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Evaluation of employment skills programmes (ESP) delivered by work integration social enterprises (WISEs) for the benefit of young people not in employment, education or training (NEET) is often undertaken by the programme providers. This method of evaluation often lacks objectivity and academic rigour and tends to focus exclusively on output. The purpose of this paper is to reveal programme outcome benefits for NEET participants after completing a six‐week ESP, delivered by a WISE. The study highlights the participant perspective and adds an objective dimension to programme evaluation through an innovative, inductive evaluation process.

The research adopted an intervention method, within a qualitative paradigm, employing semi‐structured interviews conducted pre‐ and post‐participant engagement in the ESP. NEET participants were also asked to complete questionnaires designed to measure general self‐efficacy and attitude to enterprise. The questionnaires were introduced in order to test the suitability of this type of questionnaire with NEET groups in future larger‐scale studies.

Analysis of the interview data revealed ten overall participant perception themes: “experience”, “self‐confidence”, “the programme”, “perceived barriers” and “maturity” at Time 1 and “experience”, “self‐confidence”, “the programme”, “enterprise” and “future” at Time 2. Outcome benefits are demonstrated through differences in participant perception themes revealed at Time 1 and Time 2. Relationships between participant perception themes and questionnaire constructs are discussed in the context of future larger‐scale evaluations.

Adopting an intervention method employing semi‐structured interviews, allowed the participants to articulate the outcome benefits that were important for them rather than merely providing affirmation of the programme provider's expectations.

The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton.

The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories.

Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker.

The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning.

The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice.

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.

The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change.

An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit.

There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective.

While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective.

The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity.

Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”.

The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

Business process re‐engineering (BPR) promises to transform organizations by fundamentally altering their core processes, thereby achieving radical improvements in performance. As the number of actual re‐engineering projects increases, the rhetoric surrounding BPR has shifted to reflect greater cynicism and discomfort over its claims. In the absence of compelling and trustworthy evidence about the success of BPR projects, critics have exposed logical contradictions within BPR’s “manifesto” for revolutionary change and insinuated that BPR’s utopian rhetoric masks political motives. This paper contributes to this discussion in three ways. First we examine two difficulties affecting the evaluation of BPR programmes: defining what process re‐engineering really is, and determining whether BPR has been applied successfully. Second, we examine four fundamental contradictions inherent in BPR’s analysis of organizations: the fallacy of its “clean‐slate” assumption, the paradox of information technology’s role as an enabler of organizational change, the hypocrisy of employee empowerment, and the irony of employee commitment. Third we propose that such contradictions be addressed in both research and practice by employing theoretical perspectives that are prepared to accommodate contradictory phenomena, in contrast to the simplistic, deterministic logic guiding current investigations of BPR’s effectiveness. We suggest theories of organizational learning and organizational politics to understand and resolve the contradictions embedded within BPR.

The purpose of this paper is to demystify the meaning of the term “consequential loss” in relation to the practice of construction law. Parties may have different understandings of the term and typically an exclusion clause will not solely relate to consequential loss, but will also include other heads of losses for which the party will not be liable for, such as loss of profit, loss of revenue and loss of business.

The question emerges as to whether the term consequential loss has a definitive legal meaning in its own right. This study seeks to ascertain the definition of the term consequential loss within the construction industry through a review of the legal position regarding liability for breach of contract and consequential loss through the consideration of the case law relating to this topic and the associated secondary sources of information.

The study concludes by elucidating a clear interpretation of the term consequential loss and guidance of how it should be used in contract law.

Recent cases and established authorities are considered together for the first time in this work which assists in the development of legal principles of direct and indirect losses and the determination of how they apply to the built environment.

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

HARROGATE will be notable as the venue of the Conference in one or two ways that distinctive. The Association Year is now to begin on January 1st and not in September as heretofore; and, in consequence, there will be no election of president or of new council until the end of the year. The Association's annual election is to take place in November, and the advantages of this arrangement must be apparent to everyone who considers the matter. Until now the nominations have been sent out at a time when members have been scattered to all parts of the country on holiday, and committees of the Council have been elected often without the full consideration that could be given in the more suitable winter time. In the circumstances, at Harrogate the Chair will still be occupied by Sir Henry Miers, who has won from all librarians and those interested in libraries a fuller measure of admiration, if that were possible, than he possessed before he undertook the presidency. There will be no presidential address in the ordinary sense, although Sir Henry Miers will make a speech in the nature of an address from the Chair at one of the meetings. What is usually understood by the presidential address will be an inaugural address which it is hoped will be given by Lord Irwin. The new arrangement must bring about a new state of affairs in regard to the inaugural addresses. We take it that in future there will be what will be called a presidential address at the Annual Meeting nine months after the President takes office. He will certainly then be in the position to review the facts of his year with some knowledge of events; he may chronicle as well as prophesy.