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In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.

The method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.

The main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.

The main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.

The study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000001030. When citing the article, please cite: Alan Jenkins, (1991), “Training and HR Strategy in France: Discourse and Reality”, Employee Relations, Vol. 13 Iss: 6, pp. 22 - 31.

Everybody knows that a picture of four men pulling on a rope means Taylor Woodrow. There surely never was a more effectual symbol, serving as it does the double function of promoting success by teamwork among the group's own people, and of presenting the same image to the public. Not everyone knows that Taylor Woodrow is a group of 100 companies in five continents, or how it came to be so. Now is the time to find out, in 212 well‐written pages by Alan Jenkins published on the occasion of the group's fiftieth birthday.

The recent evolution of the provision of continued in‐service training in French companies is described and analysed. This evolution is placed in its legal, political and social context with emphasis being placed on the interaction between state action and managerial strategies. It is shown how an interplay of continued “social democratic” legislation and innovation in Human Resources Management policies has served to place training at the top of the economic and social agenda in France. Its role in contemporary French industrial relations is also considered.

There is a deficiency of material on information technology (IT) based on the experiences of our neighbouring European countries. France is discussed, focusing, in particular, on the perception, implementation and diffusion of IT in the workplace. Certain factors are identified which are crucial in determining the mode of implementation, and the success or failure of technological change in the workplace, whether measured in behavioural or economic terms.

Argues that the funding arrangements for UK higher education and in particular the rules and rewards of the Research Assessment Exercise (RAE) have encouraged individuals, departments and institutions to prioritize research at the expense of teaching. Presents empirical evidence from geography, including the views of selected staff on the impact of the RAE on teaching in their departments and the negative impacts on the writing of textbooks and involvement in the Teaching and Learning Technology Programme. Argues that there should be a reappraisal of the impact of RAE on UK higher education. These developments are set in the context of the discussion of quality concerns in education in the United States.

The achievement of an orderly industrial society requires much more original thought than has been evidenced in Britain thus far, but there are signs that things are changing. Prince Charles has outraged some managers (and consoled a goodly number of employees) by suggesting that there's nothing wrong with the British worker that American industrial relations techniques couldn't put right if only British managers would take note. An American public relations agency, Burson‐Marsteller, has started to pioneer some of those techniques in the UK with role‐playing “disaster program‐mes” between managements and workers on sensitive issues likely to disrupt harmonious industrial relations unless the right dialogue is found.

When managers wish to raise external capital, investors must be able to trust that brokers and managers will not cheat them out of their money. To what extent is government regulation necessary for the existence of advanced financial transactions and, for that matter, the well functioning of markets in general? A growing literature argues that strong state enforcement is needed to foster financial markets (La Porta et al, 1997, Glaeser et al, 2001). The problem of contractual performance and, more generally, the problem of social order are some of the most enduring questions in the social sciences. German sociologist Georg Simmel may have put it most eloquently in his 1910 essay when he asked, “How is Society Possible?” but the question is rooted in a discourse dating back at least to Thomas Hobbes’s (1651) Leviathan. Hobbes contended that social order was impossible without external enforcement, and in a similar manner many modern commentators in law and finance maintain that the state must play an active role for markets to function. In his study of emerging financial markets in post‐Soviet Russia, Timothy Frye (2000:2) argues that, “politics underpins social order”.

SHROPSHIRE is one of the few remaining rural counties in England—there are parts where nothing appears to have happened for 20 or 100 years; where the people are leisurely in speech and manner and one can catch a glimpse of England as it was before the industrial revolution. And yet Shropshire was the birthplace of the Industrial Revolution. Abraham Darby and his foundry are proudly spoken of; soon the new Dawley will be built over that industrial shrine.