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Developing capable practitioners who offer high quality care can bring significant improvement to dual diagnosis services. But developing such practitioners presents many challenges. This paper offers some practical solutions to this problem and proposes that the wider dissemination of existing skills and resources could effect substantial change.

The purpose of this paper is to examine the complexities involved in the role of forensic practitioners working with people with learning disabilities and to put forward a preliminary model of forensic practitioner resilience.

This study uses a cross‐sectional qualitative design and samples ten professionals working within a forensic learning disabilities service.

Staff identified a number of complexities in their role which included the presentation of the client group, risk assessment and management, multi‐agency working, and the emotional complexity of the work. A preliminary model of resilience was developed which set out factors that would help staff manage these complexities and work towards meeting the needs of service users. This model includes individual, proximal and wider systemic factors. It is argued that building relationships and establishing trust with service users, staff, and wider agencies is the bedrock of forensic practitioner resilience. Moreover, it is argued that an integrative model of multi‐disciplinary team working helps facilitate trust between staff and is underpinned by trust in the first place.

This paper makes an original contribution because it qualitatively examines how staff within a forensic learning disabilities service interpret their role and details the complexities involved in their jobs. It also puts forward a preliminary model of forensic practitioner resilience.

This paper seeks to report on education, health, and social care practitioners' experiences of working across traditional boundaries and establishing new relationships in the context of the Common Assessment Framework (CAF) in UK children's services.

Semi‐structured interviews were conducted with a total of 20 education, health and social care practitioners, and operational managers using the qualitative methodology of interpretative phenomenological analysis.

The article highlights how change in the composition of teams has provided stimulus for new relationships, learning, and ways of working.

The study is based upon a relatively small number of interviews conducted within one county.

Consideration of relationships and learning within multi‐agency practice contexts is underdeveloped within the literature. As new forms of partnership may result from ongoing reconfiguration of services, this research into partnership working around the CAF offers insights and learning for future interprofessional teamworking.

Some recent research lends support to the evolving idea that management is specific to the situation, so that neither the work nor development of managers can be considered without reference to many variables. Case studies of four organisations and interviews with more than fifty managers in the construction industry suggest that managers rely heavily on interpersonal, decisional and problem handling skills, which they consider are largely derived from their work experiences. Management development programmes may assist the learning of such skills but are unlikely to make their best contribution unless organisations acknowledge learning as a mainstream activity, giving more thought to their long range development strategies, evolving suitable ‘learning climates’ and encouraging their managers to take a greater measure of responsibility for their own development. On the basis of this research we concluded that the contribution of the management development practitioner should be more variable than has usually been the case. His role, like that of the manager, should be largely determined by the situation and he should be responsive to the particular needs of organisations and individual managers. The research supports the argument for greater emphasis on the relationship between managerial action and learning and suggests that the methods used should be more carefully selected to suit individual managers' learning styles and development objectives.

Work-integrated learning (WIL) poses legal, reputation, operational, strategic and financial risks for higher education providers (HEPs). The purpose of this paper is to explore how HEPs can manage five significant WIL risks involving intellectual property, student disability and medical conditions, the host organisation and the legal literacy of WIL practitioners.

This paper is a cross-institutional collaboration of WIL practitioners who explored risk management in WIL programmes. The case study is presented as a cross-case analysis to assist WIL stakeholders with evaluating their risk management frameworks. A description about the significance of the risk (in terms of causes and consequences), as well as practices to manage the risk, is presented under each of the five WIL risks.

WIL practitioners described a series of risk management practices in response to five significant risks in WIL programmes. Four themes underpinning these risk management practices – balance, collaboration, relationship management and resources – are conceptualised as characteristics that can serve as guiding principles for WIL stakeholders in risk management.

The findings can be applied by WIL stakeholders to evaluate and improve existing risk management frameworks, and to improve their legal literacy in relation to WIL. The study also demonstrates the capacity for collaborative research to address practice issues in WIL.

This is the first known study which employs a cross-institutional collaboration of WIL practitioners to contribute towards the body of knowledge examining risk management in WIL programmes.

This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations.

This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models.

The study shows how work processes are based on team members’ experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational.

Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework.

The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives.

Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning.

The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies.

A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared.

The assessment methodology is novel in this context and the workplace-based tools, original.

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

Integrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning.

An in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice.

Evidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students “experiencing” IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to “real-world” IMC tasks.

Instructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills.

This research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research.