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‘I like the fact that it's simple; I like the fact that it's not too complicated, and I think that whoever developed it, developed it with the people in mind’. Blended learning master's student talking about Solent Online Learning.The authors carried out an extended project aimed at making effective use of the Virtual Learning Environment (VLE) for the delivery of high-quality online distance and blended learning. This was in response to a greater demand for such courses through the emergence of a new constituency of learner, principally professional learners, those already in employment but seeking to improve their level of qualification and employability through the study of flexibly delivered credit bearing courses. The growth of this constituency can be seen very much as a response to the changes to the funding structure in the higher education sector in the UK. To this end, the authors worked within a team that developed an approach to effective course design, the Solent Online Learning Standard, and then a new methodology for collaborating with academic staff in the development and delivery of such courses. In order to best facilitate this, the team also created a new instance of its institutional VLE, called Solent Online Learning and tailored more to the needs of these new professional learners.

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

The internet driven information revolution is frequently cited as one of the key drivers (re‐)shaping contemporary consumption. In particular, the internet has been seen as disrupting established conventions in professional services. Popularly, it has been viewed as a liberating medium, a mechanism by which consumers and citizens have been able to challenge the authority of the professional establishment. Yet for consumers, the internet can equally be viewed as generating new uncertainties and challenges in terms of negotiating a new settlement with professionals and reconfiguring the service encounter. The purpose of this paper is to explore experiences of consumers with the use of internet derived information in respect of complex professional services and the impact of such information utilisation on the format of the service encounter.

Empirical data is generated through interviews with professionals (n=24) and consumer focus groups (n=10/53).

The paper argues that the multi‐faceted nature of the internet creates informational “spaces” which present both opportunities and threats to consumers in renegotiating the service encounter. Balancing the paradoxes created by these informational spaces is at the core of the challenge confronting contemporary service consumers. Irrespective of the nature of that space, the effect is to create a driver for change, challenging the established practices of both consumer and professional to reshape the service encounter.

Focus group research does not enable a judgement about the prevalence or distribution of behaviours among consumers. Nevertheless, this paper advances understanding of contemporary consumption practices and provides a new perspective on nature of consumer utilisation of information within the consumption process.

It is inevitable that professionals and service organisations will be required to respond to a complex and rapidly evolving set of consumer behaviours and rethink approaches to the delivery of professional services.

The paper addresses an emergent phenomenon and provides unique insights into the changing dynamics of consumption practices in the contemporary knowledge economy.

Reports the conclusions of a study involving in‐depth interviews with 18 business leaders, focusing on the qualities and skills they felt to be essential for success in directing and guiding a large organization. These qualities include the ability to make sense of a complicated pattern of events and from this formulate clear goals for the organization; people and communication skills; integrity; drive and ambition. In selecting others, as potential future leaders and high‐flyers, this group of current leaders used the following criteria. There was high agreement that proven track record was vital, both as an indicator of future performance and to establish credibility. Another important characteristic is the ability to take an independent (even unpopular) line, and defend it. As could be predicted, interpersonal skills, team orientation, commitment and motivation were also seen as important.

It is widely acknowledged that people with intellectual disabilities are highly likely to experience mental health problems, but that support workers' knowledge and skill in this area is sometimes lacking. There is little research explicitly exploring knowledge about the mental health of older people with intellectual disabilities and the purpose of this paper is to attempt to fill this gap.

In total, 14 support workers completed a questionnaire in which three vignettes presented progressively worsening indicators of dementia in an older person with intellectual disabilities. Participants explained what they thought was happening and what action they would take. Data were analysed using Braun and Clarke's framework.

Few participants had undertaken any mental health training, and only one in relation to older people. They were generally poor at judging early and intermediate indicators of dementia, but were able to identify more overt later signs. However, they believed these advanced indicators to be the onset of dementia. Nonetheless, they would generally take appropriate action, such as observation and referral. Abuse was often considered as a causal factor.

The most significant implication is the need for training in the mental health needs of older people and in particular, the general and specific indicators and expected trajectory of dementia in this population.

The study adds to the limited research on staff knowledge about older people with intellectual disabilities and dementia, using a novel methodology.

In 2013, the Police and Crime Commissioner (PCC) for Durham, Ron Hogg, initiated a debate around the future of British drug policy. In June 2015, the Derbyshire PCC, Alan Charles, opened a similar debate with representatives from policing, third party support agencies, national advocates and academics to discuss the possibilities for change. This short paper presents the views and actions of senior figures in the police service and discusses motivations for pursuing change. The purpose of this paper is to introduce police and crime commissioners as “drug policy actors” (Seddon, 2011) and to highlight key areas for further academic enquiry.

This paper is based on press releases and media accounts of the recent activity of the PCCs in relation to national drug policy. This paper provides an academic viewpoint on recent events, supported by theoretical literature critiquing drug policy and contemporary policing.

This viewpoint articulates that motivations for pursuing a change in drug policy are based on both economic and ideological agendas of some PCCs. Irrespective of the motivation, pressure from PCCs and renowned Chief Constables may be more effective in initiating change than high-profile national campaigns and political debates.

This paper is the first of its kind to discuss the relationship between PCCs/local constabularies and drug policy reform. It provides a foundation for future research which could investigate views on alternatives to prohibition, specifically within the wider police force.

While the right to life, ‘personhood’, and the educability of people with profound and multiple learning disabilities are still under‐debated, service providers and research workers continue to extend the boundaries of expectation with respect to what such people can achieve. In this paper the messages of recent research are summarised and key references for fuller information suggested. The need to bring together such specialised knowledge in the framework of an ordinary life aimed at enhancing competence and quality of life is urged.

Social categorization processes may lead work groups to form different types of group norms. We present a model of norm formation and suggest that group norms may emerge immediately following the group’s inception. Further, the content of such norms may be influenced by group members’ demographic heterogeneity. We outline a profile of work group norms and describe how social categorization processes influence norm formation. We also develop a series of testable propositions related to these norms. Finally, we discuss the implications of our social categorization model for future research on work groups in organizations.