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Descriptors:
Health Services; Continuing Education; Research and Development; Theory Practice Relationship; Patients; Safety; Improvement; Differences; Stakeholders; Methods; Problems; Integrated Activities; Cooperation; Interdisciplinary Approach; Holistic Approach

Abstract:
Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the similarities and differences amongst the four domains in relation to their missions, stakeholders, methods, and limitations. This paper highlights the potential for a more integrated and collaborative partnership to promote networking and information sharing amongst the four domains. This potential rests on the premise that an integrated approach may result in the development and implementation of more holistic and effective interdisciplinary interventions. In conclusion, an outline of current research that is informed by the preliminary findings in this paper is also briefly discussed. The research concerns a comprehensive mapping of the relationships between the domains to gain an understanding of potential dissonances between how the domains represent themselves, their work and the work of their "partner" domains. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Stakeholders; Therapy; Foreign Countries; Psychologists; Educational Psychology; Focus Groups; Disabilities; Intervention; Counselor Role; Leadership; Delivery Systems; Interviews; Supervision; Documentation

Abstract:
This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: "contracting and promoting"; "leadership"; "opportunities to practice"; "supervision"; "time and resources"; and "training". (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Adult Vocational Education; Foreign Countries; Neoliberalism; Governance; Educational Policy; Political Attitudes; Decision Making; Policy Analysis; Continuing Education

Abstract:
The paper analyses continuing vocational education and training policies in the UK in the period 1979-2010 with a focus on regulation and governance. It reviews Conservative and Labour party policies to ascertain their principal components and explore their evolution through time. More specifically, the paper reviews the paradoxical existence of three seemingly opposed accounts of recent dynamics in the management of continuing vocational training: one that sees it moving inexorably to the political right, one that emphasises the singularity of social-democratic policies and one that focuses on the difficulties of any movement, towards the political left or right. The paper concludes that while there has been a degree of convergence between right and left, differences remained in terms of their favoured institutional decision-making structures. However, Labour played a two-level game, which combined the establishment of new channels for dialogue and coordination with key stakeholders, with a limited scope for meaningful stakeholder input to policy. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Educational Quality; Models; Stakeholders; Employer Attitudes; Questionnaires; Outcomes of Education; Resources; Sustainable Development; Educational Finance; Employment Potential; Training; College Graduates; Achievement; Research and Development; Theory Practice Relationship

Abstract:
The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders' perspective is seen as a lens through which stakeholders define, control and assess the quality of a HEI. The proposed model therefore gives stakeholders greater significance compared to the dimensions of institutional quality of a HEI. The model has been validated from the employers' perspective. On the basis of 339 completed questionnaires or a 39.74% response rate we concluded that outcomes constitute the most important dimension of institutional quality of a HEI from the perspective of employers in Slovenia. The outcomes dimension is followed, in descending order, by the non-financial resources and inputs, sustainable development, value chain, and, finally, the financial resources and inputs dimensions. The results of the study have shown that of the 44 quality factors of a HEI the following data are of key importance to employers: information on the participation of students in practical training, achievements of graduates at the workplace, implementation of a HEI's research achievements in practice, graduate employability, and a HEI's responsiveness to the demands and changes in the environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; International Cooperation; Research; Stakeholders; Health Sciences; Networks; Administrative Organization; Peace; Integrity; Collegiality; Sustainability; Conflict

Abstract:
Cross-border academic collaborations in conflict zones are vulnerable to escalated turbulence, liability concerns and flagging support. Multi-level stakeholder engagement at home and abroad is essential for securing the political and financial sustainability of such collaborations. This study examines the multilayered stakeholder arrangements within an international academic health science network contributing to peace-building in the Middle East. While organizational forms in this collaboration change to reflect the structural, epistemic and political expectations of various support groups operating locally and globally, the legitimacy of the international research and its contribution to the peace-building process last as long as institutional norms of academic enterprise--integrity, impartiality and collegiality--are sustained. This paper analyzes the reconciliatory strategies used by the collaborating health scientists to mitigate organizational turbulence, reduce resource asymmetries and continually build and rebuild bridges across stakeholder communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Agencies; State Government; Financial Support; State Aid; Smoking; Health Promotion; Health Programs; Program Evaluation; Training; Role; Evaluators; Technical Writing; Reports; Information Utilization; Attitudes; Stakeholders; Accountability; Program Effectiveness; Test Construction; Scoring

Abstract:
Nearly all private, government and non-governmental organizations that receive government funding to run social or health promotion programs in the United States are required to conduct program evaluations and to report findings to the funding agency. Reports are usually due at the end of a funding cycle and they may or may not have an influence on the continuation of program funding. The final evaluation report (FER), as the end-of-funding-cycle report is often called, generally relates the intervention and evaluation results of the funding period and has a dual purpose. It is considered an element of accountability and should give the program and its stakeholders direction for the future. All too often though, this is not the case. Evaluators have voiced myriad concerns about the many issues related to reports and their usage. In their study of a random sample of American Evaluation Association members, Torres et al. (1997) found that evaluators are generally discontent about reporting and about the fact that their reports are often misused or not used at all. Evaluation reports could be a valuable instrument for moving projects forward if stakeholders and project staff would make good use of evaluation findings. The Tobacco Control Evaluation Center (TCEC) (2006) at the University of California at Davis developed scoring measures for final report writing for over 100 local tobacco control projects in California but found 2007 reports lacking in quality. In 2010, it conducted a training campaign in the hope that the projects themselves, the funding government agency and TCEC may make better use of the reports. The response to the training call was overwhelming, and comparing scores from 2007 and 2010, participating agencies made statistically significant improvements but non-participants did not. Results relating to the mode of training were inconclusive. The pre- and post-score comparison proved to be a valuable measuring tool, and the 1-day face-to-face training was a useful training mode. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Elementary Education; Foreign Countries; Principals; Case Studies; Early Childhood Education; Young Children; Economically Disadvantaged; Grade 1; Educational Policy; Interviews; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; School Readiness; Educational Quality; Access to Education; Equal Education; Family Environment

Abstract:
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Disabilities; Employees; Employers; Stakeholders; Comparative Analysis; Employee Attitudes; Employer Attitudes

Abstract:
Job accommodation is a multifaceted and interactive process. Stakeholder groups (i.e., employees with disabilities, employers, and in some cases service providers) make decisions about requesting or providing job accommodations based on multiple factors in this process. An understanding of stakeholder differences in their perceptions of these factors may mitigate the myths and misconceptions about accommodations, and facilitate the accommodation process. Stakeholder perspectives on the importance of factors involved in the accommodation process are compared. How these perceptions may affect the likelihood of requesting or providing accommodations is discussed, along with the implications for rehabilitation professionals. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Finance; Evidence; Stakeholders; Expenditures; Voting; Tax Effort; Community Characteristics; School District Wealth; Operating Expenses; Political Attitudes; Consciousness Raising; Change Strategies; Multiple Regression Analysis; Data Analysis; Statistical Data; Input Output Analysis; Cost Effectiveness; Audits (Verification); School Budget Elections; Politics of Education; Schematic Studies

Abstract:
Using logistic regression, this study sought to understand the relationship between district characteristics, district finances, levy characteristics, and campaign expenditures with new operating levy outcomes. We found that employee benefits as a percentage of the district's budget were negatively associated with levy outcomes, while salaries were positively associated with levy outcomes, suggesting that voters may be more sensitive to retirement and healthcare benefits than salaries when voting. While campaign spending was related to levy success, types of expenditures were largely insignificant. School district personnel must be cognizant of the local conditions in crafting campaigns and recruiting community stakeholders. (Contains 4 tables, 1 figure, and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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