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Positioning strategy and ranking are critical issues in an increasingly competitive higher education landscape. Unless there is conceptual congruence between positioning strategies and rankings, the signals may become diffused and confusing for prospective students. This paper seeks the congruence between positioning strategies and ranking. Since without a validated typology of positioning strategies, such congruence cannot be sought, this paper firstly aims to develop an empirically derived typology of positioning strategies for HEIs. The population consists of HEIs in the UK. Content analysis was used to analyze the WebPages of HEIs to identify positioning bases, and congruence and contradictions between those positioning bases and ranking were identified by correspondence analysis. As a result, a new positioning typology consisting of eight bases, which are top of the range, campus life experience, internationalization, teaching excellence, research quality, graduates prospects, location, and value for money, was identified. In conclusion, HEIs are categorized into three different groups as Leaders and Challengers, Followers, and Nichers and Cost Leaders, and recommendations about how to guarantee congruence between positioning strategy and ranking were made. HEIs should choose positioning bases in line with their rankings since congruence strengthens the position in the minds.

This paper examines the potential earnings premium associated with a doctoral degree (PhDs, ISCED9) over postgraduate degrees (PGs, or Masters, ISCED7) in the UK. We assess this premium using a decade-worth of UK Labour Force Survey data (2011-2020). To explore the possible endogenous choice of post-graduate tracks, this paper deploys linear regression, (ordinary least squares, OLS), propensity score matching (PSM), and inverse probability weighting (IPWRA) to estimate the pay premium under varying identifying assumptions. The estimates show a positive return in terms of gross hourly pays in all models, along with a relevant role of managerial positions and degree of specialisation in employment position. Therefore, although a PhD is arguably mostly driven by taste for scientific pursuit, a PhD has on average also an economic pay-off. However, much of it depends on one's capacity to acquire leadership positions -- the most relevant factor disentangling those fulfilling or not their potential in terms of wages. We also provide a cost-benefit analysis over a life course showing that such a premium is overall modest, but subject to positive spikes for those in Science & Technology (STEM disciplines), getting managerial positions, and for women. Our findings suggest investigating further those personal and organisational factors that are conducive of unleashing highly educated potential.

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.

Purpose: Student welfare and wellbeing is crucial to successful postgraduate study, regardless of the global location in which the study is taking place, making it an international issue. This study sought to add to the conversations occurring globally on this topic, focusing particularly on exploring academic faculty participation in higher education postgraduate taught (PGT) student mentoring initiatives. Design/methodology/approach: By applying two theories, social exchange theory (SET) and equity theory (ET), faculty participation in postgraduate mentoring was explored and examined. A qualitative methodology, comprising 19 semi-structured interviews with faculty participating as mentors, was conducted. Data was analysed using template analysis, with SET and ET used to create thematic templates. Findings: The application of SET and ET enabled faculty participation to be understood in terms of the perceived equity, costs and rewards of mentoring. Costs can be significant, sometimes outweighing the benefits, thus endangering the viability and sustainability of the PGT mentoring initiative. Analysis suggested two distinct types of "mentor mindsets" exist, which influence the perception of investments, equity, costs and rewards. Originality/value: As higher education institutions face increasing pressure to support student welfare, it is imperative that personalised support is put under scrutiny so management practices can be established that support and encourage academic faculty participation in these support initiatives. This paper recommends how institutions can allay the costs of mentoring by considering mentor recruitment, selection, training and other supportive measures.

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.

Introduction: This paper reports on a study undertaken for the UK Joint Information Systems Committee (JISC), which explored the economic implications of alternative scholarly publishing models. Rather than simply summarising the study's findings, this paper focuses on the approach and presents a step-by-step account of the research process, highlighting the combination of process mapping, activity costing and macro modelling. Method: The analysis relies primarily on existing sources, collating activity cost information from the wide-ranging literature on scholarly communication. Where necessary, these sources were supplemented by targeted informal consultation with experts. Analysis: We examine the costs and potential benefits of the major alternative models for scholarly publishing, including subscription publishing, open access publishing and self-archiving. Adopting a formal approach to modelling the scholarly communication process and identifying activity costs, this paper presents activity and system-wide costs for each of the alternative publishing models. It then explores the potential impacts of enhanced access on returns to R&D. Results: We find that different scholarly publishing models could make a material difference to the costs faced by various parties and to the returns on investment in R&D that might be realised. Conclusion: It seems likely that more open access could have substantial benefits in the longer term. While the benefits may be lower during a transitional period they would be likely to be positive for both open access publishing and self-archiving alternatives. (Contains 1 note, 1 table, and 6 figures.)

PRINCE2, which stands for Projects in Controlled Environments, is a project management method covering the organisation, management, and control of projects and is widely used in both government and commercial IT and building projects in the UK. This paper describes the application of PRINCE2 to the management of large clinical trials (specifically, of a Phase III trial of a candidate microbicide to prevent vaginally acquired HIV infection). It reviews the challenge of ensuring that the project management tools add value to the project overall and are not perceived as an overly administrative burden. It reviews the requirement for high level summary reports for use by an executive committee and funding bodies, highlighting the reasons for taking this approach--in particular, not only to manage the science, but to link expenditure to activities at geographically separate trial sites and to key performance indicators, and to provide tools for monitoring risks and possible re-alignment of budgets to reflect changing activities and outputs by collaborators. The paper considers the wider costs and benefits to researchers and funders of taking this approach and explores implications for research administrators and managers at institutions involved in large, complex collaborative research projects, whether clinical or not. (Contains 3 tables and 2 figures.)

Currently, many placement-based health programme students within the UK are supported through face-to-face visits from university staff. Whilst cited in literature as being of value, the face-to-face nature of this contact is not supported. Alternatives including video-based communications methods offer the potential for cost effective, environmentally responsible support. However, in order to establish the fitness for purpose of alternative approaches, the content and purpose of current support needs to be understood. This project aimed to investigate student perceptions of the ideal content and purpose of clinical support visits, and alternatives to the current face-to-face approach. Fifty-six Physiotherapy undergraduate students responded to questionnaires with a further nine participating in a follow-up focus group. Participants emphasised the value of the visit in guiding learning, ensuring progression and resolving arising issues, and highlighted concerns over alternative approaches. Focus group participants discussed the importance of personal and professional confidence in directing requirements for support, and went on to propose a menu of options for methods of communication.Whilst limited in some applications, video technologies may be one of the options. Overall, however, this project supports the need for consideration of individualised learning journeys within curriculum planning. (Contains 4 tables and 5 figures.) [This paper was published in the ALT-C 2012 Conference Proceedings.]

Background. Between 2015 and 2020, 1,578 care homes in the UK closed, displacing nearly 50,000 older and disabled people with very significant care and support needs. It is widely thought that relocation can have a significant impact on the health and well-being of older people. Yet, evidence is limited due to sensitivity and logistical difficulties with data collection. This study aimed to review the published literature in order to (i) identify evidence on the costs, consequences, and wider impacts of care home closures, for older people, family members, care home staff, and local authorities and (ii) understand the causes of and processes surrounding the closure of residential care homes in the UK. Methods. Eight electronic databases (Medline, Embase, Web of Science, Scopus, ASSIA, HMIC, AgeInfo, and SPP) were searched from 1st January 2000 to 9th February 2023; Google and Google Scholar were searched for guidance/policy documents from the grey literature. Data on the objectives, methods, and main results were extracted, and the findings were narratively reported. Results. Eighteen records, comprising guidance documents and academic publications (quantitative, qualitative, and mixed-method approaches), met the inclusion criteria. We found a lack of good quality evidence on costs of closure and no consideration of outcomes for staff. Studies reporting on outcomes for residents suggest there may not be any long-term adverse effects on their health, in contrast to often-expressed views that care home closures result in harm. Conclusion. Future research should consider the stress and anxiety experienced by staff and families as relevant outcomes and show caution with respect to the use of proxy reporting of resident health outcomes. Given that a sizable portion of the costs associated with care home closure falls on local authorities, an evidence-based approach to closures that includes an assessment of cost-effectiveness will help to improve future outcomes and guide the most efficient use of limited public resources. [ABSTRACT FROM AUTHOR]

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

The paper introduces the "UK Open Textbooks" project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The "UK Open Textbooks" project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.

Graduation rates in distance higher education are low compared with full-time higher education--often less than 20% compared with full-time UK rates of around 80%--the "distance education deficit". In the University of London International Programmes, the difference between the face-to-face graduation rate of 61.5% and the distance version at 15.7% is particularly marked. A previous paper in "Open Learning" reported evidence that "proactive motivational support" to distance students had some effect on their success rates. This paper reports an attempt in the International Programmes to use proactive motivational support in the form of "motivational emails" which found an increase in retention of 2.3%. Although this increase was small, it had a positive financial return on investment to the institution. The paper suggests that motivational emails could be made more effective through the use of interactivity, nudging and priming. However, it also argues that distance student retention will always depend less on technology and more on personal human support.

This paper brings together some data on student retention in distance education in the form of graduation rates at a sample of distance institutions. The paper suggests that there is a "distance education deficit" with many distance institutions having less than one-quarter of the graduation rates of conventional institutions. It looks in some detail at the data for one well-known institution--the UK Open University--and surveys some of the reasons why such a deficit should occur and asks what the effects are on students, institutions and society as a whole. The paper suggests that one reason for the deficit is the "category error" of confusing teaching with learning, and that institutions have focused too much on the provision of teaching materials, especially online, and too little on motivating students to learn. It maintains that there is accumulating evidence for the essentiality of proactive contact for overcoming dropout and the importance of making that contact motivational. The paper claims that such an approach is financially viable and can make surpluses for the institutions concerned if carefully designed. Finally, whilst briefly surveying some of the new developments in distance education in the form of Massive Online Open Courses, learning analytics, and the use of smartphones, this paper suggests more speculatively that rather than resources or organisation, the main barriers to increasing student success in distance education are institutional attitudes to student retention.

This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.)

Purpose: The aim of this paper is to explore the role of relevant policies in the professional development of HR practitioners in the UK. Design/methodology/approach: A review of literature was carried out on the subject of the role of relevant policies in the professional development of HR practitioners in the UK. In doing so, the issues of profession and professionalism in the context of the HR occupation were explored. Findings: The paper highlights the importance of HRD in the improvement of HR practitioners' practice, and as a result, enhancing the status of the occupation. Research limitations/implications: A number of areas which are potentially worthy of further empirical investigation have been identified as a result of the review in this paper. Practical implications: The paper highlights the importance of policy and changing working environments on professional practice. It illustrates the importance of HRD on improving that practice and suggests the use of informal learning mechanisms as a cost effective means of going some way to achieve that improvement. Originality/value: The value of this paper is its contribution to the discussion on professional development in the context of the HR occupation.

This paper looks at what the value of a doctorate is, both to employers in particular and to society and the economy at large. Given the emphasis many universities and funding agencies/governments are putting upon the development of PhD programmes, this is an issue deserving attention. The paper tries to show how two separate but interrelated questions "What is a doctorate worth?" and "Is there a justification for society to subsidise the production of doctorates?" might be answered. It considers the argument that the production of PhDs can generate benefits for wider society--both because the production process itself generates basic knowledge from which all can take advantage and because the outputs of that process help boost the productivity of those with whom they work. In other words, the gains to society as a whole might be greater than the sum of gains to PhD holders and their immediate employers. Evidence is reviewed. (Contains 1 table.)

This paper reports on a questionnaire survey of 16 national libraries designed to clarify how national libraries attempt to justify their web archiving activities. Results indicate they envisage that a) the benefits brought about by their initiatives are greater than the overall costs, b) the costs imposed on libraries are greater than the costs imposed on stakeholders, and c) all of them are making efforts to respond to legal risks in various ways (e.g. legislation, contracting and opt-out policies) although there are trade-off relations in terms of costs for negotiation, scope of access and size and scope of the web archive. The paper discusses whether a basic logic for justification of their web archiving is valid from the perspective of balancing cost-benefit. Further, it highlights the potential, underlying premises of the logic that motivates the intervention of national libraries as public sector organizations. (Contains 3 tables and 2 figures.)

Purpose: Online content has largely replaced traditional print-based resources as the primary tool for literature searching throughout much of the academic and research community. This paper presents the results of a small-scale study, commissioned by the JISC in 2004, to assess the potential efficiency gains that may be achieved through the use of online content by researchers. Design/methodology/approach: Information gleaned from an extensive literature review was combined with recent usage data to calculate broad estimates of the efficiency gains which are being made by the research community through using online searching strategies as opposed to print resources. Findings: The estimated staff costs in UK universities of literature searching are some 7 British Pounds million per annum. Manual literature searching can take around five times as long as using relevant electronic resources. The consequent savings from the availability of electronic bibliographic databases are estimated in the region of 25 British Pounds million per annum. Originality/value: This paper brings together findings from a number of distinct studies and extrapolates these to the current situation in the UK. It demonstrates the value of investment in electronic bibliographic databases to the funding bodies which provide these to researchers.

Nuclear energy produces low carbon, safe and reliable electricity so is it now time for the UK to invest in this proven technology or are the misplaced perceptions regarding its safety, cost and the quantities of radioactive waste produced causing us to overlook nuclear as a major component of our electricity mix? This paper discusses these issues and whether the negative opinion of nuclear energy which could hold back it's wider development in the UK, is justified in the 21st century. For the safe, secure and economic future of electricity can we afford to ignore the positive contributions nuclear energy can make any longer?

Quantifying the market size for cannabis is important given vigorous policy debates about how to intervene in this market. We develop a new approach to measuring the size of the cannabis market using forensic economics. The key insight is that cannabis consumption often requires the use of complementary legal inputs: roll‐your‐own tobacco and rolling papers. The forensic approach specifies how legal and illegal inputs are combined in the production of hand‐rolled cigarettes and cannabis joints. These input relationships, along with market adding‐up conditions, can be used to infer the size of the cannabis market. We provide proof‐of‐concept that this approach can be readily calibrated using: (i) point‐of‐sale data on legal inputs of roll‐your‐own tobacco and rolling papers; (ii) input parameter estimates drawn from a wide‐ranging interdisciplinary evidence base. We implement the approach using data from 2008–9. For those years, the forensic estimates for the UK cannabis market are near double those derived from standard demand‐side approaches. We make precise what drives the measurement gap between methods by establishing the adjustments needed to match estimates from alternative approaches. Our analysis develops an agenda on measurement and data collection that allows for credible cost–benefit analysis of policy interventions in illicit drug markets. [ABSTRACT FROM AUTHOR]

Historically, consent for treatment in the United Kingdom's National Health Service has been collected using traditional paper forms. For public health services, such as immunizations, this process involved significant time, space, paper, and staff resources. In a bid to provide a more modern, secure, cost‐effective and paperless service, an electronic consent (eConsent) form for the routine school aged immunization program was designed and successfully piloted for the HPV 1 vaccine in 25 schools during the summer of 2019, with an average of 80% return rate. This was not only significantly higher than paper consent returns, there was also a significantly quicker return rate. These factors resulted in the clinical record being updated more quickly than ever before which reduced clinical risk. Following the pilot, the program was launched countywide for all school aged immunizations in September 2020. Since its launch some minor issues have been identified but resolved quickly and efficiently. Although still in its early days it is felt that the eConsent system has promoted a more informed and easier collaboration across sectors and has reduced operating costs. Although the use of electronic consent needs to be used more widely, it is felt that this new practice is a success. [ABSTRACT FROM AUTHOR]

Introduction: Major trauma centre (MTC) care has been associated with improved outcomes for injured patients. English ambulance services and trauma networks currently use a range of triage tools to select patients for bypass to MTCs. A standardised national triage tool may improve triage accuracy, cost-effectiveness and the reproducibility of decision-making. Methods: We conducted an expert consensus process to derive and develop a major trauma triage tool for use in English trauma networks. A web-based Delphi survey was conducted to identify and confirm candidate triage tool predictors of major trauma. Facilitated roundtable consensus meetings were convened to confirm the proposed triage tool’s purpose, target diagnostic threshold, scope, intended population and structure, as well as the individual triage tool predictors and cut points. Public and patient involvement (PPI) focus groups were held to ensure triage tool acceptability to service users. Results: The Delphi survey reached consensus on nine triage variables in two domains, from 109 candidate variables after three rounds. Following a review of the relevant evidence during the consensus meetings, iterative rounds of discussion achieved consensus on the following aspects of the triage tool: reference standard, scope, target diagnostic accuracy and intended population. A three-step tool comprising physiology, anatomical injury and clinical judgement domains, with triage variables assessed in parallel, was recommended. The triage tool was received favourably by PPI focus groups. Conclusions: This paper presents a new expert consensus derived major trauma triage tool with defined purpose, scope, intended population, structure, constituent variables, variable definitions and thresholds. Prospective evaluation is required to determine clinical and cost-effectiveness, acceptability and usability. [ABSTRACT FROM AUTHOR]

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-Off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

Explains the Artificial Intelligence Applications to Learning Programme, which was developed in the United Kingdom to explore and accelerate the use of artificial intelligence (AI) technologies in learning in both the educational and industrial sectors. Highlights include program evaluation, marketing, ownership of information, consortia, and cost benefits. (two references) (LRW)

The Training Development Group of Barclays Bank (United Kingdom) was formed in 1989 to design cost effective training for the banks employees. Describes the bank's "systems approach" to training design: the training needs analysis, identification of performance competences, determination of behavioral objectives, selection of instructional strategies, assessment of students, and evaluation of training. (PEN)

Background: Telehealth for paediatric speech and language therapy became one of the most salient modes of service delivery during the COVID‐19 pandemic. Evidence for speech and language therapy services via telehealth in comparison to face‐to‐face delivery demonstrates promising outcomes, and studies have begun to explore practitioner and client experiences. However, across the literature, many critical elements of services are overlooked, and there is a need to frame the evidence base within a theoretical model that can draw out practical implications that consider the range of factors having an impact on clinical implementation in real‐world contexts. The APEASE (Acceptability, Practicability, Effectiveness, Affordability, Side‐effects, and Equity) criteria offer such a model. The current study explored practising UK speech and language therapists' (SLTs) clinical experience of telehealth through the lens of the APEASE criteria and aimed to identify recommendations for future service provision from the practitioner perspective. Methods: An online survey structured using the APEASE criteria was developed in collaboration with the UK Royal College of Speech and Language Therapists. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using reflexive thematic analysis. Results: Four hundred and thirty‐eight qualified and practicing UK paediatric SLTs completed the survey. Telehealth was broadly acceptable and practicable to SLTs yet there remains some uncertainty about its efficacy and cost‐effectiveness compared to face‐to‐face interventions and how equitable it is for different population groups. SLTs reported that effective implementation of telehealth services was dependent upon several contextual factors; affordability was a perceived barrier to clients having access to telehealth resources, intervention via telehealth was perceived as more acceptable than assessment, and whilst many SLTs welcomed aspects of telehealth, there were concerns about the physical and mental health consequences for practitioners. Six themes for the future development of telehealth in paediatric speech and language therapy were identified: (1) balanced and tailored services; (2) technology and equipment; (3) information and communication; (4) capacity building; (5) monitoring and evaluation; and (6) leadership and governance. Conclusions: Outcomes highlight promising, concerning and uncertain aspects of telehealth in paediatric speech and language therapy. SLTs value a flexible and tailored approach to service delivery and recommend that effective leadership, clear communication, ongoing policy and guidance development, upskilling of users and careful evaluation of impact are required to ensure optimal implementation. The APEASE criteria offer a valuable opportunity to enhance and streamline practice and research to ensure sustainable implementation of telehealth in the paediatric speech and language therapy services of tomorrow. WHAT THIS PAPER ADDS: What is already known on this subject: The COVID‐19 pandemic led to the increased use of telehealth as a main mode of service delivery in paediatric speech and language therapy. Pre‐COVID‐19, evidence for the use of telehealth in this field included small‐scale experimental studies that reported on children with particular disorders and explored telehealth outcomes in comparison to face‐to‐face delivery. The realities of at‐scale clinical practice were not well‐represented, and critical elements of service such as cost‐effectiveness were often overlooked in the paediatric literature. Furthermore, despite emerging global evidence for temporary telehealth responses to the crisis in speech and language therapy, the long‐term and future use of telehealth remains unclear. What this paper adds to existing knowledge: The current study applied the lens of the APEASE (Acceptability, Practicability, Effectiveness, Affordability, Side‐effects, and Equity) criteria, which were used in this case to consider socioeconomic, ecological and cultural factors to capture an overarching understanding of the use of telehealth in paediatric speech and language therapy, and to inform the role of telehealth in future, longer‐term and at‐scale service development. Results indicated emerging trends in UK paediatric speech and language therapists' (SLTs') perceptions of telehealth and SLTs perceived a hybrid approach to service delivery, combining mostly face‐to‐face services with some telehealth, was likely to continue in the future. We identified six themes to guide the future development of telehealth in paediatric speech and language therapy services: (1) balanced and tailored services; (2) technology and equipment; (3) information and communication; (4) capacity building; (5) monitoring and evaluation; and (6) leadership and governance. What are the potential or actual clinical implications of this work?: UK SLTs believe that speech and language therapy services using telehealth should be reflective, tailored and flexible to meet the requirements and circumstances of the children, young people and families served, as well as the physical and emotional needs of practitioners. SLTs recommend that this service development is clearly communicated to all stakeholders and suggested that those using telehealth should be supported through appropriate training, and ongoing effectiveness should be monitored. Telehealth is here to stay and the APEASE criteria offer a unique opportunity to ensure sustainable models of service delivery; to support co‐ordinated leadership at the local, national and international levels and the development of policy and clinical guidance. [ABSTRACT FROM AUTHOR]

In this paper, we explore some of the keywords around which the practice of school inspection is ordered in England. As part of a project that explores the role of inspection in governing schooling in England, Scotland and Sweden, we have examined some of the key sources through which Ofsted (The Office for Standards in Education, Children's Services and Skills) publicly announces its role and purpose. In considering these texts, we have turned to Raymond Williams' conception of "keywords" (1988) to frame our analysis. We suggest that these sources are marked by the presence of a series of such keywords that underpin and legitimise the practice of school inspection by Ofsted. We conclude by considering some of the changing terminology that followed from the Coalition Government that took office in the UK in 2010 and which made education reform a centrepiece of its first period in power.

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain business factors. These factors are being investigated in this paper, through an exploratory study within a variety of private organisations in the UK. Based on the results of this study, 10 key factors affecting the adoption of PLEs in the workplace have been identified. The authors propose a framework for the adoption and diffusion of PLEs, aiming at informing decision makers within commercial organisations about the successful introduction of novel learning methodologies in their respective organisations.