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Learning Disability Statistics Scotland collects information on adults with learning disabilities who are known to local authorities in Scotland and the services they use. The data collection supports national and local government policy making and is focused on monitoring the implementation of learning disability policy. The paper aims to discuss these issues.

Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals.

The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda.

This data includes only adults known to local authority services.

The value of the project lies in its strength as a national social care data set comprised of individual level data. This methodology increases the analytical potential of the data set. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set.

A co-produced clinical practice that aims to improve outcomes through a partnership with service users is becoming increasingly important in intellectual disability (ID) services, yet these approaches are under-evaluated in forensic settings. This study aims to explore and compare the feasibility of two approaches to co-production in the completion of dynamic risk assessments and management plans in a secure setting.

A convenience sample of adults admitted to a secure specialist forensic ID service (N = 54) completed the short dynamic risk scale (SDRS) and drafted risk management plans under one of two conditions. In the first condition, participants rated the SDRS and risk management plan first, separately from the multidisciplinary team (MDT). In the second condition, participants and MDTs rated the SDRS and risk management plan together.

In total, 35 (65%) participants rated their risk assessments and 25 (47%) completed their risk management plans. Participants who rated their risk assessments separately from the MDT were significantly more likely to complete the SDRS (p = 0.025) and draft their risk management plans (p = 0.003). When rated separately, MDT scorers recorded significantly higher total SDRS scores compared to participants (p = 0.009). A series of Mann-Whitney U tests revealed significant differences between MDT and participant ratings on questions that required greater skills in abstraction and social reasoning, as well as sexual behaviour and self-harm.

Detained participants with an ID will engage in their dynamic risk assessment and management plan processes. The study demonstrates the impact of different co-production methodologies on engagement and highlights areas for future research pertaining to co-production.

Drawing on organismic integration theory, we aim to examine whether the reasons independent contractors choose contract work are related to their on-the-job motivation and job satisfaction and whether their perceived support enhances positive (or buffers negative) effects.

We collected data at three separate time points from 241 adjunct instructors to test a moderated mediation model using bootstrapping analyses.

The positive relationship between pull factors (e.g. autonomy) and job satisfaction is fully mediated by the autonomous motivation contractors experienced at work. The inverse relationship between push factors (e.g. inability to secure desired work role) and job satisfaction is not mediated by autonomous nor controlled motivation experienced at work. Contractors' perceived organizational support does not moderate the relationship between either push or pull factors and autonomous motivation. Post hoc analysis shows a moderating effect of perceived supervisor support on the nonlinear relationship between push factors and autonomous motivation.

Recruiting individuals drawn to the benefits of contract work may have important implications for worker motivation, job satisfaction and potentially beyond. Moreover, organizations may consider whether existing support resources and infrastructure are appropriate for contractors.

Despite the abundance of evidence demonstrating the benefits of organizational and supervisor support among traditional employee populations, such support may be of limited value to those drawn to contract work.

This paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.

The authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.

In Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.

Implications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.

The findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.

The authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

This study investigates the time‐series properties of operating cash flows per share and earnings per share for all manufacturing firms on the Compustat Quarterly Industrial tape for which sufficient data are available. Both individually‐identified and “premier” models are compared on the basis of their relative fit and forecasting accuracy. The empirical results suggest that for both accounting variables the individually‐identified models outperform the premier models, although this advantage is larger for earnings, and for forecast horizons beyond one quarter ahead. A major conclusion of the study is that the time‐series properties of cash flows are quite different than those of earnings. In particular, the cash flow series are considerably less predictable, as shown by their relatively high incidence of white‐noise series and relatively large forecast errors.

The purpose of this paper is to explore the case for a truth and reconciliation (T&R) process in the context of mental health services.

The approach is a conceptual review of T&R approaches; a consideration of why they are important; and how they might be applied in the context of mental health services and psychiatry. First, the paper sets out a case for T&R in psychiatry, giving some recent examples of how this might work in practice. Then it outlines potential objections which complicate any simplistic adoption of T&R in this context.

In the absence of an officially sanctioned T&R process a grassroots reparative initiative in mental health services may be an innovative bottom-up approach to transitional justice. This would bring together service users, survivors and refusers of services, with staff who work/ed in them, to begin the work of healing the hurtful effects of experiences in the system.

This is the first paper in a peer-reviewed journal to explore the case for T&R in mental health services. The authors describe an innovative T&R process as an important transitional step towards accomplishing reparation and justice by acknowledging the breadth and depth of service user and survivor grievances. This may be a precondition for effective alliances between workers and service users/survivors. As a result, new forms of dialogic communication and horizontal democracy might emerge that could sustain future alliances and prefigure the social relations necessary for more humane mental health services.

Entrepreneurship ecosystems have become ubiquitous in the discussions around economic growth and new venture creation. Despite growing scholarly interest, however, the theoretical and conceptual foundations are still rudimentary, causing much debate among researchers and practitioners. At the center of these debates are questions like What are the boundaries of ecosystems? Are ecosystems build from the top-down or from the bottom-up? Or How can we measure the success of ecosystems? In this chapter, we summarize these discussions, present an overview of the existing research, and give an outlook on future directions.

A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.

Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.

Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.

For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.

For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.

This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.