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This paper aims to increase understanding of the application of total quality management (TQM) initiatives in business environments that differ from those where it emerged. Organisations within such environments, which are often less developed, may wish to adopt relatively sophisticated initiatives such as TQM. The adoption of TQM programmes by a variety of private and public sector organisations in South Eastern Europe (SEE) is a prime example. Little has been said about the awareness and applicability of TQM in this region.

A combination of quantitative and qualitative research approaches was used. The quantitative results emerged from the investigation of 782 managers working in 123 service organisations in public and private sectors (51 and 72 respectively) in four major SEE countries, namely Romania, Serbia, Bulgaria, and Greece. Subsequently, for triangulation and to provide richer data, 34 follow‐up semi‐structured interviews were conducted with managers from these four countries.

After having carried out quantitative and qualitative analyses, a four‐fold model emerged, through which key features of the application of TQM practices in the SEE region could be explained. The components of the model are categorised in two major groups; first, the influences of the business/management culture and modernisation pressures, and second, two key aspects of the business systems – the education level of managers and the sector of employment.

Both cultural and structural features of the business systems in SEE create pressures either promoting or retarding TQM adoption within organisations. The paper provides a four‐fold factors model that aims to explain key regional‐specific issues related to TQM adoption. This approach provides insights into the region studied, but also provides a prototype for similar studies in other regions.

In the SEE context, the tension between traditional business/management culture and modernisation logic is the key to the evolution of TQM. SEE managers adopt a more pragmatic view of TQM application through the use of “hard” quality management systems and practices, while placing less importance on concepts such as empowerment and employee involvement.

The study argues for the adoption of a regional‐specific view of TQM, applicable to particular regional business systems.

In the context of debates about the performance of Higher Education (HE) in which quantitative measures proliferate, this chapter reports the top line observations of an initial exploration of the preparedness for practice of recent graduates of a Public Relations (PR) course at a post-1992 United Kingdom (UK) Higher Education Institution (HEI). Preparedness for practice is chosen as a conceptual lens (as preparedness for the uncertainty of practice) because HEIs frequently promise it. Using a Bourdieusian framework, preparedness is considered in relation to habitus-field match and HE performance as capital-added in habitus transformation. The chapter offers a complementary way of considering the dynamic between educator and recent graduate agency and how that might be applied when studying course and student performance, designing curricula and developing appropriate ‘signature pedagogies’, especially for those HE actors tasked with delivering against the ‘promise’ of graduate preparedness. In considering preparedness for practice as a performative function of HE, the chapter is located in wider societal debates about the ‘worth’ of HE and offers insight for educators of future PR practitioners.

The purpose of this paper is to provide an overview of rural older veterans in the US and discuss how the US Department of Veterans Affairs (VA) is increasing access to health care for older veterans in rural areas.

This is a descriptive paper summarizing population and program data about rural veterans.

VA provides a variety of health care services and benefits for older veterans to support health, independence, and quality of life. With the creation of the Veterans Health Administration Office of Rural Health (ORH) in 2006, the needs of rural veterans, who are on average older than urban veterans, are receiving greater attention and support. ORH and VA have implemented several programs to specifically improve access to health care for rural veterans and to improve quality of care for older veterans in rural areas.

This paper is one of the first to describe how VA is addressing the health care needs of older, rural veterans.

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to relational family engagement, a new approach to engaging families in their children’s early learning. Relational family engagement is discussed as central to effectively engaging culturally and linguistically diverse families as active contributors to their children’s lifelong success as learners. The authors delineate three principles fundamental to relational family engagement, supported by an interdisciplinary review of research. Reflective practice is explored as a pathway to relational family engagement. The authors assert that the integration of reflective practice holds promise as a way to facilitate and deepen relationships among staff in early childhood programs, between the early childhood education program staff and families, and between families and children, such that children’s early learning experiences are enhanced across both home and preschool contexts while drawing upon their families’ cultural and linguistic assets.

Evidence-based practice (EBP) can have a powerful impact on school-aged children. Yet this impact may not be realized if classroom teachers do not use empirically supported interventions and/or fail to include the best research available when they make important educational decisions about children. Whether classroom teachers use EBP may be influenced, in part, by what they learned or failed to learn in their preservice preparation programs. This chapter describes recent efforts to assess preservice teachers’ understanding and use of empirically supported interventions and provides four examples of how such practices were taught to preservice general educators in a small, regional teacher preparation program. We discuss four contemporary educational reform movements (i.e., federal policies mandating EBP, state-level policies linking growth in pupil learning to teacher evaluation, clinically rich teacher preparation, and the emergence of a practice-based evidence approach) that should increase interest and use of EBP in teacher education and offer recommendations for how teacher educators might infuse EBP into their traditional teaching, research, and service functions in higher education.

Volumes 70 and 71 of Research in the Sociology of Organizations combine to comprise cutting edge theory and empirical scholarship at the interface of practice and institution in organization studies. As we highlight, this interface has spurred particularly generative conversations with many open questions, and much to explore. We provide a review of scholarly developments in practice theory and organizational institutionalism that have given rise to this interest in building a bridge between scholarly communities. As signaled by recent efforts to construct a practice-driven institutionalism, we highlight how connecting practice theory with the institutional logics perspective provides a particularly attractive focal point for scholarship at this interface due to a variety of shared ontological and epistemological commitments, including the constitution of actors and their behavior. Collectively, the papers assembled unlock exciting opportunities to connect distinct, but related scholarly communities on practice and institution, seeding scholarship that can advance our understanding of organizational and societal dynamics.

This paper is about the implementation of the evidence-based practice paradigm in child welfare in Europe. Our main question is whether there is a pan-European perspective on evidence-based working in this area, and if so, how it can be characterised.

We try to answer this question by means of a theoretical analysis, which is focusing on three issues: the construct “Europe”, recent evolutions in child welfare on the continent and the implementation of the evidence-based practice paradigm in child welfare.

Europe is a patchwork of regions, cultures and laws. This impacts practice. Since more than a decade now, the evidence-based practice paradigm conquered child welfare. This evolution was preceded by a movement towards children's rights and quality of care. The way the paradigm is interpreted and put into practice in Europe is largely influenced by regional policies and local view points, which means there is no pan-European perspective on evidence-based working in child welfare.

The lack of a pan-European perspective may be a strength, because it helps to blend evidence-based working with the need for an inclusive and culturally sensitive child welfare practice.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.