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Purpose -- The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach -- The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings -- There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications -- More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications -- The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value -- The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to critically analyse the concept of mandatory reporting in adult safeguarding in the jurisdictions of Australia, Canada, England, Northern Ireland and Scotland. Design/methodology/approach: A rapid realist evaluation of the literature on this topic was carried out in order to answer the question: "what works, for whom and in what circumstances?" Particular attention was paid to Context(s), Mechanism(s) and Outcome(s) configurations of adult safeguarding reporting systems and processes. Findings: The evaluation found a range of arguments for and against mandatory reporting and international variations on the scope and powers of mandatory reporting. Research limitations/implications: This review was undertaken in late 2018 so subsequent policy and practice developments will be missing from the evaluation. The evaluation focussed on five jurisdictions therefore, the findings are not necessarily translatable to other contexts. Practical implications: Some jurisdictions have introduced mandatory reporting and others are considering doing so. The potential advantages and challenges of introducing mandatory reporting are highlighted. Social implications: The introduction of mandatory reporting may offer professionals increased powers to prevent and reduce the abuse of adults, but this could also change the dynamic of relationships within families, and between families and professionals. Originality/value: This paper provides an accessible discussion of mandatory reporting across Ireland and internationally which to date has been lacking from the literature. [ABSTRACT FROM AUTHOR]

Purpose: Self-direction–also known as participant direction, personalization and self-directed care–is a service delivery model that enables people to manage their personal budget and purchase services and supports tailored to their needs based on a person-centered plan. This paper, the outcome of an international learning exchange on self-direction, describes approaches across four countries' successful strategies, unresolved questions and recommendations to enhance self-direction globally. Design/methodology/approach: The findings are a product of discussions at the 2019 International Initiative for Mental Health Leadership and International Initiative for Disability Leadership Exchange on Advances in Self-Direction. Participants included people who are self-directing, providers and caregivers who support people who are self-directing, advocates, fiscal agents and public managers who administer self-direction from the United States, England, Australia and New Zealand. Findings: In all four countries, people who self-direct exercise high levels of choice and control and are able to individualize their services and supports to promote a good life in the community. The exchange also revealed challenges and possible solutions to improve and expand self-direction. Practical implications: The results of the meeting provide guidance for public managers, providers and advocates for initiating and expanding self-direction. Originality/value: This international meeting was a unique opportunity to compare self-direction across four different countries and across multiple perspectives, including people with disabilities, caregivers, providers and administrators. [ABSTRACT FROM AUTHOR]

Purpose: Signs of Safety (SoS) is a strengths-based approach to child protection casework that has been widely adopted in countries across the world. The purpose of this paper is to report on a study that aimed to synthesise the many evaluations of SoS that have been conducted to assess their strengths and limitations. The intention is to identify the aspects which should be explored further and those that remain unexamined to inform future evaluations. Design/methodology/approach: The study collated and then examined many of the evaluations that are in the public domain as well as some of those that were conducted within agencies and have not been made publicly available. Findings: At the present time (early 2019), the evidence base for SoS is limited. Independent, robust research needs to be undertaken over time to build on the studies that have been conducted. New research must be designed to fill gaps and be capable of producing the evidence required and it must address its own limitations. Originality/value: This study is the most comprehensive contemporary review of the evaluations of SoS that have been conducted to the best of the authors' knowledge. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university. Design/methodology/approach – Research tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS. Findings – Clear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed. Research limitations/implications – As the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector. Practical implications – The structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector. Social implications – The findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts. Originality/value – The paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value. [ABSTRACT FROM AUTHOR]

Since the late 1990's-2003, there have been a number of severe floods in areas that have not been subject to this level of flooding in earlier times. All these recent floods have resulted in two alarming factors for all property markets. This paper is based on a comprehensive survey of property professionals throughout England and Wales and a study of flood-affected residential property in Sydney, Australia. It provides details of how exposure to flood events impacts on residential property markets and buyer behaviour associated with flood-prone property, and will also provide some insight into the implications and possible ramifications of flooding on the construction, finance and insurance of residential property in flood-affected areas. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to critically examine the financial health and performance of the English and Australian cricket networks. This includes the county cricket clubs (CCC) and state and territory cricket associations (STCA) affiliated to the England and Wales Cricket Board (ECB) and Cricket Australia (CA) respectively, as well as the ECB and CA themselves. The authors apply resource dependency theory to understand if there are any financial dependencies within the networks of cricket in England and Australia. Design/methodology/approach: The data for this research was obtained from the financial statements of the ECB, the 18 affiliated CCCs, CA and the six affiliated STCAs. This sample covers the last 5 years of financial information (2014–2019) for all the organisations at the time of writing. Ratio analysis was conducted on all organisations within the sample to assess financial health and performance. Findings: Both CCCs and STCAs show signs of poor financial health. There is a clear dependence on the financial support they receive from the ECB and CA respectively and this dependence appears more prominent in Australia. The ECB and CA have better financial health which ultimately allows them to financially support the CCCs and STCAs. Originality/value: The ECB and CA are facing difficult financial decisions to remain financially secure themselves due to the impact of COVID-19 but also to support their affiliated clubs. The affiliated clubs do not generate sufficient revenues and must diversity their revenue streams if they are to become financially self-sustaining. This financial structure and distribution mechanism will be vital in safeguarding the future of some of England's and Australia's most important cricket organisations. [ABSTRACT FROM AUTHOR]

Purpose: Women's football faces an existential threat from COVID-19. Using case studies, the authors explore the COVID-19 responses of three highly ranked national football associations (Australia, England and the USA) and their professional women's football leagues to (a) compare and shed new insights into the wide range of phased responses and (b) establish recommendations for other nations to navigate major crises with their social and ethical responsibilities to women's football. Design/methodology/approach: Drawing on institutional theory, a framework analysis was undertaken examining 71 articles to analyse the gendered global impacts of COVID-19 on women's football. Findings: Results highlight several important recommendations for nations to consider during the pandemic: (1) maintain active communication with the community to allay worries about the future of women's football, (2) gather support from health and government officials, (3) seek out commercial and broadcasting partnerships to drive revenue, and (4) the interests of women's football are best served when responsibility for the elite women's league does not rest (solely) with national football associations. Social implications: The authors argue that sport is an interwoven part of society and cannot be separated from gender equality issues irrespective of the pandemic. Originality/value: The study is first to explore institutional pressures and football governing bodies during COVID-19 and provides a framework for nations to manage major crises. [ABSTRACT FROM AUTHOR]