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The aim of this study was to provide a pilot evaluation of novel, brief formulation development workshops with direct care staff supporting people with intellectual disabilities who display significant psychosocial difficulties. A series of workshops were designed and delivered to a staff team supporting an individual who had been referred to specialist intellectual disabilities health services. The workshops used a psychosocial framework to facilitate development with care staff of a case formulation for the individual they were supporting. Following the workshops, there were decreases in problematic behaviours displayed by the individual and in the staff team's perception of the severity of these behaviours. The staff team felt that the workshops had had a beneficial impact on their practice. The pilot indicated that the workshops were feasible, positively received and associated with changes in the psychosocial difficulties displayed by the individuals staff were supporting.

The purpose of this paper is to describe the need to integrate staff from a number of services from the public and academic sectors who will be working together in a new joint‐use library. Staff workshops aimed at producing agreed core values were used as a way of starting the process of integration and engaging all staff with the vision of the new library.

The decision to focus on core values and to actively involve staff in their development is explained with reference to other work on vision and values. The format of the workshops is described, and an overview given of the qualitative and quantitative feedback from staff at the workshops, which was used to assess the success of the approach and inform future work, which is briefly outlined.

The paper concludes that the workshops were successful in helping staff start to get to know about each other's services and develop joint values. The opportunity to participate and be consulted by managers was welcomed.

Practical workshops can be an effective way of bringing together staff from different services and organisations and start engaging them with a vision. The authors intend to continue the process by working to embed the values and providing more of these opportunities for their staff, looking next at training needs.

Merging staff from different services can be difficult and threaten the success of joint‐use libraries. As partnership work is increasingly promoted amongst libraries, this case study suggests one effective way of encouraging integration.

The meat industry is a key industry in the economy of New Zealand and is one of the country's major sources of export earnings. Employing over 27,000 people in 48 establishments, the industry is also one of the largest employers of labour and some of its plants are among the largest in the country.

This study was designed with the intention of exploring the effectiveness of a novel approach to training health services workers to meet the aims of raising awareness of their customer care framework and encouraging a culture of customer service throughout their organisation.

The impact of the educational intervention was examined using a mixed methods approach involving pre‐ and post‐workshop questionnaires and one‐to‐one, semi‐structured interviews.

The paper finds that the approach adopted was effective in raising awareness of the customer care framework and in enhancing participant's self‐efficacy in relation to the principles of customer care. Transference to the workplace was dependent on personality and departments having sufficient numbers of staff participating.

Time and resources for the project limited the follow‐up interviews designed to explore if, and to what extent, the learning had had a lasting impact on participants and if it had enabled transference to the workplace. In addition, complications in releasing people from work in order to take part meant that a number of volunteers had to withdraw. This limits the range of data obtained.

This paper describes a novel research‐informed approach to training, involving participants in high fidelity, error‐based simulations and in a research process which facilitated their repeated reflection on the learning. As a result the paper demonstrates large‐scale training of customer care can effectively impact on practice.

The purpose of this study is to address the generalised lack of guidance on ethical treatment of corporate (e.g. non-research) data in higher education institutions, by focusing on the case of the University of Queensland (Brisbane, Australia). No actionable framework is currently available in the country to govern the ethical usage of corporate data. As such, this research takes a stakeholder-centred approach to data ethics; the lived experience of the stakeholders involved coupled with a theory-based ethical framework allowed the authors build to build a framework to guide ethical data practice.

Adopting a revised canonical action research approach focused on intervention on the context, the authors conducted a review of the literature on ethical usage of data in higher education institutions; administered one survey to university students (n = 168); and facilitated three workshops with professional staff (two) and students (one).

Collected data highlighted how, among other themes, the role and ethical importance of transparency was the dominant claim among all stakeholder groups. Findings helped the authors develop an Enhanced Enterprise Data Ethics Framework (EEDEF) emphasising transparency and stakeholder-centricity.

Legislation is the driver to regulate the use of corporate data in higher education; however, this can be problematic because legislation is retrospective, lacks normativity and offers scarce directions for cases that do not exactly follow within the legislative mandate. In light of these regulatory limitations, the authors’ EEDEF offers operators guidance on how to ethically manage corporate data in the higher education environment.

This study fills gaps in praxis and theory; that is the lack of literature and guiding ethical frameworks to inform data practice in higher education. This research fosters a more ethical data management by virtue of genuine and authentic engagement with stakeholders and emphasises the importance of strategic decision-making and maturity of data culture in the higher education sector.

The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff viewpoints. The purpose of this paper is to explore the staff development potential of a filmed visit of university academic staff to a sixth form college.

The project created a space for eight university colleagues from a wide range of discipline areas in a large metropolitan university and ten college students from one local sixth form feeder college to observe and reflect on their experiences of learning and teaching (L&T) in the two environments.

Staff development episodes were subsequently designed to allow staff who had not attended the visit to comprehend the experiences of L&T in colleges and promote a consideration of pedagogies for student transition. Observations and reflections from this “second audience” are presented.

This was a case study of a visit of a small group of university academic staff to one Roman Catholic sixth form college who selected students to speak on film. The visit occurred just prior to final exams at the end of the academic year.

Packaging the visit via film and workshop activity enabled university staff to hear their own colleagues’ reflections on how students learn in college and the step up to university study. This combination of vicarious/peer learning could be used in a range of staff development and training settings.

This study explored a practical way of extending a small-scale episode of experiential staff development to a much larger staff audience via the use of filmed reflections of participants, combined with workshop activity and online comment and discussion.

This article aims to describe continuous quality improvement (CQI) for substance abuse prevention and treatment programs in a community‐based organization setting.

CQI (e.g., plan‐do‐study‐act cycles (PDSA)) applied in healthcare and industry was adapted for substance abuse prevention and treatment programs in a community setting. The authors assessed the resources needed, acceptability and CQI feasibility for ten programs by evaluating CQI training workshops with program staff and a series of three qualitative interviews over a nine‐month implementation period with program participants. The CQI activities, PDSA cycle progress, effort, enthusiasm, benefits and challenges were examined.

Results indicated that CQI was feasible and acceptable for community‐based substance abuse prevention and treatment programs; however, some notable resource challenges remain. Future studies should examine CQI impact on service quality and intended program outcomes.

The study was conducted on a small number of programs. It did not assess CQI impact on service quality and intended program outcomes.

This project shows that it is feasible to adapt CQI techniques and processes for community‐based programs substance abuse prevention and treatment programs. These techniques may help community‐based program managers to improve service quality and achieve program outcomes.

This is one of the first studies to adapt traditional CQI techniques for community‐based settings delivering substance abuse prevention and treatment programs.

The purpose of this paper is to highlight a series of initiatives generated from, and managed within, a major university library and aimed at improving a customer service focus.

The paper documents a series of approaches, including a customized staff training package, that were intended to enhance users' experience with staff. Over a period of six years the responses to a biannual user survey were tracked in order to identify improvements, or otherwise, in users' perceptions of staff performance in terms of their customer service.

The survey results seem to indicate that improvements in users' perceptions of staff performance have improved with time and have done so most dramatically following a series of self‐initiated workshops conducted by library staff.

While it is difficult to directly correlate the successful outcomes with the initiatives, including the staff‐conducted workshops, it will be necessary to continue to track users' perceptions of staff to ascertain whether the trend is sustainable or an aberration.

The paper provides a unique perspective of applying a range of approaches aimed at improving the user experience with staff in a major Asian university library. The success of these approaches is linked to the outcomes of the library's biannual user survey.

Describes the process used by the Mater Infirmorum Hospital in Belfast in 1992‐1994 to achieve high quality care (Seamless Service), and motivate staff to deliver and measure performance. Aims of the project include focusing the organization on the customer, improving teamwork and motivation at all levels. After comprehensive data collection from GPs, patients and staff forums developed a full TQM strategy to gain support and maintain momentum including innovative staff events (every staff member was given the opportunity to attend) where multilevel, multidisciplinary workshops enabled staff to design customer care standards, develop teams and lead customer‐driven change.

The purpose of this paper is to chronicle the participation of the Colorado State University Libraries in a campus‐wide teaching program sponsored by the campus center for teaching and learning, and discusses the opportunities provided by such participation for academic librarians in general.

The author uses a case study approach to explore one academic library's participation in a campus‐wide teaching program sponsored by the institution's center for teaching and learning. The aim of the article is to demonstrate how the program works, and to discuss the potential for similar programs at other libraries.

The library's participation in a campus‐wide teaching program has strengthened ties with the campus center for teaching and learning; improved the instructional skills and knowledge of faculty and professional staff; and highlighted the importance of teaching and learning within the library.

The author presents a blueprint for instructional collaboration with the campus center for teaching and learning, and suggests that such programs will greatly benefit reference and instruction librarians.

This article will benefit reference and instruction librarians who seek to improve their teaching skills. Relatively few articles have investigated collaborative relationships between libraries and centers for teaching and learning in which librarians participate as students.