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The purpose of this paper is to report the findings from an evaluation project conducted to investigate the impact of two staff engagement programmes introduced to four National Health Service (NHS) hospital Trusts in England. It seeks to examine this development in the context of current policy initiatives aimed at increasing the level of staff involvement in decision‐making, and the related literature.

A mixed‐methods approach incorporating document analysis, interviews, a survey and appreciative inquiry, informed by the principles of impact evaluation design, was used.

The main finding to emerge was that leadership was crucial if widespread staff engagement was to be achieved. Indeed, in some of the trusts the staff engagement programmes were seen as mechanisms for developing leadership capability. The programmes had greater impact when they were “championed” by the Chief Executive. Effective communication throughout the organisations was reported to be a prerequisite for staff engagement. Problems were identified at the level of middle management where the lack of confidence in engaging with staff was a barrier to implementation.

The nature of the particular organisational context is crucial to the success of efforts to increase levels of staff engagement. The measures that were found to work in the trusts would need to be adapted and applied to best meet the needs of other organisations.

Many health care organisations in England will need to harness the efforts of their workforce if they are to meet the significant challenges of dealing with financial restraint and increasing patient demand. This paper provides some insights on how this can be done.

The study extends customer-led co-creation research to the related staff-led value co-creation domain. In particular, the purpose of this paper is to investigate the role of staff engagement as a facilitator of staff-led value co-creation.

A new conceptual framework develops a model of staff-led value-creation, using three types of staff-led co-creation. A quantitative approach is used. Survey collection yielded a sample of 1,165 employees in an Australian not-for-profit context across 19 organizations. AMOS structural equation modeling analyzes the data.

A major finding is the nexus between staff engagement and staff-led value co-creation. The nexus applies for three types of staff-led co-creation and three staff categories. Different explanatory mechanisms apply to each type of staff-led value co-creation.

The not-for-profit context may not generalize to the for-profit sector, but future research could clarify this matter.

The results can inform organizations wishing to create greater service contributions through greater staff participation, which can include a staff-initiating (staff-led) role. Different value co-creation targets require different corporate triggers, reflecting the different explanatory mechanisms of each co-creation type.

Not-for-profit context ensures major social implications.

The emphasis on staff-led value co-creation augments the customer-led co-creation literature. Additionally, exploring the (staff) engagement to (staff) value co-creation nexus is a novel contribution.

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

The purpose of this paper is to investigate the effect of staffing levels (one or two staff) on the amount of assistance provided to residents in one group home, and associated levels of resident engagement in activities prior to and following the implementation of active support.

Data on staff assistance and resident engagement were gathered by direct observation across six pre‐test and post‐test 80‐minute sessions, using palmtop computers. Percentage of all non‐overlapping data, an index of effect size, was used to analyse these data.

There was no clear benefit from additional staffing prior to active support training, in terms of staff assistance or resident engagement in activity. However, at post‐test, having two staff yielded increased staff assistance, but with limited evidence of increased resident engagement, despite more continuous staff assistance.

This is the first active support study to examine the impact of staffing levels on resident engagement and staff assistance. Implications for service management and research are presented.

The study aims to assess medical engagement levels at two teaching hospitals and a 500 bed private hospital in two states operated by the same health care provider and to describe individual and organisational factors that influence and change medical engagement.

A survey was emailed to all junior and senior medical staff, seeking responses to 30 pre-determined items. The survey used a valid and reliable instrument which provided an overall index of medical engagement. Qualitative data were also collected by including an open ended question.

Doctors (n = 810) working at all sites are in the top 20-40 percentile when compared to Australia and the United Kingdom. Two sites in one state were in the highest relative engagement band with the other being in the high relative range when compared to the (UK) and the medium relative band when compared to sites in Australia. Senior doctors working at all three were less engaged on feeling valued and empowered, when compared to having purpose and direction or working in a collaborative culture. This appears to be related to work satisfaction and whether they feel encouraged to develop their skills and progress their careers. Junior doctors at 1 site are much less engaged than colleagues working at another. Since their formal training pathways are identical the informal training experience appears to be an engagement factor.

Despite medical engagement being recognised as crucial, little is known about individual and organisational factors that support doctors to be engaged, particularly for juniors and in the private sector.

To research involvement of healthcare staff in the UK and identify practical organisational and policy solutions to improve and boost capacity of the existing workforce to conduct research.

A mixed-method study presenting three work packages here: secondary analysis of levels of staff research activity, funding, academic outputs and workforce among healthcare organisations in the United Kingdom; 39 Research and Development lead and funder interviews; an online survey of 11 healthcare organisations across the UK, with 1,016 responses from healthcare staff included for analysis; and 51 interviews of healthcare staff in different roles from six UK healthcare organisations.

Interest in research involvement is strong and widespread but hampered by a lack of systematic organisational support despite national policies and strategies to increase staff engagement in research. While useful, these external strategies have limited universal success due to lack of organisational support. Healthcare organisations should embed research within organisational and human resources policies and increase the visibility of research through strategic organisational goals and governance processes. A systems-based approach is needed.

The research gathered data from a limited number of NHS trusts but these were purposively sampled to provide a range of different acute/community health service organisations in different areas. But data was therefore more detailed and nuanced due to a more in-depth approach.

The findings are relevant for developing policies and practice within healthcare organisations to support research engagement. The findings also set out key policy and strategic recommendations that will support greater research engagement.

Increased research activity and engagement in healthcare providers improves healthcare outcomes for patients.

This is a large scale (UK-wide) study involving a broad range of healthcare staff, with good engagement of nurses, midwives and Allied Healthcare Professionals who have not been previously achieved. This allowed valuable analysis of under-researched groups and comparisons by professional groups. The findings highlight the need for tailored action to embed research reporting, skills, professional development and infrastructure into organisational policies, strategies and systems, along with broader system-wide development.

The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e‐learning.

The paper presents findings of a research project exploring factors influencing engagement in e‐learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e‐learning PD.

The survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e‐learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co‐ordination, poorly developed and/or implemented e‐learning policy, differences in managerial support, and individual beliefs and time allocation.

The research is conducted in a small number of tertiary institutions and may not be applicable to private or work‐based training organisations.

Understanding impacts and influences on individual uptake and experiences of PD provides insights into the sorts of institutional practices and policies likely to improve quality in e‐learning and in e‐learning PD.

By focussing on staff experiences, this paper provides important insights into practical considerations informing the development of e‐learning quality enhancement and assurance strategies.

The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools.

A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored.

This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment.

This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement.

The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It examines the attitudes and views of employees of a business faculty at an Australian metropolitan university as it attempts to adopt a holistic approach to sustainability.

The paper opted for a case study using data from an on-line survey, semi-directed interviews with key management personnel and archival material. Responses were analysed using Piderit’s (2000) notion of ambivalence.

The paper provides empirical insights into why staff lacked engagement with the university’s strategy on sustainability. It suggests that staff were ambivalent, displaying dissonance in their personal beliefs on sustainability, the university’s strategy and the extent of their intentions to support the university. Staff were willing to offer ideas on how the university could, in the future, change towards sustainability. These ideas allow the possibility for the university to learn to adjust the scope of the implementation of its sustainability strategy.

The research results may lack generalisability. Therefore, researchers are encouraged to further examine staff attitudes on sustainability in higher education using Piderit’s notion of ambivalence. In-depth interviews and focus group discussions could allow a better understanding of harmony and dissonance in cognition of and intention for university sustainability strategies and initiatives by academic, professional and sessional staff.

The paper includes implications for staff engagement with sustainability in higher education.

This paper fulfils an identified need to study how staff engagement with sustainability in higher education can be enabled for organisational learning.