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At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and ‘re-invigoration’ of teacher professionalism. In ‘Teaching Scotland's Future’ it was argued that both of these are required for the development of ‘high quality’ teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education.

Although the key messages from ‘Teaching Scotland's Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that ‘Teaching Scotland's Future’ can play in a changing partnership policy landscape.

This chapter will provide an overview of Bachelor’s degrees into teaching in Scotland. It will consider how policy contexts shaped the original Bachelor degrees in Education (BEd) and more recently how policy discourse and texts have helped to shape the development of the new Bachelor's degrees in Education now on offer in Scotland.

Whilst the traditional Bachelor's degree in Education for many years remained the main undergraduate route for teacher education in Scotland, the publication of ‘Teaching Scotland's Future’ (Donaldson, 2011) recommended a gradual phasing out of the traditional undergraduate degree and the development of a new Bachelor's in Education ‘concurrent’ or ‘combined’ four-year undergraduate route. Donaldson's ‘vision’ of concurrency has been interpreted in many different ways across Scotland's universities resulting in a rich variety of new Bachelor's degrees in Education reflecting a range of structural, contextual, attitudinal and environmental constraints and opportunities which have influenced the nature of ‘concurrency’ at each institution.

The chapter traces how a number of influential policy texts from the 1960s onwards have influenced the repositioning of the new Bachelor degrees, which in turn aimed to broaden student teachers' understanding of teaching in the twenty-first century.

The purpose of this paper is to provide a comprehensive background on the recent legislative, regulatory, and prosecutorial scrutiny of mutual funds and underlying issues such as the level and transparency of fees and costs, distribution and sales practices, and fund governance.

Provides a detailed chronology of events since January 2003 concerning mutual fund scandals such as trading abuses and questionable sales practices and related issues such as revenue sharing, directed brokerage, soft dollars, market timing, late trading, and selective disclosure. The chronology in this issue of JOIC will be followed an article in the next issue that describes reform initiatives that have taken place in response to the scandals.

Despite criticism and scrutiny of equity mutual funds following poor performance in 2001 and 2002, meaningful efforts to achieve reform began to lose momentum in mid‐2003. Then concern with mutual fund abuses was reignited in September 2003 when New York Attorney General Eliot Spitzer announced a settlement with Canary Capital that involved market timing, late trading, and selective disclosure. Since then there have been numerous disclosures of fund trading abuses and questionable trading practices, and the resulting uproar has triggered significant efforts to reform the manner in which funds and their service providers conduct business.

This comprehensive chronology provides an essential reference by bringing together all the events and underlying issues related to mutual fund scandals, abuses, regulation, compliance, and reform efforts since January 1, 2003.

The re-establishment of the Scottish Parliament in 1999, with education in schools being a devolved area, meant that school education would be area of focus for the labour–liberal democrat coalition. The consequent impact on Teacher Education of changes to school education is explored. This chapter will consider changes such as Curriculum for Excellence to discuss how Initial Teacher Education (ITE) at universities was impacted and, additionally, how changes to teacher conditions, following the McCrone Agreement, effected change in teachers' working conditions, and which influenced a range of professional standards under the guardianship of the General Teaching Council for Scotland. These factors engendered a fundamental shift in teachers' professional development. The chapter also explores the context of ITE with its locus firmly in Higher Education Institutions and how operational and strategic issues impacted the discipline of ITE within universities. In relation to ITE specifically, the two-stage review is discussed but the chapter concludes that the most change and innovation occurred at the post-qualification level rather than within ITE in universities. The reasons for this are explored.

The Professional Graduate Diploma in Education (PGDE) is one of the two main initial teacher education routes in Scotland. It is a short (1 academic year) university-based course, in which school placement is integrated, enabling students to develop and apply knowledge, skills and values for a career in primary or secondary education.This chapter explains the PGDE university provision across Scotland and the role of the General Teaching Council for Scotland in the design of, and recruitment to, the courses. The current high demand for places on PGDE Primary courses is not mirrored in PGDE Secondary, in which there are many ‘hard-to-fill’ subjects, leading to varied recruitment to, and selection of, applicants to the courses. The PGDE is acknowledged to be intense and demanding and yet remains a popular, viable route; this chapter discusses reasons for its appeal over the undergraduate route.

Mentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education (ITE) may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationships towards collegiate and collaborative reflexivity. The purpose of this paper is to explore the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning.

Set within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data.

Quantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns.

The authors conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in ITE. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school.

This study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

There is currently an increasing interest all over the world in the improvement of teacher education and the quality of teachers. Teachers are now expected to be lifelong learners in order to strengthen their professional knowledge. Mentoring as a component of collaborative partnership between schools and universities is considered a tool for improving teachers’ professional practice. Essentially, collaboration in mentoring between teachers and student teachers is acknowledged as being pivotal and instrumental to personal and professional development in initial teacher education contexts. However, studies indicate that the enactment of collaborative endeavors in mentoring processes between teachers and student teachers are not without challenges. Thus, this chapter documents collaborative mentoring pedagogy as practiced and experienced in a relatively new teacher education reform context in Scotland. Drawing on what has been learned in the Scottish context, the challenges to effective collaborative mentoring pedagogy and the means for strengthening collaborative mentoring pedagogy are discussed. Lastly, a framework for developing and enhancing collaborative mentoring pedagogy in initial teacher education is suggested.

The purpose of this paper is to examine differences among industry classes and supply chain positions in order to gain insight into quality management program maturity across industries and within supply chains.

Data for comparison in this study comes from an e-mail survey of professionals across the USA, employed primarily in sourcing or logistics (i.e. Institute for Supply Management (ISM) and Council for Supply Chain Management Professionals (CSCMP)).

This study found that quality maturity varies by industry class. While prior studies have found differences by industry class, they have been limited to at most three classes, while this study examined 17 classes. This study also examines quality maturity by supply chain position, with the finding that quality maturity differed by supply chain position depending on how position is defined. Questions are raised regarding the proper characterization of supply chain position.

The sample group represents members in only two professional groups, ISM and CSCMP. Not all industry groups or supply chain positions were well-represented due to some small sub-group sizes.

Quality program maturity is generally not uniform and there are potentially many opportunities for substantial improvement across various sectors by specific industry. Partnering with suppliers is a recommended approach for sectors lagging in quality maturity.

This research extends the examination of quality management practice in the supply chain by studying a large number of industry classes and supply chain positions and assesses differences in quality maturity across these classes and positions.

Modernism and postmodernism may be thought of as either moments or movements. We argue for thinking of them as moments, essentially related to each other, rather than movements that literally have historical specificity. From this perspective what is modern and what is postmodern is always shifting, such that their nature is problematic, essentially contested and shifting. Rather than use contemporary examples to make these points, we prefer to refer to quite historical examples, because the modalities become much sharper and can be seen in clearer focus. Hence, we discuss Machiavelli and Caravaggio as precursors of the postmodern and Hobbes and Boyle as precursors of the modern. Obviously, there is an irony in our intent: given the claims to currency of the debates with which we frame the paper then reference to some classical sources serves to hose down debate and fix it in a sharper, cleaner form. While it will become evident that our sympathies are not with “modernism”, it should become equally clear that we hold much of the representation of “postmodernism” to be as much at error as we do the fixing of the modern in the frame of the empiricist, the positivist, and the scientific. For us, all these terms are equally problematic, and have been so ever since we began to first think we might be modern – whether in art, social science or science. We conclude by addressing why, in the present, these classical debates should have migrated to the study of organizations.