective tasks, case studies and purposefully developed digital material. Responses from the working group and from learner feedback indicate that the course is an authentic and relevant introduction to telehealth practice for both health students and current health professionals, despite some limitations.

This case study demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment.

To develop a method for benchmarking teaching and learning in response to an institutional need to validate a new program in Dentistry at the University of Sydney, Australia.

After a collaborative partner, University of Adelaide, was identified, the areas of teaching and learning to be benchmarked, PBL approach and assessment, were established. A list of quality indicators for these aspects of teaching and learning were first developed conceptually and then validated by the literature. Then, using a quality enhancement framework, levels of achievement for each indicator were developed.

The findings are represented as a set of tables. These were mutually developed with the benchmarking partner and represent an agreed model for a benchmarking project to progress to the next stages of implementation and evaluation.

This model can be adapted for any benchmarking project in all levels of education; primary, secondary, tertiary and continuing.

The issue of benchmarking is high on the educational agenda, especially in higher education. The literature reports on a number of projects but with no clear explanation of a method for benchmarking. The fact that this model is evidence‐based in its approach and that it focuses on learning and teaching, also marks it as original and a significant development in this area.

The purpose of this paper is to contribute to the literature on age and the digital divide by examining the uses of and attitudes toward information and communication technologies (ICTs) by 26 politically senior citizens.

The approach taken involved in‐depth face‐to‐face interviews.

The majority of the respondents are informed and balanced cyber‐enthusiasts who have embraced the opportunities afforded by ICTs to enhance their lives in general, including their political activities.

These findings destabilize the dominant image of older people and their attitudes to and experiences of ICTs that appears in most of the literature on age and the digital divide. Those aged 65 and over represent the last cohort, in Western societies at least, for whom age as such is likely to be a decisive factor in their relationship to ICTs. It is therefore vital to get some insight into their views.

Due to the emergence of rich personal narratives within recent research, the purpose of this paper is to review and to explore the experience of transition from care and consider how these accounts can inform care services.

This meta-synthesis follows from several quantitative and mixed method reviews examining how young people experience aging out of the care system.

Three themes emerged from an inductive analysis: navigation and resilience – an interrelated process; the psychological impact of survival; and complex relationship.

The findings of a meta-synthesis should not be over generalised and are at least partially influenced by the author's epistemological assumptions (Dixon-Woods et al., 2006). However, a synthesis of this topic has the potential to provide greater insight into how transition can be experienced through the reconceptualising of the personal experiences across the studies reviewed (Erwin et al., 2011).

This synthesis discusses the themes; their relationship to existing research and policies, and suggestions for further exploration. The experience of transition is considered critically in terms of its often traumatic nature for the young person aging out of care but also the ways in which the experience itself can build essential resiliencies.

Reflections for clinical practice are discussed with importance placed upon systemic working, accommodating likely challenges and considering appropriate therapeutic approaches for the client group and their systems.

No review thus far has qualitatively examined the narratives told by the young people emerging from care and how these narratives have been interpreted by the researchers who sought them (Hyde and Kammerer, 2009).

This chapter is a general introduction to the field of case study research in tourism, hospitality, and leisure. The chapter presents a brief review of the literature on the intra-individual logic of case study research. The chapter describes the “four horsemen” for doing case study research: accuracy, generality, complexity/coverage, and value/impact. Examples in the chapter that illustrate this perspective for undertaking case study research may impassion the reader to read through the field guide and personally engage in case study research – at least that is the hope of the editors of this field guide.

This paper reviews the life of Liberty Hyde Bailey and highlights his contributions to the structure of US farm credit 100 years after the Country Life Commission.

This paper is a qualitative historical review.

The paper provides a chronology of life events that led Liberty Hyde Bailey to evolve from botanist/horticulturalists to one of America's most vocal proponents of agricultural and country life, culminating in the recommendation in 1909 that rural credit in the USA be developed along the lines of cooperative principles.

The biography is limited to issues of social science, culminating in 1915.

The paper offers a historical perspective on conditions in agriculture in the early twentieth century and provides insights into how the present system of rural credit in the USA evolved.

This paper provides a historical perspective on US rural credit that is of use to students of rural credit in the USA while providing insights to students and scholars outside of the USA with a perspective on the evolution of US credit reform and cooperative credit.

Until quite recently librarians on the whole were ill‐equipped for being custodians of maps. Even now one fears this is less rarely the case than it ought to be. Hair‐raising stories of early maps in public libraries, wrongly dated, wrongly ascribed, completely unorganised, accounts of antique atlases deposited with love by nineteenth‐century aldermanic benefactors, unguarded, rebound in buckram bindings with ‘912’ stamped on their spines — these and other horror stories are still being swopped by bemused researchers who have had the fortune to stumble on them. What makes this sort of thing the more disturbing is that the number of maps — thanks to natural wear and tear and exports to American universities — is constantly diminishing. Decreasing numbers and increasing demand spells soaring prices. A copy of Horwood's 32 sheet map of London 1792–99 went for £3 at the Gardner sale in 1924. Today one would have to pay something in the region of £250 for the same map. Just on financial grounds alone then we have something of a moral duty to know about our map stocks.

This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).

Utilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.

The architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.

While WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.