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The North East has five universities: Durham, Newcastle, Northumbria, Teesside and Sunderland as well as over 20 colleges. The five universities in the region employ over 14,000 staff and generate another 15,000 jobs through their activities (Universities UK, 2014). In total their activities generate gross value added (GVA) of nearly £1.6 billion, equivalent to 3.8% of the total 2011 North East GVA (Universities UK, 2014). This is higher than in any other region of England meaning that any post-Brexit funding threat to the UK university sector represents a disproportionately greater threat to the North East economy.

This chapter looks specifically at the opportunities and threats for teaching and research of public administration and public services within the North East as a consequence of Brexit. Potential threats include the impact of any reduction in European funding (particularly research funding); reduction in the number of European students and reduction in the number of European staff working at universities in the North East. This chapter concludes by making the case for greater collaboration in teaching and research across UK and European universities. Irrespective of the final result of Brexit, pan-European research and teaching of public administration seems needed now more than ever. Northumbria University has a unique place within the North East region as a centre of expertise in public administration and public leadership.

E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption.

Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs.

Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES.

The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc.

Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology.

The purpose of this article is to examine the historical development of archives and records management education in universities in England and review the state of research and teaching in the discipline in 2005.

Using a framework that draws on sociological attributes, the main text provides a historical analysis derived from primary and secondary sources, together with a brief overview of current educational provision for the discipline.

The article finds that graduate education in archives and records management has developed in the UK over a period of 60 years (1947‐2005) and is well established, with seven Master's‐level programmes offered across England, Wales, Scotland and Ireland, in a variety of learning modes (full‐ and part‐time, open learning, face‐to‐face) and from different perspectives and contexts (history, information science, digital preservation). The university research community in the discipline has developed more recently and needs to progress quickly and soundly to support the future intellectual life of the profession.

The geographical scope is limited to the UK and focuses in particular on England.

The paper identifies some gaps in educational provision, for instance mid‐career cross‐domain research opportunities, and an apparent lack of interest in academic research by UK practitioners, which might be further investigated.

No study of the historical development of the academic discipline of archives and records management has previously been published.

Information and communication technologies have transformed higher education providing e‐mechanisms to support the delivery of content, communication and interaction. One example is the widespread adoption of virtual learning environments (VLEs) by higher education institutions to provide a key interface among learners, the content and tutors. The aim of this paper is to explore the effectiveness of the design of educational systems for work based learning (WBL) from the learner's perspective. The study includes consideration of the use of technology to support the work based learning process for the learner.

Case studies from four postgraduate programmes and one undergraduate programme within the School of Computing, Engineering and Information Sciences (CEIS) at Northumbria University are presented. Key results from a survey of students on these programmes are discussed.

The results demonstrate that there are different motivations for this type of provision when compared with more conventional higher education programmes. In this digital age, technology should be a key enabling factor and students expect its adoption to support the learning process. However, academic institutions and staff are still not fully exploiting the possibilities of new media technologies through adapting their approaches to learning.

Traditionally the WBL concept has focused on two of the stakeholder contexts, namely the learner and the academic environment. Consideration of the other two important stakeholder contexts: the workplace and the external environment could significantly enrich the student experience and overall effectiveness of WBL delivery. The current study aims to address this deficit by considering all four stakeholders contexts in one model in order to evaluate the effectiveness of design of educational systems for WBL. This paper presents the first of these stakeholder contexts, the learner experience.

The paper is based on a presentation made at Northumbria Lite, the one‐day session held by the Northumbria Performance Measures Conference series team at IFLA in Glasgow, August 2002, on the invitation of the IFLA Statistics and Library Theory and Research Roundtables. It has been supplemented with some up‐dated figures and graphs. Dr Linda Banwell, Director of the JUBILEE project, gave the presentation, which focuses on evaluation in JUBILEE, with specific reference to the derivation and representation of impact and outcomes for library services.

This paper aims to provide an introduction to how worker co-operatives and other organisations based on principles of the participatory economy have been adopted in a range of international contexts as a vehicle for transforming places with a strong aspiration to address location-specific social challenges.

Through a presentation of four narrative cases, the paper exemplifies international experiences of co-operative approaches to place-making. It critically reflects on the philosophical and strategic underpinnings of the projects implemented in Rochdale, Preston, Bologna, Rome and Cincinnati.

The practical experiences of a number of local projects of place-making involving co-operatives are conceptualised. The research has identified the importance of institutional, organisational and legal constraints for transformative cooperative-based place-making initiatives. It shows a strong relevance of the place’s historic legacy and communal governance for the choice of place-making approaches.

Further investigation is needed to establish whether co-operatives have the same driving force potential in terms of local regeneration and community wealth building place-making in non-Western contexts and less developed locations.

The paper highlights cases that incorporate place-making practices involving the co-operative organisation and municipal participation and considers their transferability potential.

The paper advances an important conversation relevant to researchers, educators, co-operators, politicians and local officials on diverse contemporary approaches in towns and cities that seek to reshape and regenerate local socio-economic fabric by engaging tradition, principles and organisation models developed within the co-operative movement.