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The principal aim of this paper is to present the case for securing greater affinity between the formal curriculum and the hidden curriculum with respect to integration in business education.

Consideration is given to the concept of the hidden curriculum, as manifested in the compartmentalised nature of academia and the need for this to be offset by business educators. A number of principles for configuring the hidden curriculum in ways that support the goal of integration are suggested.

Some of the literature on the hidden curriculum emphasises the need for consistency in the learning culture so that students' understanding of what their course is seeking to achieve is underpinned by the structures and processes that play an important part in shaping their learning experience.

If integration is the goal of business education then attention should be given to creating a learning environment in which its virtues are clearly demonstrated and the vices of compartmentalisation are eschewed.

The paper complements the very limited literature on the hidden curriculum in higher education, in general, and business education, in particular.

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

This work is based on author’s previous work on cognitive remediation research within the supported education setting.

A review of the range of business programmes on offer, research past and present, and specialist institutes/programmes within the Faculty of Business Administration, New York University. Efforts are under way to establish an Institute for International Business with five research directions concerning multinational enterprise, environmental conflict management, international financial management, international banking, trade and industrial structure. These research activities will complement a parallel set of executive programme activities, and each will support curricular innovation and teaching quality.

Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.

This study used vignettes to examine the understanding and application of the concept of duty of care by health and social care staff working in learning disability services, and the relationship of this to promoting client choice. The study found that health care staff had a significantly broader understanding of the concept of duty of care than social care staff, and were significantly more likely to emphasise client safety. Implications of the findings are discussed.

The purpose of this paper is to utilize McKenzie’s two-dimensional model of information practices to situate child feeding practices as complex, socially situated information practices. Further, the authors examined a host of contextual factors (financial, physical, and social) that enabled and constrained information practices within the tightly controlled environment that defines the lives of young parents (YPs).

Methods of investigation were ethnographic in nature and data collection methods included naturalistic observation and interviews in two communities in British Columbia, Canada over a period of several years. Data collection and analysis was ongoing. During the initial stages of data analysis, a conventional approach to content analysis was used to identify key concepts, preliminary themes, and illustrative examples. Working within the broader category of child feeding practices, the authors used a constant comparative process of directed content analysis to identify sub-themes, namely, distinct physical, social, and financial influences on child feeding practices.

The YPs in this study described negotiating breastfeeding, formula feeding, and the introduction of solid foods within a heavily surveilled atmosphere with different and conflicting levels of support and information. The findings demonstrated that active seeking by YPs was often discouraged by authorities, and more passive practices of information encountering and receipt of information from proxies were accepted and expected.

This study used McKenzie’s two-dimensional model to paint a richer picture of YPs’ information practices and their physical, geographical, financial, and social contexts.

These findings suggests that child feeding informational support should, rather than being prescriptive, take into account the complexities of YPs’ relationships and daily lives, as well as the social structures that shape their experiences as parents.

Child feeding practices are influenced by a host of physical, financial, and social factors, and are situated within familial and education environments, as well as broader social and policy discourses.

This research utilized McKenzie’s two-dimensional model of information practices with a sample of YPs. Evidence suggested that child feeding practices were informed by active seeking, active scanning, non-directed monitoring, and by proxy, but these manifested differently for YPs than for the older expectant mothers upon whom McKenzie’s original model was derived. Using ethnographic methods, the authors situated child feeding practices as complex information practices that are informed by conflicting information, physical, social, and financial factors and intensive parenting ideologies. This reinforces the need for information science researchers to understand contextual factors that influence practices.

In light of contemporary critiques of New Zealand comprehensive schooling published mainly in the popular press, it is timely to re‐examine the origins of and the rationale for the widespread adoption of this model of education. The comprehensive schooling philosophy, it was recently alleged, has produced a situation in which ‘as many as one in five pupils in the system is failing’ and where ‘there is a large group at the bottom who are not succeeding’. This group was estimated to include some 153,000 students out of the total current New Zealand student population of 765,000. In this context, however, Chris Saunders and Mike Williams, principals of Onehunga High School and Aorere College in Auckland respectively, have noted that having underachieving students in secondary schools in particular is not a recent phenomenon. A large ‘tail’ of poor performing high school students has long been a cause of concern, Williams suggests.

This paper aims to show how the concept of “Bibliography” has changed since the late nineteenth century. It proposes discussing what “Bibliography” did and did not include in the various stages of its development; how the study of “Bibliography” moved from the UK to the USA; how it narrowed down from an originally much wider concept and how, under the influence of French historians over the past three decades, it has widened out again, reaching a better synthesis of the study of books as material objects with the study of the history of the book.

A discussion and critical assessment of the writings of the major main stream bibliographers and book historians is presented.

From an original (nineteenth century) emphasis on enumerative bibliography, the concept of “Bibliography” widened out (from the end of the nineteenth century) to include historical bibliography and the study of books as material objects; in the mid‐twentieth century this wider approach narrowed down, as a consequence of much emphasis being placed on descriptive, analytical, critical and textual bibliography. Under influence of French book historians the emphasis has changed again and the value of a wider historical approach and greater inclusivity in subjects has brought the study of historical bibliography and that of the history of the book much closer together.

This research looks only at Western Europe and the USA.

Practical implications of this study are: the widening‐out of the subject to include all physical manifestations of the book; the dimension of creative reading; and the emphasis on the importance of artifactual evidence for correct establishment and interpretation of texts has had implications for preservation.

This paper is a critical assessment of the literature, drawing the logical consequences of its findings. It presents an argument for the inclusion of all aspects of the book as a physical object, as well as for the importance of using all available evidence.

The purpose of this paper is to provide insight into the experiences of individuals with a criminal history of participating in a community life skills and work-readiness programme.

Semi-structured interviews were conducted with seven individuals that have a criminal history who were participating, or had previously participated, in a community life skills and work-readiness programme. This data was analysed by interpretative phenomenological analysis.

Four superordinate themes emerged, these were: “need to change”, “changing identity”, “giving back to the community” and “a sense of belonging”. These themes are discussed in relation to desistance literature and the Good Lives Model.

This research identifies through the participants’ narratives that engaging with the programme appeared to facilitate the desistance process. The importance of community programmes that provide participants skills and social integration must be acknowledged.

There is limited research on the experiences of forensic services users’ experiences of community programmes, especially those that are not aimed specifically at ex-offenders. The results of this research can be used to enhance services and identify further research areas.