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Purpose: The purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues. Design/methodology/approach: The study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed. Findings: The findings indicated that faculty staff faced uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faculty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services. Practical implications: A need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified. The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students' personal support plans. A concerted effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff are recommended. Originality/value: This paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care programmes. [ABSTRACT FROM AUTHOR]

Purpose: With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs. Design/methodology/approach: The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England. Findings: The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education. Originality/value: In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the influence of research evaluation policies and their interpretation on academics’ writing practices in three different higher education institutions and across three different disciplines. Specifically, the paper discusses how England’s national research excellence framework (REF) and institutional responses to it shape the decisions academics make about their writing.Design/methodology/approach In total, 49 academics at three English universities were interviewed. The academics were from one Science, Technology, Engineering and Mathematics discipline (mathematics), one humanities discipline (history) and one applied discipline (marketing). Repeated semi-structured interviews focussed on different aspects of academics’ writing practices. Heads of departments and administrative staff were also interviewed. Data were coded using the qualitative data analysis software, ATLAS.ti.Findings Academics’ ability to succeed in their career was closely tied to their ability to meet quantitative and qualitative targets driven by research evaluation systems, but these were predicated on an unrealistic understanding of knowledge creation. Research evaluation systems limited the epistemic choices available to academics, partly because they pushed academics’ writing towards genres and publication venues that conflicted with disciplinary traditions and partly because they were evenly distributed across institutions and age groups.Originality/value This work fills a gap in the literature by offering empirical and qualitative findings on the effects of research evaluation systems in context. It is also one of the only papers to focus on the ways in which individuals’ academic writing practices in particular are shaped by such systems. [ABSTRACT FROM AUTHOR]

This is a story of transformation at Sheffield Hallam University, UK. It describes the progress and thinking along the path to introducing the university's vision of sustainability since the conclusion of EMSU 1999.It describes how sustainable practice has been incorporated within the formal democratic structures of the university, and describes the results of the initial environmental review and the early experiences and outcomes of target setting. The paper does not ignore those areas where there has not been success. It considers the involvement of the university in the UK Higher Education Programme for Sustainability (HEPS) directed by the Forum for the Future, and the advantages of engagement with the student community. The paper considers the early introduction of corporate social responsibility. It concludes with an aide memoir (currently in development) to assist all managers at the university in considering the impact of their planned actions on sustainability. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to identify the particular characteristics and strengths of mainstream undergraduate and postgraduate university education for social workers.Design/methodology/approach A brief summary of the establishment of the honours degree or M-level qualification as the requirement for registration as a social worker in England is followed by a summary of the main aspects of “mainstream” social work courses. The values underpinning a “student” rather than a “trainee” route into social work are explored and some limited comparisons made with recently introduced fast-track specialist programmes. Where relevant, the student experience is contrasted with that of fast-track specialist trainees.Findings The paper concludes with a discussion of the potential impact on the social work profession and on agencies providing social work services of the cuts over the past few years in the numbers of students on “generalist” mainstream social work programmes.Research limitations/implications This is a conceptual paper. It recognises that more information is available on long-established university programmes than on the more recently available fast-track routes into social work and cites relevant research.Practical implications The paper points to the changing balance between numbers entering social work in England via mainstream and fast-track specialist programmes and argues for a fuller debate amongst all stakeholders as to whether this change is in the interest of the profession and those who need social work services.Social implications The author argues that the unequal level of funding between the different entry routes into social work is distorting choice (for students and future employers) between fast-track specialist and mainstream social work education. It is hypothesised that differences between the curricula and learning experiences of the two routes may have an impact on the social work service available to vulnerable people across age and needs groups. It also points to a potentially negative impact on social work education and the knowledge base of the reduction in numbers of academics with both social work practice experiences and research qualifications.Originality/value This is an original paper that draws on the author’s experience and the published research and grey literature cited. [ABSTRACT FROM AUTHOR]

Purpose Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues.Design/methodology/approach As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting.Findings In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings.Originality/value These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to focus on the changing nature of quality assurance systems within the sixth form college sector. Design/methodology/approach – Ten sixth form colleges were surveyed across England and staff from varying levels within college hierarchies questioned about how quality assurance systems were implemented. Research involved interviews and questionnaires to staff, as well as documentary research. Findings – The main finding was that there is no single model of quality management system within the sixth form colleges sector and that the clearest differences in practice are between the colleges in the north and south of England which may suggest different organisational cultures in play. Research limitations/implications – This paper was limited by the relatively small sample size – ten from 94 sixth form colleges. However, it does provide a foundation for further research and a basis upon which to debate whether the sixth form college sector should aim for a standardised model of quality assurance. Originality/value – Insufficient research is undertaken into the work of sixth form colleges compared to the school and general further education sectors. This paper provides an insight into an under-researched area. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology. Design/methodology/approach - Following an outline of current government policy in employer engagement, the paper identifies - from the literature and recent quality reviews of provision - some issues for higher education institutions in developing a work-based learning curriculum with industry. It then outlines a case study of the Foundation Degree in Applied Technology - a collaborative venture between Staffordshire University (the awarding body), Burton College (the deliverer of the award) and JCB (the employer). In conclusion, the paper evaluates the case study. Findings - Evaluation of the case study suggests that the Foundation Degree in Applied Technology, as designed by Staffordshire University and delivered at JCB by Burton College, is a model of good practice in employer engagement. Originality/value - The value of this paper is that the case study illustrates key success factors, for higher education institutions and further education partnerships, in engaging with industry to design and deliver a foundation degree for a major manufacturing employer in the private sector. [ABSTRACT FROM AUTHOR]

Purpose - The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim. Design/methodology/approach - The paper looks at De Montfort University where an innovative tripartite assessment process has been developed to support midwifery students in practice. This involves the student, his/her personal tutor and his/her clinical midwife mentor. All three are involved in the planning of appropriate learning experiences to facilitate the student in meeting the clinical learning outcomes, utilising a personal professional portfolio. Findings - The paper finds that the close working relationships between the placement providers and the university have improved the assessment of practice and enhanced the student experience. Clinical midwife mentors have commented on how well the tripartite approach works and they appreciate the clear lines of communication that this relationship provides. The personal tutor role is well established in the School of Nursing and Midwifery and the midwifery team have developed this role to include the assessment of students within the tripartite structure. This is beneficial from a quality perspective; while clinical midwife mentors will obviously change due to differing student placements, the personal tutor is the variable that is the constant through the student's progression on the programme. Originality/value - The tripartite approach to the practice assessment of pre-registration midwifery education investigated in this paper has proved to be a robust approach to ensuring students are fit for practice, purpose and award at the point of qualification and eligible to register as a midwife with the Nursing and Midwifery Council. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on an investigation into the perceived prevalence of authentic leadership behaviours in Sixth Form College (SFC) Principals. This research compares four different models of institutional leadership and considers which are viewed by teachers as the more common in daily practice. In doing so, the research will also touch upon the relevance of values in contemporary educational leadership. Design/methodology/approach – The research methodology adopted a mixed methods approach that elicited the views of teachers using a structured questionnaire approach together with co-constructed conversations with participants. The research involved 53 teachers from five SFCs spread across England. Findings – The findings generated from this research exercise suggest that college Principals exhibit transactional behaviours far more often than those actions associated with either transformational, distributed or authentic leadership models. This outcome may be explained in terms of the pressures acting on SFCs in an increasingly competitive and uneven education market. In short, Principals act pragmatically and instrumentally to achieve their short-term goals. Originality/value – This work follows on from previous research into servant leadership in the SFC sector. This is a sector of the English education system that attracts little coverage in the academic literature as research tends to be undertaken in the much larger schools or General Further Education sectors. Given this context, the paper represents an useful starting point for further research. [ABSTRACT FROM AUTHOR]

Purpose - Reports on the trial of an automated order routine for the University Library in Newcastle which began in April 1966. Design/methodology/approach - Presents the author's experiences of the manual order processing system, and the impetus for trialling an automated system. The stages of the automated system are described in detail. Findings - Time spent on processing recommendation slips was reduced by 30 percent using the automated system. Important data and printouts can be produced which should lead to a reduction in clerical time and enable accounting to be done automatically. Originality/value - The paper has historical value. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of this paper is to examine changes in the management of further education (FE) colleges in England following the Further and Higher Education Act (1992) and the removal of colleges from Local Education Authority control. These changes are mapped against developments in the management of public service organisations, more generally, labelled new public management (NPM), and the adoption of "business-like" tools to support management responses to a new environment for colleges. Design/methodology/approach — The paper draws upon a national survey of general FE colleges and four case studies, researched in depth through semi-structured interviews and analysis of relevant documents. The research was carried out between 1997 and 2000. The case studies were revisited through recent Inspection reports. Findings — The paper finds that colleges reacted differently to the imperatives of change and that the extent to which the prescriptions of NPM were acted out depended upon a range of factors that were not included in many configurations of NPM. Research limitations/implications — The research was carried out in the 1990s and the original cases were revisited through Inspection reports post 2002. The inspectors had a different agenda than the original researchers and care needs to be taken in utilising the Inspectors' reports. Practical implications -The implementation of a uniform public policy across a diverse and complex sector is not guaranteed to succeed. Policy-makers need to be aware of the "one-size-fits-all" tendency of public policy making. Originality/value — The management of the FE sector is under researched. This paper researches key issues for practitioners following on from education reform and provides empirical evidence for academics of the extent to which NPM reforms take hold on the ground. [ABSTRACT FROM AUTHOR]

Purpose - This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme, Design/methodology/approach - This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements. Findings - The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience. Originality/value - This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs [ABSTRACT FROM AUTHOR]

Purpose - This paper seeks to examine the effectiveness of teaching and widening participation as measures to assess, compare, and benchmark the performance of English universities. Design/methodology/approach - Uses data from a paired sample English universities to compare the effectiveness of teaching and widening participation in: research-orientated "Russell Group" universities versus teaching-orientated "post 1992" universities. All data were in the public domain and provided from reports of the Higher Education Funding Council for England, The Higher Education Statistics Agency and The Times Higher Education Supplement. Findings - The analysis quantified the greater academic effectiveness and academic efficiencies of post-1992 universities compared with members of the Russell Group. These results are the complete opposite of the widely accepted position of universities in published league tables and so are likely to be controversial. Research limitations/implications - The equations used for the numerical analysis could be modified to give a different weighting to different factors and/or to include the effectiveness of research activity, and could therefore result in a different interpretation of the data. Practical implications - The introduction of variable top-up fees in 2006 will probably lead to the Russell Group universities charging a higher monetary price. If all other factors remain unchanged, this will increase the academic and operational efficiencies of the Russell Group universities compared with the post-1992 group. Originality/value - This is highly original analysis of existing data in the public domain and leads to controversial but logically inescapable findings. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore how education for sustainable development (ESD) was measured in the taught curriculum at the University of Bristol (UoB), providing comparison to other methods of measurement and how measurements were used to engage academics in considering the visibility of the penetration of sustainable development into their teaching. Design/methodology/approach – The process of designing a quantitative and comparative method of reviewing ESD utilising a reflective process at the UoB is considered, which can be applied by other institutions. The UoB decided on an in-house method of assessment using the Unit and Programme Catalogue, a list of all taught units. Initially this revealed that some information relating to ESD was not clearly articulated. A school ESD review refined the data along with the release of key information set data, a nationally published data set which identifies mandatory, typical and optional diets taken by students on programmes. Findings – Text-based methods of assessing ESD penetration into programmes of study have limited use as direct measures of sustainability visibility in programmes, but can be improved by using interpretative methodologies. The combination of quantitative and qualitative methodologies can produce data, which is a useful catalyst for academic reflection. Most importantly, it provides a tool for engagement while also enabling the targeting of resources and support. The UoB has avoided the pitfalls of manipulatable text count methods, and shown that comparative methods can be combined effectively with real engagement with academics and students for a measurement method that showcases good practice. Originality/value – Increasingly, universities and the higher education sector more widely are looking to embed ESD. To assess progress, systems of measurement and monitoring are required. This case study shares a replicable methodology combining quantitative and qualitative methods developed at the UoB which has been used by academics as a reflective tool to change their practice. [ABSTRACT FROM AUTHOR]

Purpose - This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has traditionally been a purely theoretical programme. Design/methodology/approach - This is a case study which evaluates the decision by the School of Legal Studies to implement a range of work-based learning modules. Findings - Initial findings suggest that there are clear benefits for students undertaking work-based learning modules. Research limitations/implications - Further research is needed to establish whether there is a clear link between students electing the work-based modules and a positive impact on graduate employability. Practical implications - Institutions could consider work-based learning as part of the response to the employability agenda, in a climate where competition for jobs is fierce, particularly in the area of law. Originality/value - This case study will be of value for those institutions which are considering introducing work-based learning modules for law students. [ABSTRACT FROM AUTHOR]

This paper aims to examine the information requirements and the importance of various types of information for potential students when selecting a university. Using data from 306 pupils studying at various schools in England, Scotland and Northern Ireland seven broad information categories relating to university selection have been identified. It also revealed that the ranking of the various types of information required and the importance of this information is relatively similar. [ABSTRACT FROM AUTHOR]

The article focuses on the study which investigates the benefits of pre-employment education and training and its impact on the students’ choice of career paths. It mentions that this was conducted for finding partnership between Teesside University, Great Britain and a North East Police Force, England. It informs that the formation of a partnership approach to the delivery of a pre-employment programme, and researches its impact on decisions for career selection and provides a model for future pre-employment education and training.

Purpose — 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. Design/methodology/approach — 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. Findings — 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. Research limitations/implications — The geographical scope is limited to the UK and focuses in particular on England. Practical implications — 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. Originality/value — No study of the historical development of the academic discipline of archives and records management has previously been published. [ABSTRACT FROM AUTHOR]

West Yorkshire universities together with Yorkshire Forward, the Regional Development Agency (RDA) for Yorkshire and Humberside, are collaborating on a graduate entrepreneurship programme. This paper outlines the national and regional context for the role of entrepreneurial education in producing new business and a climate in which creativity and innovation may thrive. [ABSTRACT FROM AUTHOR]

This article provides information on the British Universities Industrial Relations Association Conference held at St. Peter's College in Oxford, England in 1984. The evening session on the first day was given to Michael Bett, personnel director of British Telecom. He provided participants with insights about national figures he has encountered over his career. A paper on the impact of microprocessors on the National Graphical Association (NGA) was discussed. It stated that methods of communications based on computers, lasers and satellites appear daily with the result that communications based on paper and ink which the NGA dominates through apprenticeship controls, is in decline. The theme of the technology was retained for the second paper entitled Management and the Introduction of New Technology. Two case studies were presented; one on the introduction of a computer information system for controlling freight operations at British Rail, and the other on the introduction of electronic news gathering in television. It focused on the strategies developed to manage the implementation process. The final paper examined influences on wage determination, drawing evidence from the CBI databank. Since 1979 the CBI has been monitoring pay settlements at the level of the bargaining group as the basic building block of wage determination in Great Britain.

Purpose: This study aims to investigate the relationship between the quality and volume of carbon emission disclosures (CED) in UK higher educational institutions (HEIs), with an emphasis on the impact of the Higher Education Funding Council of England (HEFCE) carbon reduction target on such disclosures. Design/methodology/approach: Based on stewardship theory, this study explores the decision usefulness of the CED by HEIs, i.e. whether a larger volume of CED means that it is more useful to readers and stakeholders. A framework was developed to measure the CED quality. The relationships between CED volume and quality were examined using the ordered probit regression model. Findings: CED volume in annual reports and HEFCE carbon reduction target were found to have a significant positive impact on CED quality. There exists a void in research with carbon disclosures by HEIs, an area which has been widely researched with regard to profit-seeking organisations. The study adds to the earlier related studies by its contribution about HEIs to the disclosure literature. Research limitations/implications: The study is distinct in investigating the relationship between volume and quality of CED by HEIs. However, the impact of CED would need to be clear to motivate the HEIs to engage in such disclosure. Thus, future studies should investigate the impact of both volume and quality of CED on reputation. Originality/value: The study recognises that the characteristics of HEIs are distinct from profit-seeking organisations, which have been widely researched in literature. Generalising the research studies on profit-oriented companies for the most publicly funded UK HEIs may mislead any outcome. This study is distinct from the reader's point of view in exploring whether more CED is more useful in better decision-making. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to examine the library/information issues affecting graduate students, both those on taught courses and those undertaking research. It seeks to focus specifically on their perceptions of the value to them of physical and digital resources and spaces, and how well their needs were being met. Design/methodology/approach – An online questionnaire survey of students was complemented by a series of face-to-face interviews with library staff. Findings – This group of students are different from undergraduates, whose information behaviour has more often been studied. They require silent study space, are enthusiastic book borrowers, and have limited interest in social media in the library. They have a strong requirement for digital resources and IT support, and are not inclined to ask for assistance from librarians. Research limitations/implications – The study is limited to three English universities, although they are sufficiently varied in nature to make the results more widely applicable. Practical implications – The survey provides evidence for librarians in universities and colleges serving graduate students as to the best form of provision, and for any library seeking to make best use of its space as resources become increasingly digital. Originality/value – This is one of the few studies to examine the information behaviour and needs of advanced students. It contributes to the debate on the future of the library as place in a digital age. [ABSTRACT FROM AUTHOR]

The article offers information on the National College for School Leadership in Nottingham, England. The challenges facing school leaders in the country are discussed. The implications of the 2004 Children's Act for school leadership are explored. The role played by the National College for School Leadership in the development of collaborative leaders is highlighted.

The article focuses on evaluating the extent to which the students of University of Teesside in England, London used the library and information services. If not, what were the reasons for them seeking other sources of information. While University students and staff at partner colleges are expected to use their college libraries for their basic course texts, journals and essential background reading, they are also entitled to become full borrowers at the University Learning Resource Centre (LRC), as a supplement to the service available from the college libraries. This article has also assisted in confirming the link between induction and use of a University LRC and demonstrates the importance of improving the induction process, thereby creating natural path to the library facilities. It also assists in evaluating the role of University of Teesside's Library & Information Services in supporting University students based at seven local partner colleges, including a specialist art college.

The University of Luton became in 1994 the first university to secure recognition as an Investor in People, and in September 1997 it was successful in gaining re-approval for a further period of three years. This article sets out to explain why the University decided to apply for recognition, how it prepared for the assessment visits, and what the longer-term organisational benefits have been. [ABSTRACT FROM AUTHOR]

This article focuses on the First World Congress on Management Development from November 18 through 20, 1981 at the Institute of Marine Engineers Conference Centre in London, England. The practitioners who contributed to the event included Gordon Lippitt of George Washington University, John Morris of Manchester Business School, Charles Margerison of Cranfield School of Management and Ron Johnson of the Manpower Services Commission. The general objectives of the Congress are to keep participants up-to-date with new developments in the field and to help participants plan future strategy in the context of new work in this expanding field. A unique feature of the Congress is the way in which the programme has been arranged as a mix of plenary sessions and workshops. During the workshops participants will have the opportunity to examine new material and to become involved in detailed discussion of the practical cases, resources and approaches introduced by the contributors. The cost of the event is £275. This price includes copies of the speakers' papers, coffee, lunch and tea each day and a sherry reception on the first evening. Hotel accommodation is not included in this price. The Congress has a limit of 150 participants, so an early booking is advised.