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In our August issue we published summaries of two papers given at the Symposium on Fretting Corrosion organised by the American Society for Testing Materials. Three more papers are summarised below. They are concerned with testing equipment for evaluating fretting corrosion, the influence of fretting corrosion on the fatigue strength of fitted members, and the fretting corrosion tendencies of combinations of materials.

This study investigates the relationship between employment status (full time (FT)/part time (PT)), organizational culture and institutional effectiveness in higher education. The purpose of this paper is to answer the question, “Does the growing population of PT faculty preclude effective cultures from developing and, accordingly, adversely affect institutional effectiveness?”

The study surveyed 159 PT faculty and 65 FT faculty from seven schools of an online, proprietary university. The instrument, consisting of the Organizational Culture Survey Instrument and demographic questions, was distributed and data collected utilizing an online survey application. Statistical analysis methods including descriptive statistics, analysis of variance and correlation analysis were used to analyze the data.

The study found no significant differences between perceptions of organizational culture or institutional effectiveness FT and PT faculty. Inter-school differences in perceptions were identified. Further research in this area is warranted to investigate discipline as a cause for the inter-school differences.

The study included respondents from only one online university. Therefore, additional studies involving traditional, ground based and hybrid institutions are required to establish generalizability. Additionally, self-assessments of institutional effectiveness were used. Future studies should consider quantitative research models for the measurement of institutional effectiveness.

The study indicates that PT faculty are not less committed to the institution than their FT counterparts. This strengthens the case for using PT faculty, particularly in an online environment.

This study investigates the relationship between organizational culture and institutional effectiveness in higher education from the faculty perspective. This has not been done before.

The first part of this paper appeared in our November/December issue and dealt with fretting wear behaviour of mild steel from room temperature to 600°C in air. The general mechanism for fretting is discussed at all temperatures where normal oxidative processes become involved. The nature of fretting wear is also covered and the effects of temperature are described. In this part of the paper, the discussion is continued to include triboxidation, delamination theory, atmospheric environment, transition temperatures, activitation energy and other factors affecting the influence of temperature on fretting.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

The name of H. H. Uhlig and the work of the Corrosion Laboratory at M.I.T. are synonymous and familiar to corrosion engineers throughout the world. We are fortunate this month in being able to publish an article describing the corrosion researches at M.I.T., from the pen of Professor Uhlig himself. Research on corrosion has been pursued at M.I.T. since the turn of the century, always on fundamental corrosion phenomena. As Professor Uhlig says at the end of his article, “money spent by industry or Government on basic corrosion research probably marks one of the soundest investments of present times”—the following gives a very good idea of what this has entailed at M.I.T.

Canada is a country that has a democratized higher education system, based on solid principles of access, quality and accountability. Brazil, on the other hand, is a country that seeks to advance its higher education system. For this reason, this paper aims to understand with the main stakeholders of the systems, the perceptions in relation to higher education in terms of access, quality and accountability, confronting two educational systems, the Brazilian and the Canadian.

The author applied an exploratory and qualitative method through categorical content analysis in a multicase study. Data were collected through 10 interviews with government managers, 18 unstructured (open) questionnaires, where 13 were applied to professors and experts in higher education and four to student leaders.

The results demonstrate that, for Canadian participants, these principles should guide any nation, as it is something demanded by society itself: democratic access to the system, that the available system has quality and that the resources allocated to the system are being well applied. In addition, Brazilian participants understand that it is necessary to deepen this debate, including a new principle: permanence, as it is a country of traditional social inequality.

This study presented the perceptions of an educational system based on the principles of access, quality and accountability, the Canadian system and the perspectives for a system that intends to develop in this context in Brazil.

The purpose of this single-case experimental design paper is to examine the efficacy of the high-dosage Life Minus Violence – Enhanced (LMV-E) programme with a small sample of four violent women in custody. All participants were undertaking LMV-E as one component of their treatment pathway in an Offender Personality Disorder (OPD) treatment service for women with personality disorder. The methodology employed an AB baseline design with a six-month baseline period, nine-month treatment period and six-month follow-up. Levels of direct and indirect aggression were recorded throughout the baseline, intervention, and follow-up period. In the follow-up period, women were engaging in further treatment. Psychometric measures linked to treatment domains were used to explore clinically significant and reliable change following the intervention. Clinical and reliable change was indicated in some treatment domains for each participant following the intervention. The pattern of these reductions varied between the women. The patterns of findings are discussed and recommendations presented.

The methodology employed an AB baseline design with a six-month baseline period, nine-month treatment period and six-month follow-up. Levels of direct and indirect aggression were recorded throughout the baseline, intervention and follow-up period. In the follow-up period, women were engaging in further treatment. Psychometric measures linked to treatment domains were used to explore clinically significant and reliable change following the intervention.

Clinical and reliable change was indicated in some treatment domains for each participant following the intervention. The pattern of these reductions varied between the female offenders. The patterns of findings are discussed and recommendations presented.

The LMV-E programme was associated with some positive improvements in treatment domains measured in a small sample of female violent offenders. Improvements to some degree were most commonly found in the domains of anger, emotional control and components of criminal thinking. It would be clinically useful to examine characteristics of individuals that appear to benefit most from particular interventions.

There are no existing published findings related to the implementation of LMV-E with females. Therefore, this paper provides preliminary contribution to the evidence base in this area.

Discusses the effect that campus‐based systems have on institutional culture. Strategic planning and decisions regarding information technology (IT), one of the few things that touches every member and unit on campus, needs to consider how IT changes the very culture of the institution. Major changes impact not only those directly involved in its development and use, but non‐users as well.

The purpose of this paper is to investigate whether the Stages of Change (SOC) model can be applied to working with offenders with learning disabilities (LD), and furthermore, to determine if it might be efficacious for this approach to be incorporated into a wider service model for this population.

This paper reports on the results of a consultation to a specialist forensic LD service in the South West of England. A two-pronged approach was taken to consult to the service in relation to the research questions. First, a comprehensive literature review was undertaken, and second, other forensic LD teams and experts in the field were consulted.

There is a dearth of research that has examined the application of the SOC model to working with offenders with LD, and as such, firm conclusions cannot be drawn as to its efficacy in this population. The evidence base for the SOC model in itself is lacking, and has been widely critiqued. However, there are currently no other evidence-based models for understanding motivation to change in offenders with LD.

There is a clear clinical need for more robust theory and research around motivation to change, which can then be applied to clinical work with offenders with LD.

There has been a historical narrative in offender rehabilitation that “nothing works” (Burrowes and Needs, 2009). As such, it is more important than ever for the evidence base to enhance the understanding of motivation to change in offending populations.

This is the first of a two‐part article reporting the results of a study which investigated communication and relationships in the workplaces of four large organizations in Northern Ireland, two in the public and two in the private sector. A central purpose of the research was to evaluate suitable methods for auditing relationships among staff. Based on a review of the apposite literature on organizational and relational communication, the techniques finally selected as holding out most promise were the focus group approach, retrospective interview technique, social network analysis (SNA), and critical incident technique (CIT). Part 1 evaluates the first two of these techniques in terms of their effectiveness and efficiency in generating rich data enabling sharp insights to be gained of the types of association that typify those who share a work environment. SNA and CIT are similarly dealt with in Part 2, where recommendations for using qualitative and quantitative methods for auditing internal relationships are also offered.