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This paper inhabits the increasingly popular space of autoethnographic study. The piece is designed to critique and contextualise the process and usefulness of autoethnography as a way of making meaning. The study centres on how one highly experienced teacher and newly appointed teacher educator is using narrative writing to unpick and locate their skillset in a period of swift change and marked transition. One of the reasons for this choice is the freedom that autoethnography allows. Autoethnography is frequently dismissed as vague and self-indulgent as a method of social research. This paper will propose that autoethnography is a rigorous and powerful research method. It deploys some innovative methods of data collection, analysis and dissemination. The paper's discussion of the literature will naturally help interrogate debates around where autoethnography sits in the intellectual landscape related to qualitative research. The study found that using grounded theory as a research methodology helped arrive at potentially illuminating theories and self-knowledge. These were limited, however, by the underlying risk of indulgence, subjective autobiographical writing and participant bias. The paper also has potential value as a way of helping early career teachers explore critical incidents.

Background: Liver disease is an increasing cause of morbidity and mortality in the United Kingdom and can be challenging to live with in the advanced stages. There has been little research exploring the healthcare experiences of UK individuals with decompensated disease when the liver cannot carry out its functions properly. A PhD research project was developed with people who have liver disease to explore care experiences in decompensated advanced liver disease. Public involvement (PI) is an essential aspect of meaningful health research, and this paper reports on the progression of our PI approach in this ongoing study. Objective: To embed PI throughout the research project to ensure that the study is meaningful to individuals with liver disease and the people who support them. Methods: The research adopts a Constructivist Grounded Theory methodology to develop a theory of care experience. Various PI approaches were considered in developing the PI strategy for this qualitative study. Initially, Embedded consultation was the preferred model, which has evolved to include aspects of collaboration and coproduction. A PI group was set up to oversee the project through the national public engagement website VOICE, and reflections on PI from three members of the group are included in this paper to illuminate the PI process. Results: Six individuals with liver disease and three carers from across the United Kingdom are part of an ongoing PI group. Their role includes commenting on the findings of the systematic literature review for this project and contributing to decisions about recruitment, data collection and data analysis. Additionally, they had a direct impact on changing the focus of the research. The PI group will continue involvement until the completion of the project. Conclusion: Successfully embedding PI into doctoral research, as demonstrated in this project, requires commitment, planning and dedication to reciprocal working for the benefit of PI contributors as well as the research. This approach could be adopted by other postgraduate researchers. Patient or Public Contribution: This project is overseen by the PI group, whose contribution is described throughout, including reflections from three PI group members. [ABSTRACT FROM AUTHOR]

This paper discusses ongoing research into the role of design and technology education in emerging post industrial economies. Previous work (Hughes et al., 2010) focused on the changing characteristics of textiles technology in modern times and discussed how this could inform a design and technology curriculum related to the needs of a modern textile technology workforce. This current paper reports on the second stage of the grounded theory programme in which theoretically sampled data from the first phase provides the direction and purpose for the work presented here. Within this context, this research explores practising teachers' perceptions of textile technology associated with the emergent STEM agenda. Data gathered supports the view that technological aspects of design and technology closely linked to the STEM agenda are needed to provide a firm foundation for the design aspects of the subject. Without a STEM focus, the subject may lose its hard won importance in the UK schools and colleges' curriculum. This is especially the case in an economic climate in which curriculum design stakeholders may be forced to review the content of the national curriculum across all key stages as a whole.

While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents' shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents' own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of 'reading' was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents' own relationships with reading seemed to improve. Implications for intervention with other families are discussed.

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both OER supply and use. This paper examines an aspect of the supply side of the OER lifecycle--the motives prompting release--and the resultant tensions in the release process. It draws evidence from a major program of OER release projects (UKOER) funded by the UK government. The paper sets the UKOER program within the global context of OER initiatives. It uses grounded theory to identify five candidate motive types. Then, by mapping the actions evident in the UKOER program against an organisational framework derived from an activity system, it examines tensions or contradictions encountered by the projects, revealing unstated motives. The findings will be of interest to funders, institutions and educators releasing OER as they reveal potential limitations and barriers to realising the benefits of OER.

Corpus linguistics, or the gathering together of language into a body for analysis and development of materials, is claimed to be an assured, established method (or field) that valuably informs pedagogical materials and knowledge of language (e.g. Ädel 2010; Gardner & Nesi, 2013). The fundamental validity of corpus linguistics is rarely, if ever, critiqued. In this empirical paper we critically consider the foundations of corpus linguistics as being based on an abstract objectivist view of language. We critique this foundation through the lens of an individual subjectivist view of language. Our introduction outlines abstract objectivist and individual subjectivist views of language described by Voloshinov (1973). We then present what is claimed regarding corpus linguistics, and consider contemporary critiques of these claims . We then critique the foundations of corpus linguistics from an individual subjectivist view of language. We illustrate this critique by drawing on data from interviews and focus groups with content material lecturers and students in the subject areas of "Business"; "Nursing"; "Design" and "Computing". These data question the fundamental assumption about how corpus linguistics operates: that what is counted is indeed countable. The data show how ostensibly similar words are understood in very different ways with very different underpinning psychological elements. We argue that corpus linguistics thus informs pedagogical materials with a merely passive understanding of the language. This view can only gain access to the inert crust of previous language, because it removes language from its individual subjective context. This context is fundamental to giving language the conscious and psychological elements that underpin its use. We argue the language should be taught through dialogue in this subject context and not removed from it.

The paper reports on the experienced educator perspective regarding human-to-human connection in distance education. The research questions aimed to fill gaps in the existing research literature, to investigate the role of the educator, to discover how learning and subject content are affected by contextual factors, to find out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theory and the Community of Inquiry model provided a scaffolding framework for designing interview questions and analyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which gives an explanation of how presences could work in synchronicity. The findings may help educators gain insight into how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into the field of synchronicity and the importance of audiovisual cues.

Purpose: There is much hype about academics' attitude to Wikipedia. This paper seeks to go beyond anecdotal evidence by drawing on empirical research to ascertain how academics respond to Wikipedia and the implications these responses have for the take-up of Web 2.0+. It aims to test the hypothesis that Web 2.0+, as a platform built around the socially constructed nature of knowledge, is inimical to conventional power-knowledge arrangements in which academics are traditionally positioned as the key gatekeepers to knowledge. Design/methodology/approach: The research relies on quantitative and qualitative data to provide an evidence-based analysis of the attitudes of academics towards the student use of Wikipedia and towards Web 2.0+. These data were provided via an online survey made available to a number of universities in Australia and abroad. As well as the statistical analysis of quantitative data, qualitative data were subjected to thematic analysis using relational coding. Findings: The data by and large demonstrate that Wikipedia continues to be a divisive issue among academics, particularly within the "soft sciences". However, Wikipedia is not as controversial as popular publicity would lead one to believe. Many academics use it extensively though cautiously themselves, and therefore tend to support a cautious approach to its use by students. However, evidence supports the assertion that there is an implicit if not explicit awareness among academics that Wikipedia, and possibly by extension Web 2.0+, are disruptors of conventional academic power-knowledge arrangements. Practical implications: It is clear that academics respond differently to the disruptive effects that Web 2.0+ has on the political economy of academic knowledge construction. Contrary to popular reports, responses to Wikipedia are not overwhelmingly focused on resistance but encompass both cautious and creative acceptance. It is becoming equally clear that the increasing uptake of Web 2.0+ in higher education makes it inevitable that academics will have to address the "political" consequences of this reframing of the ownership and control of academic knowledge production. Originality/value: The paper demonstrates originality and value by providing a unique, evidence-based insight into the different ways in which academics respond to Wikipedia as an archetypal Web 2.0+ application and by positioning Web 2.0+ within the political economy of academic knowledge construction.

This paper follows an empirical study of how teachers were represented in British newspapers during the 1990s. Its purpose is to describe some of the findings arising from a comparison of the data and representations of teachers in educational research literature. The topic of teacher representation was a matter of personal interest to the researcher but an extensive review of educational literature revealed it also to have potential theoretical value. In the study representations of teachers in the literature were described conceptually according to the position of their characteristics within two continua: one relating to commonality and contradiction, the other to continuity and change. These continua were applied to data collected from a newspaper sample from the 1990s. Using illustrations from the sample this paper considers some of the insights this application afforded. This is followed by a discussion of the main similarities and differences between representations of teachers in the press and literature. The comparative analysis revealed ways for research to develop a more comprehensive and sophisticated understanding of how the teacher is represented in different cultural contexts, mediums and timeframes. The paper concludes with a discussion of the main implications for research on the representation of teachers and it makes recommendations for further research.

This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003-2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that "fitting ICT in", rather than "effective use of ICT", provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with "fitting ICT in". The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners. (Contains 1 table and 2 figures.)

This paper discusses the findings on factors perceived to mitigate educators from incorporating IT skills in their taught unit(s). The factors are discussed under three main categories, which are academic staff-based barriers, environmental-based barriers and student-based barriers. These barriers should be considered in order to encourage the integration initiatives and its successful implementation. These findings make significant contribution towards enhancing IT skills development and innovation in accounting education.

This paper presents the reflections of teachers regarding the use of ICT in teaching and their implications for students' quality of learning as well as on quality of teaching behaviours. The research data was collected in the frame of FISTE-project, A Future Way for In-service Teacher Training across Europe. It is argued that ICT is a key factor for positive changes in teachers' pedagogical thinking and skills. The question of different manner of ICT use in education is analyzed together with their impact for different other components of the educational process.

Horses in Great Britain are living into increasingly older age and are often regarded as friends or family members by their owner. The horse is reliant on their owner to meet their needs and this paper discusses how horse owners frame an issue that becomes a matter of veterinary concern within the context of the older horse. Qualitative methods were used to explore the experiences of owners and veterinarians. Data were collected and analysed using a grounded theory approach during the period 2019-2022. Analysis identified that owners undertook an ongoing and iterative process of assessment, monitoring and decision making in relation to the animal and any changes they observed. Matters that became a veterinary concern required the owner to formulate the issue as something that fell within the knowledge domain of the veterinarian. Veterinarians had a medicalised view of older horse health and their perspectives on socially acceptable care were shaped by their understanding of speciesspecific needs, and whether owners were providing appropriately for those needs. The formulation of a matter of veterinary concern was itself shaped by an owner's experiential knowledge of both veterinary matters and their horse. The extent to which owners felt like they and their individual horse mattered during interactions with veterinarians affected whether they adopted veterinary advice and the nature of future veterinary employment. Findings demonstrate how matters of health, disease, and the role of professionalised forms of medical knowledge, are not static but constantly changing and interacting over time. An issue that became a matter of veterinary concern was contextual, and rooted in individual relationships. The significance of veterinarian-owner interactions in shaping future consumption of veterinary health care may be underestimated. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to inquire about pre-requisites and benefits of collaboration in the UK and India, testing for significance of country context. Design/methodology/approach: The survey data set includes 118 UK-based and 175 India-based small and medium enterprises (SMEs). This paper applies a grounded theory research design, given that to date, no sufficient SME sector-specific, quantitative frameworks have been published. Findings: India-based SMEs are more inclined towards frequent collaboration. Soft variables such as perceived trustworthiness or past commitment, appear to be significant when explaining whether or not SMEs in India enter into a collaboration. Operations-driven motives play the most significant role for them, whereas for UK-based SMEs, product design-related collaboration motives are of more importance. Research limitations/implications: The developed cross-country and country-specific collaboration variables will facilitate SME studies under a consistent and complete framework. Practical implications: Business associations and SME owners in the UK can use the research to gain an Indian perspective and vice versa. This study concludes a stylised framework for SME owners and managers to classify collaboration patterns in a country. Originality/value: While previous research established concepts and practices of SME collaboration, this is the first paper that quantitatively addresses the attitudes and experiences that SME owners hold when initialising inter-firm collaboration. [ABSTRACT FROM AUTHOR]

Background: Healthcare workers (HCWs) in the United Kingdom (UK) have faced many challenges during the COVID-19 pandemic, some of these arising out of their social positions. Existing literature explicating these challenges (e.g., lack of appropriate PPE, redeployment, understaffing) have highlighted inequities in how these have been experienced by HCWs based on ethnicity, gender or, job role. In this paper, we move a step ahead and examine how the intersection of these social positions have impacted HCWs' experiences of challenges during the pandemic. Methods: We collected qualitative data, using interviews and focus groups, from 164 HCWs from different ethnicities, gender, job roles, migration statuses, and regions in the United Kingdom (UK) between December 2020 and July 2021. Interviews and focus groups were conducted online or by telephone, and recorded with participants' permission. Recordings were transcribed and a hybrid thematic analytical approach integrating inductive data-driven codes with deductive ones informed by an intersectional framework was adopted to analyse the transcripts. Results: Thematic analysis of transcripts identified disempowerment, disadvantage and, discrimination as the three main themes around which HCWs' experiences of challenges were centred, based on their intersecting identities (e.g., ethnicity gender, and/or migration status). Our analysis also acknowledges that disadvantages faced by HCWs were linked to systemic and structural factors at the micro, meso and macro ecosystemic levels. This merging of analysis which is grounded in intersectionality and considers the ecosystemic levels has been termed as 'intrasectionalism'. Discussion: Our research demonstrates how an intrasectional lens can help better understand how different forms of mutually reinforcing inequities exist at all levels within the healthcare workforce and how these impact HCWs from certain backgrounds who face greater disadvantage, discrimination and disempowerment, particularly during times of crisis like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

There is increasing research interest in the experiences of new fathers taking paternity leave, but less insight into men's experiences of returning to work after the birth of their first baby. For many men in the UK context, this could take place immediately after the birth or after one or two weeks of paternity leave. This paper utilizes data from a UK-based study whilst also drawing on international literature and policy contexts. A constructivist grounded theory method was adopted to generate theory from the data gathered. Twelve new fathers shared their experiences in this study by participating in audio-recorded, semi-structured interviews. This paper focuses on fathers' experiences of negotiating the workplace as part of an overall theoretical framework related to broader transitions to fatherhood and sheds light on the distress, guilt and psychological challenges that the participants experienced when they initially returned to work. Whether fathers did or did not explicitly describe distress at this time, they all described a change in their worker identity, which for some participants led to uncertainty in the workplace. Men returning to work at this time in the postnatal period are vulnerable to experiencing distress. Flexibility and support in the workplace could be protective of their mental health. Finally, policy and practice developments are offered to support men's transitions to fatherhood in the workplace context. [ABSTRACT FROM AUTHOR]

Understanding how we can support children through their learning life course has become a policy imperative, particularly those children from poor homes who would normally be facing a low achiever trajectory. The paper reports on 50 in-depth Child and Family Case Studies (CFCS) that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) research project. The CFCS was designed as a mixed methods study in order to look at why and when certain children manage to succeed "against the odds" while others do not. Using in-depth interviews with students, parents and teachers, quantitative data available from EPPSE and a literature review on risk and resilience, the CFCS provides "thick descriptions" and explanations of how child, family and school factors interact and contribute to children succeeding against the odds of disadvantage. The study uses over 13 years of data collected from the 50 families and shows that in families with children "succeeding against the odds", parenting is characterised by "active cultivation" and that schools, teachers, peers and the wider community contribute to children's academic success by providing emotional, practical and relational support. As a result these children are facilitated and encouraged to develop a combination of positive cognitive and sociobehavioural characteristics that helps them become active agents in their learning life course. The CFCS provide information that can be of use to both policymakers and practitioners. It has implications for parenting and home-school relations and may serve to inform policies and practices that aim to increase the chances of children "at risk" and help in closing the gap between those who are academically and socially advantaged and disadvantaged.

Background: Remote measurement technologies, such as smartphones and wearable devices, can improve treatment outcomes for depression through enhanced illness characterization and monitoring. However, little is known about digital outcomes that are clinically meaningful to patients and clinicians. Moreover, if these technologies are to be successfully implemented within treatment, stakeholders' views on the barriers to and facilitators of their implementation in treatment must be considered. Objective: This study aims to identify clinically meaningful targets for digital health research in depression and explore attitudes toward their implementation in psychological services. Methods: A grounded theory approach was used on qualitative data from 3 focus groups of patients with a current diagnosis of depression and clinicians with >6 months of experience with delivering psychotherapy (N=22). Results: Emerging themes on clinical targets fell into the following two main categories: promoters and markers of change. The former are behaviors that participants engage in to promote mental health, and the latter signal a change in mood. These themes were further subdivided into external changes (changes in behavior) or internal changes (changes in thoughts or feelings) and mapped with potential digital sensors. The following six implementation acceptability themes emerged: technology-related factors, information and data management, emotional support, cognitive support, increased self-awareness, and clinical utility. Conclusions: The promoters versus markers of change differentiation have implications for a causal model of digital phenotyping in depression, which this paper presents. Internal versus external subdivisions are helpful in determining which factors are more susceptible to being measured by using active versus passive methods. The implications for implementation within psychotherapy are discussed with regard to treatment effectiveness, service provision, and patient and clinician experience. [ABSTRACT FROM AUTHOR]

In its classical form, ballroom dancing constitutes heterosexual dance couples enacting conservative forms of masculinity and femininity. A normative focus, both in scholarship and in practice, on the classical form in competitive ballroom dancing (also known as Dancesport) excludes the lived narratives of LGBT + dancers practicing the sport outside of the mainstream. Equality Dancesport is one such example, with dancers performing in diverse partnership typologies and adopting less gender-segregated dance roles and movements. Drawing on the photo-elicitation exercise, embedded within in-depth interviews, conducted as part of a broader ethnographic study on the equality Dancesport scene in the United Kingdom, I demonstrate how the strategy informed a ground-up emergence of a queer theoretical framework for understanding masculinities and femininities across the sex, gender and sexuality categorical divides. Four key opportunities afforded by photo elicitation are identified, namely (1) invoking new queer knowledge which blurs the binary divide in how concepts of masculinities and femininities are investigated in existing dance scholarship, (2) facilitating the development of more egalitarian researcher/participant relationships, (3) enabling affective, detailed and fluid narrations of lived experiences of dancing, and (4) positioning interviewees as dance spectators and inspiring reflections on the community. The paper concludes with three recommendations for negotiating the pitfalls of using a photo elicitation technique in dance studies. First, researchers need to recognise the limits of inclusivity offered by photo elicitation and practice sensitivity towards participants. Second, integrating photographs with other visual methods such as videos can enable researchers to leverage the strengths of different visual tools to inspire talk about broader topics. Third, before using the method, researchers need to develop mental strength for coping with negative talk, to achieve more holistic understanding of participants' sentiments and motivations and as a duty of accountability towards them. [ABSTRACT FROM AUTHOR]

In its classical form, ballroom dancing constitutes heterosexual dance couples enacting conservative forms of masculinity and femininity. A normative focus, both in scholarship and in practice, on the classical form in competitive ballroom dancing (also known as Dancesport) excludes the lived narratives of LGBT + dancers practicing the sport outside of the mainstream. Equality Dancesport is one such example, with dancers performing in diverse partnership typologies and adopting less gendersegregated dance roles and movements. Drawing on the photo-elicitation exercise, embedded within in-depth interviews, conducted as part of a broader ethnographic study on the equality Dancesport scene in the United Kingdom, I demonstrate how the strategy informed a ground-up emergence of a queer theoretical framework for understanding masculinities and femininities across the sex, gender and sexuality categorical divides. Four key opportunities afforded by photo elicitation are identified, namely (1) invoking new queer knowledge which blurs the binary divide in how concepts of masculinities and femininities are investigated in existing dance scholarship, (2) facilitating the development of more egalitarian researcher/participant relationships, (3) enabling affective, detailed and fluid narrations of lived experiences of dancing, and (4) positioning interviewees as dance spectators and inspiring reflections on the community. The paper concludes with three recommendations for negotiating the pitfalls of using a photo elicitation technique in dance studies. First, researchers need to recognise the limits of inclusivity offered by photo elicitation and practice sensitivity towards participants. Second, integrating photographs with other visual methods such as videos can enable researchers to leverage the strengths of different visual tools to inspire talk about broader topics. Third, before using the method, researchers need to develop mental strength for coping with negative talk, to achieve more holistic understanding of participants' sentiments and motivations and as a duty of accountability towards them. [ABSTRACT FROM AUTHOR]

Background: Self-harm (SH) accounts for over 5% of the workload of emergency ambulance services, and therefore Paramedics are often the first health professional in contact with people who SH. The authors of this paper have reported elsewhere the significant gaps in our understandings which exist surrounding this early care interaction, and some of the challenges paramedics and opportunities in paramedic care for people who SH. This study aimed to explore paramedics' perceptions of caring for those who SH using Evolved Grounded Theory Methodology., Methods: This study took place between 2014-2016 in one UK ambulance service covering a population of three million people. Semi structured interviews were conducted, purposively sampling paramedics until saturation was reached. Interviews were recorded, transcribed verbatim, and coded through open, axial, and selective levels of coding, identifying the Basic Social Process (BSP) and developing a Grounded Theory. A second researcher (SH) independently reviewed early results, which were also member-checked with participants., Results: Eleven paramedics were interviewed. The following six categories emerged: Context; Judgements and values; Isolation and system failure; Managing risk; Competence at the boundary of mental and physical health needs; Professional, legal and ethical tensions. The BSP Decision making in a context of risk was identified. The final Grounded Theory that emerged was one of 'Wicked Complexity of paramedic care for people who SH, which includes usual factors such as tiredness and frequent callers, heightened factors including lack of support and pathways, and factors specific to SH such assessing mental health and suicide risk., Conclusions: This study builds on a very small body of literature to have explored paramedic care for people who SH and has found that this care interaction provides uniquely complex challenges. The multiple influences within the categories defined in this study need considering conjointly when making improvements to care., Competing Interests: The authors have declared that no competing interests exist.

Drawing on a small scale doctoral research project that engaged a critical disability studies (CDS) lens and is rooted in a Grounded Theory methodological approach, this paper explores the experiences of visually impaired and blind students regarding their access and negotiation of inclusion within UK higher education (HE). The emergent research findings, which here focus on the process and practical application of Disabled Student's Allowance, accommodation within student living and, more broadly, social interactions within HE, reveal a liminal and bounded participation contrary to the ongoing processes and practices, within HE, which purport equity and inclusion. By foregrounding the voices of these visually impaired students, whilst expanding upon existing understanding of the experiences of disabled students, the important discussions of day-to-day social interactions and identity as a visually impaired person and student reveal an important juxtaposition between the rhetoric of inclusion and individual experience. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to determine the extent to which social, ethical, and environmental (SEE) disclosure is being integrated into institutional investment. The aim is also to investigate the interplay between private and public SEE disclosure. Design/methodology/approach - The paper uses a grounded theory methodology involving interviews with 21 members of the UK institutional adjustment community. Findings - The paper found that institutional investors did not consider that public SEE disclosure was adequate for their portfolio investment decision, suggesting that SEE disclosure was decision-useful. Consequently, this perceived market value failure in SEE disclosure has been supplemented by the development of sophisticated private SEE disclosure channels. Further, the interviews indicated that this private SEE disclosure process was becoming dialogic in nature, since not only were institutional investors initiating the engagement process with companies but also companies were starting to request information on the SEE disclosure required by institutional investors. This finding contrasts with previous work which found that the private disclosure process in financial reporting was essentially user-oriented and uni-directional. [ABSTRACT FROM AUTHOR]

Introduction Across the last two decades, ultrasound services in many healthcare sectors have become increasingly pressurised as a consequence of upsurging demand and difficulties in recruiting viable clinicians. Indeed by 2013, the UK government’s Migration Advisory Committee had listed sonography as an official ‘shortage specialty’. Comparatively little research has to date, however, explored the impacts of this situation upon the departments themselves, and the individuals working therein. The core purpose of this study is, thus, to lend qualitative depth to current understandings of the frontline situation in the UK’s ultrasound units, many of which are understaffed, from the perspective of their managers. Methods Using a thematic analysis informed by a Straussian model of Grounded Theory, N = 20 extended accounts provided by ultrasound department leads in public (n = 18) and private (n = 2) units were explored. Results Four global themes emerged from the analysis of which the first two (the broadly sociological matters) are described in this paper. Theme 1 addresses how a lack of staff in the broader ultrasound economy has created a troublesome migratory system in contemporary UK ultrasound. Theme 2 addresses how this economy works chiefly to the advantage of the most junior and the most senior clinicians, often leaving mid-career professionals in the borderline impossible situation of having to concurrently occupy both junior and senior roles. Conclusions The findings ideally open up debate on some key practical contingencies of the UK’s sonographer shortage, and reflect upon literature regarding the nuanced aspects of a shifting healthcare workplace constitution. [ABSTRACT FROM AUTHOR]

Purpose – From a synthesis of empirical findings and literature, the aim of this paper is to present a conceptual framework for managing retail reverse logistics operations. The framework is designed to assist both practitioners and academics in better understanding the key management aspects involved. The paper also identifies some future research directions that are derived from this conceptual framework. Design/methodology/approach – The study was exploratory and motivated by a grounded theory approach aimed at providing a conceptual framework for managing retail reverse logistics. Findings – Retail reverse logistics operations are multi-faceted and need to be managed as an integrated supply chain activity. Three overarching management dimensions are proposed; operational performance, organisational integration and management reporting and control. Research limitations/implications – This is an inductive piece of research and it is important to recognise that only analytical generalisation is claimed rather than any statistical generalisation. Also, the study was undertaken in the context of the UK retail sector and therefore further comparative work could be undertaken in different international contexts. Practical implications – The adoption of the framework will have impact on practitioners by assisting them in reducing the volumes of products being returned, lower their reverse logistics operational costs and increase their product asset recovery values. Originality/value – Although there is a growing body of literature relating to retail reverse logistics it is fragmented by multiple perspectives. There is little in terms of frameworks that embody the management aspects involved. Having reviewed the literature the authors' empirical results show that, in some areas, practice leads theory and therefore the findings will add to academic discourse. [ABSTRACT FROM AUTHOR]

There are growing numbers of people using personalised support and it has been argued that this system of social welfare requires a very different workforce, with a re-evaluation of the role of social work. This paper reports empirical research that explores the perceptions of sixty-six disabled people, carers and elders of the role social workers should perform in a personalised world. The study used a grounded theory approach, obtaining data from a thread posted on eighteen internet forums. This novel methodology allowed access to ‘hard to reach’ groups and encouraged participation by individuals whose contributions may be inhibited by more traditional research methods. The analysis revealed that notions of power and autonomy were fundamental in understanding respondents' views of social work with concerns raised about the power of social workers and statutory organisations. These findings have implications for the recommendations made by the Social Work Task Force in 2009 for the reform of social work that argues for social work to have a greater professional status and potentially more power in the support relationship. [ABSTRACT FROM PUBLISHER]

Despite its size and economic importance, accounting in UK local government is still relatively under-researched. Two important developments which have emerged in recent years across the whole public sector are governance and New Public Management. It is timely to study the contribution which local government accounting makes in this changing context. Governance has proved a particularly contentious concept to define. This study has attempted to understand governance from the participants’ perspective and consequently a grounded theory methodology has been used. The empirical research comprised four UK local authority case studies over a twelve month period. The grounded theory developed makes two important contributions to our knowledge of accounting and NPM in relation to governance and accountability in local government. These are the relative importance of accountability rather than governance per se to participants, and the more significant contribution to accountability made by budgeting practices rather than NPM practices such as performance indicators, contracting out of services and Best Value studies. The reasons for these findings are explored and theorised in the paper, using Bourdieu's concept of habitus. [ABSTRACT FROM AUTHOR]

Fathers in the UK are becoming more involved in the care of their infants and children. A constructivist grounded theory approach was adopted to explore men's transition to fatherhood. This paper reports on one of the sub-categories derived from the data. First-time fathers with a child under two were recruited predominantly via social media. Audio-recorded semi-structured interviews were undertaken with an opening question asking men to tell their story of becoming a father. Interviews were transcribed and analysed using constructivist grounded theory methods. This paper reports one core aspect of the research findings which has particular relevance for healthcare professionals. The men in this study were highly appreciative of the care their partner and baby received but consistently reported a lack of father-specific support throughout their journey to fatherhood. This ranged from generally poor communication with healthcare professionals to being ignored and side-lined in maternity settings where they continued to be treated as visitors before, during and after the birth of their baby. Despite similar findings being reported over the last 30 to 40 years and policy directives emphasising the importance of working with fathers, change within healthcare services remains slow. Currently, fathers' needs are not being adequately met by perinatal services. [ABSTRACT FROM AUTHOR]

Death by suicide can have a profound and long lasting impact on the people left behind. Research has demonstrated that, in comparison to the general population, those bereaved by suicide, particularly young people, are at increased risk for suicide. However, the process of suicide contagion, as it has now become widely known, is poorly understood. This paper examines the phenomenon of suicide contagion amongst young people who have been bereaved by suicide with data from research into student suicide in the UK (Stanley et al., 2007). It presents two in-depth case studies which draw upon participants' narratives of their experiences of suicide and their perceptions of suicide contagion. One explores the suicide of two close friends in succession and the subsequent belief among friends that this was contagious. The second explores another young person's own view of 'suicide as contagious', formed following the suicide of her best friend. Our analysis provides insights into the processes of suicide contagion and transmission not previously described, including identification, internalisation, and imitation and also Edwin Shneidman's assertion that suicide is the result of psychological pain. [ABSTRACT FROM AUTHOR]

Background: Older people who receive care at home are likely to require support with oral health care. Community nurses, who are also referred to as district or home care nurses, have an important role with this population. This is because they are the healthcare professionals who are most likely to encounter this population, who may also not be receiving regular dental care or oral health promotion. However, few studies have explored community nursing experiences in the delivery and support of oral healthcare for older people living at home. Methods: A grounded theory approach was used to explore experiences of community nurses in the delivery and support of oral health care for older people living at home. Fifteen practising community nurses from the United Kingdom participated in one-to-one semi-structed interviews from May 2021 to December 2021. These interviews were audio-recorded, transcribed verbatim and analysed using constant comparative analysis. Ethical approval was obtained for this study prior to data collection. Results: Four categories emerged from the data to support development of the core phenomena. These four categories were: (1) Education, in relation to what community nurses knew about oral health, (2) Practice, with regards to how community nurses delivered oral health care to older people in their own home, (3) Confidence, with consideration to the extent to which this supported or impeded community nurses in providing oral healthcare to older people and (4) Motivation, in terms of the extent to which community nurses thought they could or should influence future practice improvement in the area. The core category was (C) Uncertainty as it was both present and central across all four categories and related to community nursing understanding about their specific role, and the role of other professionals, with reference to oral health of their patients. Conclusions: This study reveals community nurses' uncertainty in providing oral healthcare to older adults at home. Emphasising comprehensive and continuous oral health education can boost nurses' confidence in patient support. Interprofessional collaboration and clear role definitions with oral health professionals are crucial for improving oral health outcomes in this vulnerable population. [ABSTRACT FROM AUTHOR]

Background: The patient-nurse relationship is a traditional concern of healthcare research. However, patient-nurse interaction is under examined from a social perspective. Current research focuses mostly on specific contexts of care delivery and experience related to medical condition or illness, or to nurses' speciality. Consequentially, this paper is about the social meanings and understandings at play within situated patient-nurse interaction in the community practice setting in a transforming healthcare service. Methods: Grounded theory methodology was used and the research process was characterised by principles of theoretical sensitivity and constant comparative analysis. The field of study was four health centres in the community. The participants were patients and nurses representative of those attending or working in the health centres and meeting there by scheduled appointment. Data collection methods were observations, informal interviews and semi-structured interviews. Results: Key properties of 'Being a good patient, being a good nurse', 'Institutional experiences' and 'Expectations about healthcare' were associated with the construction of a category entitled 'Experience'. Those key properties captured that in an evolving healthcare environment individuals continually re-constructed their reality of being a patient or nurse as they endeavoured to perform appropriately; articulation of past and present healthcare experiences was important in that process. Modus operandi in role as patient was influenced by past experiences in healthcare and by those in non-healthcare institutions in terms of engagement and involvement (or not) in interaction. Patients' expectations about interaction in healthcare included some uncertainly as they strived to make sense of the changing roles and expertise of nurses and, differentiating between the roles and expertise of nurses and doctors. Conclusions: The importance of social meanings and understandings in patient-nurse interaction is not fully apparent to nurses, but important in the patient experience. Seeking understanding from a social perspective makes a contribution to enhancing knowledge about patient-nurse interaction with subsequent impact on practice, in particular the development of the patient-nurse relationship. The implications are that the meanings and understandings patients and nurses generate from experiences beyond and within their situated interaction are pivotal to the development of their relationship in the transforming community healthcare environment. [ABSTRACT FROM AUTHOR]

Despite breastfeeding prevalence increasing, many mothers in developed countries are dissatisfied with care provided by midwives. However, a paucity of research exists related to midwives’ experiences of supporting breastfeeding mothers. This study explored the experiences of English midwives’ during their breastfeeding support role. A qualitative study using grounded theory principles was used. Data were collected using in-depth interviews and analysed using constant comparative techniques. The setting was two maternity hospitals in the North of England, UK. Thirty midwives who cared for normal, healthy babies participated. Volunteers were recruited using theoretical sampling techniques. The core category that emerged is called ‘surviving baby feeding’ and relates to midwives’ experiences when supporting mothers. The results reported in this paper refer to one category called ‘doing well with feeding’ which has three main themes: (1) communicating sensitively, (2) facilitating breastfeeding, and (3) reducing conflicting advice. Participating midwives reported practice that suggests that they valued breastfeeding, attempted to provide realistic information and advice, and tried to minimise confusion for mothers. However, some midwives used an authoritative manner when conversing with mothers. English midwives’ reported practice demonstrates that these midwives appreciated that breastfeeding mothers required specific support. However, breastfeeding education that encourages midwives to develop effective skills in ascertaining mother’s needs, but also encourages mothers to effectively participate in their care, should be provided. Further research is needed to clarify breastfeeding mother’s expectations and needs. [ABSTRACT FROM AUTHOR]

This paper exemplifies the combined use of Grounded Theory and of the Arenas/Social Worlds Theory in a study of the discursive interaction amongst middle managers at a UK University administration and academic computing services. This study aimed at exploring the role of discursive interaction and negotiation in the organisational adaptation of information systems, by defining the premises upon which discourses were constructed and deployed on the basis of particular worldviews and how in turn they informed back different worldviews. It presents key lessons learned from this approach in relationship to the roles of codification, of relationships bewtween conceptual categories and between between theoretical influences and empirical work, as well as those emerging from the lived experience of research analysts. [ABSTRACT FROM AUTHOR]

Background: Care home staff working during the COVID‐19 pandemic experienced higher levels of stress and increased workloads. People from diverse ethnic backgrounds were disproportionately affected by the COVID‐19 pandemic. This study explored the identity experiences of care home staff from diverse ethnic backgrounds in the context of working during the COVID‐19 pandemic. Methods: Fourteen semistructured interviews were conducted between May 2021 and April 2022 with ethnic minority care home staff in England, who worked during the pandemic. Participants were recruited using convenience and theoretical sampling. Interviews were conducted via telephone or online platforms. A social constructivist grounded theory methodology was utilised in analysing the data. Findings: Participants described five key processes which facilitated or hindered the impact that their experiences had on their identity: dealing with uncertainty and transitioning into a COVID‐19 world; difficult emotions; experiences of discrimination and racism; the response from the care home and societal systems; and the personal vs collective responsibility. When participants' physical and psychological needs went unmet by support structures within the care home and/or society, they experienced a sense of injustice, lack of control and being unvalued or discriminated against by others. Conclusions: This study highlights the importance of recognising the unique needs of staff from diverse ethnic backgrounds working in care homes and adapting working practices to improve impact on identity, job satisfaction and staff retention. Patient and Public Involvement: One care home worker was involved in developing the topic guide and helping to interpret the findings. [ABSTRACT FROM AUTHOR]

Background: Clinical trial participation for patients with non-curative cancer is unlikely to present personal clinical benefit, which raises the bar for informed consent. Previous work demonstrates that decisions by patients in this setting are made within a 'trusting relationship' with healthcare professionals. The current study aimed to further illuminate the nuances of this relationship from both the patients' and healthcare professionals' perspectives. Methods: Face-to-face interviews using a grounded theory approach were conducted at a regional Cancer Centre in the United Kingdom. Interviews were performed with 34 participants (patients with non-curative cancer, number (n) = 16; healthcare professionals involved in the consent process, n = 18). Data analysis was performed after each interview using open, selective, and theoretical coding. Results: The 'Trusting relationship' with healthcare professionals underpinned patient motivation to participate, with many patients 'feeling lucky' and articulating an unrealistic hope that a clinical trial could provide a cure. Patients adopted the attitude of 'What the doctor thinks is best' and placed significant trust in healthcare professionals, focusing on mainly positive aspects of the information provided. Healthcare professionals recognised that trial information was not received neutrally by patients, with some expressing concerns that patients would consent to 'please' them. This raises the question: Within the trusting relationship between patients and healthcare professionals, 'Is it possible to provide balanced information?'. The theoretical model identified in this study is central to understanding how the trusting professional-patient relationship influences the decision-making process. Conclusion: The significant trust placed on healthcare professionals by patients presented an obstacle to delivering balanced trial information, with patients sometimes participating to please the 'experts'. In this high-stakes scenario, it may be pertinent to consider strategies, such as separation of the clinician-researcher roles and enabling patients to articulate their care priorities and preferences within the informed consent process. Further research is needed to expand on these ethical conundrums and ensure patient choice and autonomy in trial participation are prioritised, particularly when the patient's life is limited. [ABSTRACT FROM AUTHOR]

Background Public Health registrars (SpRs) were an important component of the workforce that contributed to the COVID-19 response. This study explores their contribution and the impact the early stages of the pandemic had on their learning and training. Methods Data were collected from SpRs in the London and Kent, Surrey, Sussex training programme between July and September 2020 through a mixture of questionnaires and semi-structured interviews. A thematic analysis of interview transcripts was undertaken to identify themes. Results 35/128 SpRs responded to the survey and 11 were interviewed. SpRs were placed across a range of organizations and made a significant contribution to the COVID-19 response. Overall, SpRs learned important skills but working on the response may for some have impacted negatively on training. A number of facilitators and barriers to learning were identified. Conclusion The study findings highlight the opportunities for learning created by the pandemic. However, changing projects and the desire of SpRs to contribute to the response meant the impacts on training were mixed. Future deployment of SpRs should consider the balance of responsibility and pace when delegating work, as well as the need to supervise effectively and support remote working to maintain good mental wellbeing. [ABSTRACT FROM AUTHOR]

Introduction: As children with long‐term conditions (LTCs) mature, they are usually expected to assume responsibility from their parents for self‐management of their condition. Little is known about what supports families with this handover of responsibility, including the role of healthcare professionals (HCPs). This study aimed to explore what supports young people with chronic kidney disease (CKD) to assume self‐management responsibility and parents to relinquish control. Methods: A qualitative study, using a grounded theory approach was conducted. Individual and dyadic interviews and focus groups were carried out with 16 young people aged 13–17 years old with CKD, 13 parents, and 20 HCPs. Participants were recruited from two UK children's renal units. Findings: Building and maintaining trust, fostering positivity, learning from mistakes, forming partnerships and individualized support, facilitated the transfer of self‐management responsibility. However, HCPs' focus on developing partnerships with young people meant some parents felt excluded, highlighting uncertainty around whether support should be child‐ or family‐centred. Although tailored support was identified as critical, aspects of local service provision appeared to impact on HCPs' capacity to implement individualized approaches. Conclusion: This study has identified what supports the handover of responsibility, and, importantly, HCPs' current, and potential role in helping young people to assume responsibility for managing their LTC. Further research is needed to explore how HCPs' involvement balances child‐ and family‐centred care, and how HCPs can adopt personalized, strengths‐based approaches to help ensure the support that families receive is tailored to their individual needs. Patient or Public Contribution: Patient and public involvement was integrated throughout the study, with young adults with CKD and parents who had a child with CKD actively involved in the study's design and delivery. [ABSTRACT FROM AUTHOR]

The need for "culturally appropriate" support for racial and ethnic minority (REM) students has prompted several British universities to embrace targeted interventions such as "ethnic matching" to encourage professional help-seeking on campus (i.e., pairing REM students with ethnically similar practitioners). There remains, however, little clarity on what culturally appropriate support entails. This study explores how REM students define culturally appropriate support and the approaches they view to be effective in promoting help-seeking. Semi-structured interviews were conducted with 48 REM students in two British universities. Data analysis was guided by principles of constructivist grounded theory and reflexive thematic analysis. REM students discuss three ways universities can provide culturally appropriate support; via ethnic matching; a broader cultural appropriateness; or a person-specific service. For these students, a service narrowly focusing on race/ethnicity has the potential to remove rather than enhance accountability and engagement within mental health service provision, and not adequately valorize the experience of the student as both individual and racialized. A protocol-driven and instrumental understanding of "culturally appropriate" support may serve to reduce REM student willingness to seek professional help. Universities, therefore, should commit to a student-centred process, combining racial diversification and cultural recognition with a reflexive person-specific approach. [ABSTRACT FROM AUTHOR]

Antimicrobial resistance (AMR) fundamentally weakens societal foundations economically and in health care. The development of well-considered policies against AMR is important. However, in many places, AMR policy implementation remains elusive. This study aims to identify enablers and deterrents as well as processes and conditions in AMR policy advocacy. It also aims to identify AMR implementation conditions where AMR national policies are adopted and, to a certain extent, formulated and implemented. This study adopts qualitative research methodology and applies the Grounded Theory Framework to identify thematic findings from interviews conducted in China, Japan, Norway, the United Kingdom (UK), and the United States of America (US). It was identified that AMR policy protagonists are critical to filtering AMR issues and identifying policies "fit to prioritize" and "fit to implement". They have helped move policy prioritization needles in the UK and the US and engaged in diplomatic efforts in the UK. In these cases, no clientelism was considered. In the US, protagonists who talked to the right decision-makers in the right office at the right time both moved AMR issues from individuals to institutional agenda and from social norms to policy agenda. To conclude, there are three thematic policy conditions that are significant to AMR policy advocacy and implementation: committed personal championship, institutionalization of policies, and social norms facilitate AMR policy advocacy and implementation. [ABSTRACT FROM AUTHOR]

Background: As research in family medicine covers varied topics, multiple methodologies such as qualitative research (QR) and mixed methods research (MMR) are crucial. However, we do not know about the difference in the proportion of QR or MMR between Japan, the UK and the US. This knowledge is needed to shape future research within countries with developing primary care such as Japan and other Asian countries. This study aims to describe the use of QR and MMR in Japanese primary care and compare this to the UK and US; then to make informed recommendations for primary care research. Methods: A repeated cross-sectional study (2012–2016) based on the abstracts submitted to the annual conferences of the Japanese Primary Care Association in Japan, the Royal College of General Practitioners in the UK, and the North American Primary Care Research Group in the US and other North American countries. The proportions of QR/MMR among all the posters and paper presentations for each of these three conferences were assessed. Also examined were trends and types of qualitative techniques for all three countries and participants/settings for Japan. Results: There were 1080 abstracts for Japan, 575 for UK and 3614 for US conferences. QR/MMR proportions were 7.5%, 15.1% and 28.1%, respectively. Japan's proportion was lower than that of UK and US (p < 0.001). The proportion was increasing over time for the UK (p = 0.02). Steps for coding and analyses was most popular for Japan, thematic analysis for the UK and grounded theory for the US. Primary care doctors and hospitals were the commonest contexts for Japan. Conclusions: QR and MMR were not as popular in primary care in Japan compared to the UK and the US, whereas their use was increasing in the UK. Approaches, participants and settings may differ among these countries. Education and promotion of QR/MMR and multi-disciplinary collaborations need to be recommended in Japan with developing primary care. [ABSTRACT FROM AUTHOR]

Background: Suicide is a leading cause of maternal death during pregnancy and up to a year after birth. Psychological and psychosocial risk factors for maternal suicide ideation and behaviour have been identified but do not account for why mothers begin to experience suicidal thoughts. Qualitative research offers a way of identifying what might drive mothers to initially consider suicide and then go on to act on such thoughts; crucial for the development of assessments to identify, and interventions to target, maternal suicide ideation and behaviour. We aimed to develop a grounded theory outlining what makes women think about suicide and/or engage in suicidal behaviour during pregnancy and the first 12 months following birth? Method: Semi-structured interviews were conducted with 12 mothers in the UK who had suicidal thoughts during pregnancy and/or the first year following birth. A constructivist approach to grounded theory was adopted which guided the data collection and analysis processes. Results: We developed a model outlining the theorised process of psychological factors that culminates in mothers experiencing suicidal thoughts and then making a suicide attempt during the perinatal period. The process was initiated when mothers felt attacked by motherhood which led to feeling like a failure, self-identifying as a "bad mother" and subsequent appraisals of entrapment and/or defeat. When nothing resolved the distress and as mothers collated reasons for why they perceived they needed to die, suicidal behaviour became a viable and appealing option. We theorised that mothers might make a suicide attempt when they entered a state of intense "darkness" brought on by a trigger, followed by a temporary lapse in the conflict between the desire to live and desire to die and an opportunity to attempt. Conclusions: Participants stressed the rapid onset of suicidal thoughts. We suggest that healthcare professionals enquire about the mother's feelings towards the baby and of isolation, how she views herself as a mother, feelings of entrapment and defeat during routine contacts to aid identification and prevention of suicidal ideation/behaviour. Suggested interventions to prevent suicidal thoughts and behaviour include helping women manage their expectations for pregnancy and the postpartum period. [ABSTRACT FROM AUTHOR]

Background: The COronaVIrus Disease 2019 (COVID-19) pandemic has led to significant re-organisation of general practice in the United Kingdom and around the world. The general practice workforce has led changes to their services, often dealing with high levels of uncertainty. The way in which many practitioners consult has shifted significantly, and there has been an increase in the number of phone and online consultations. We know very little about how those working in general practice experienced the service reorganisation introduced in the first year of the COVID-19 pandemic. Aim: The aim of this project was to describe the changes in the delivery of general practice in the United Kingdom in the first year of the COVID-19 pandemic. Furthermore, to explore primary care practitioners' and managers' experiences of change within general practice during this time and investigate shifts in perceptions of professional identities. Method: We conducted a longitudinal qualitative study that captured narrative accounts from 17 primary care practitioners and managers across England and Scotland. Each participant submitted narrative accounts in the first year of the COVID-19 pandemic using self-recorded or written contributions, or via an interview if preferred. These were analysed using a grounded theory approach, with thematic coding used to construct common themes. Findings: Participants' narratives describe the challenges COVID-19 presented to general practice. Responses mirror the shifts in the pandemic and its management – from an initial sense of autonomy but uncertainty, to a period of stability and patients' increasing frustration. The re-organisation of general practice has affected practitioners' views of their work and their role as clinicians. Participants' narratives were framed profoundly by the importance of their relationships with patients. This analysis of practitioners' and managers' narratives highlights the need for further exploration of how to support the general practice workforce's well-being longer term in a context of increased demand and significant change. [ABSTRACT FROM AUTHOR]

This paper presents the initial findings of a case study conducted at seven Higher Education Institutions within the United Kingdom. The Case Study utilizes Stankosky's Knowledge Management (KM) pillars to enterprise learning -- leadership, organization, technology and learning - as a lens to investigate and understand Knowledge Management practices and perceptions within Higher Education Institutions, looking at challenges of implementation within this sector. Higher Education Institutions within the United Kingdom are very complex institutions, with diverse backgrounds, history, culture, resources and missions. The University presents itself in today's knowledge economy with a dichotomy of priorities, one which aims to provide quality teaching and research activity, and the other, to ensure effective and efficient management and administration within an increasingly competitive market. Being a service, non-profit organization ensures that the values of scholarship remain a very important aspect of its mission; yet, the external environment within which HEIs conduct their business today is rapidly changing, forcing HEIs to reflect on how they do 'business' given the external pressures they face. This case study uses the Grounded Theory methodology to begin to unpack the issues related to the implementation of Knowledge Management within this context. It focuses on two aspects of the case study -- the characteristics of universities and academics that hinder or promote the implementation of KM, and the perceptions of Knowledge Management and its challenges for implementation within the HEI sector. Initial findings are presented. [ABSTRACT FROM AUTHOR]

Wider networks of people are affected by a suicide death than originally thought, including those whose job-role brings them into contact with a death by suicide of another person. The impact of student suicide within United Kingdom (UK) Higher Education Institutions (HEIs) is unexplored and the experiences of staff members remain unknown. It is not known whether staff members have specific postvention needs following a student death by suicide. Any postvention support currently offered to staff members within UK HEIs lacks a context-specific evidence base. This study asked 'How is a student suicide experienced by staff members within a UK HEI and what are the features of that experience?' Staff members from diverse job-roles in two UK HEIs responded to a qualitative survey (n = 19) and participated in semi-structured interviews (n = 10). Data were transcribed and subjected to a constructivist grounded theory analysis. Participants' experiences informed the development of a core category: 'Bearing witness', which encompassed six further categories: 'Responding to a student suicide'; 'Experiencing a student suicide'; 'Needs and fears'; 'Experiences of support'; 'Human stories'; and 'Cultural stories'. The resulting grounded theory demonstrates how participants' perceptions of impact are informed by their experiences of undertaking tasks following a student suicide within the community of their HEI. Processes of constructing perceptions of closeness to the student who died are evident amongst participants who did not know the student prior to their death. Tailored postvention support is required to respond to the range and complexity of HEI staff needs following a student death by suicide. [ABSTRACT FROM AUTHOR]

Background Inequalities in dental decay in young children persist, resulting in high admission rates for general anaesthetics for tooth extractions. Health visitors have the potential to improve dental attendance and oral health in families least likely to engage with dental services. There is little evidence on health visitor views on this. Methods Semi-structured interviews were conducted with a purposive sample of 17 health visitors working in both affluent and deprived areas in a single UK city. Interviews were audio recorded, transcribed, anonymized and analysed following a constructivist grounded theory approach. Results Knowledge of oral health was high and health visitors requested oral health education specific to the communities they worked in. Health visitors reported effective, formal referral processes to other health services but not to primary NHS dental services even when dealing with infants in pain. Health visitors interviewed were largely unaware of specific NHS dental services which reduce barriers to dental care including interpreting services and dental services for children with additional needs. Conclusions Health visitors interviewed were knowledgeable and enthusiastic about oral health but not about dental services. Inadequate links with NHS dental services may limit their effectiveness in oral health improvement and this needs to be addressed. [ABSTRACT FROM AUTHOR]

Background: Physician associates (PAs) are described as one solution to workforce capacity in primary care in the UK. Despite new investment in the role, how effective this will be in addressing unmet primary care needs is unclear.Aim: To investigate the barriers and facilitators to the integration of PAs into the general practice workforce.Design and Setting: A modified grounded theory study in a region unfamiliar with the PA role.Method: No a priori themes were assumed. Themes generated from stakeholder interviews informed a literature review and theoretical framework, and were then tested in focus groups with GPs, advanced nurse practitioners (ANPs), and patients. Recorded data were transcribed verbatim, and organised using NVivo version 10.2.2, with iterative analysis of emergent themes. A reflexive diary and independent verification of coding and analysis were included.Results: There were 51 participants (30 GPs, 11 ANPs, and 10 patients) in eight focus groups. GPs, ANPs, and patients recognised that support for general practice was needed to improve access. GPs expressed concerns regarding PAs around managing medical complexity and supervision burden, non-prescriber status, and medicolegal implications in routine practice. Patients were less concerned about specific competencies as long as there was effective supervision, and were accepting of a PA role. ANPs highlighted their own negative experiences entering advanced clinical practice, and the need for support to counteract stereotypical and prejudicial attitudes CONCLUSION: This study highlights the complex factors that may impede the introduction of PAs into UK primary care. A conceptual model is proposed to help regulators and educationalists support this integration, which has relevance to other proposed new roles in primary care. [ABSTRACT FROM AUTHOR]