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This article reports on the experiences and outcomes of a demonstrator project in Fife aimed at improving intermediate care services. The project focused on three strands: workforce development, extended access and pharmacy. The outcomes provide valuable information to guide future developments in intermediate care services.

The purpose of this paper is to establish the outcome of wheelchair prescription procedures for carers supporting a wheelchair user with special reference to their health and well‐being.

A postal questionnaire was used in conjunction with analysis of policy and practice documents in wheelchair prescription and carers' needs.

The majority of carers reported a wide range of health problems. A relationship between wheel chair type and reported carer pain was noted. Only a minority of carers considered that they had received an adequate carer's assessment, and few had received training in wheel chair management; such training where it had been carried out, led to reduced reports of pain.

The study invites more detailed analysis of both the conditions under which wheelchair prescribing takes place and the impact of assessment and training on carers' health. The study is based on a relatively small, local sample and a more extensive study is called for.

Procedures for prescription of wheelchairs should be reviewed and steps taken to ensure that adequate consideration is given to the health needs of carers and the circumstances under which they will push the wheelchair.

More thoughtful prescription of wheelchairs will lead to increased health of carers improving their quality of life and reduce demands on health services and the accompanying risk to their capacity to carry on caring.

The study addresses a neglected topic, which clearly identifies the consequences of inadequate prescription of wheelchairs for the health of carers, a topic generally neglected in the literature.

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.

Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.

The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.

While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less conventional forms of data, have been used to identify and probe deeper into beliefs and conceptions that are closely connected with identities, but which might not be obvious to the research participants themselves. The purpose of this chapter is to provide examples of how images can be used in research, and to identify some of the features particularly pertinent or specific to the use of images. The authors draw on their own research using these forms of data in studies on teaching and learning in higher education. The authors describe key issues related to data collection and analysis, and identify challenges in these processes. They also discuss trustworthiness of images as data and dependability of interpretations in the process of analysing photographs, drawings and metaphors, and identify ethical perspectives specific to research utilising these data.

The Rt. Hon. the Lord Tombs of Brailes F.Eng. earlier this month performed the Official Opening Ceremony of Blandburgh Nemo's new subcontract heat treatment plant at Chard, Somerset. As chairman of Rolls‐Royce plc, it was fitting that Lord Tombs should open this plant, created to provide vital metallurgical services to the aerospace and advanced engineering sectors in the South West.

IT must not be left exclusively to the United States, her native land, to pay tribute to Dr. Lillian M. Gilbreth on the occasion of her eightieth birthday. Her work in applying science to the problem of increasing productivity deserves the gratitude of us all, since it has affected the economy of all industrial countries and contributed substantially to the higher standard of life which is now enjoyed.

Many Black women continue to negotiate their way within higher education institutions, which are influenced by social class, race, and gender biases. Several scholars contend that Black women’s objectification as the “other” and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still apparent in today’s institutions yet many persist to ascend to top leadership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie, 2006, 2008). In particular, the inroads made by Black women administrators in both predominantly white colleges (PWIs) as well as historically black colleges and universities (HBCUs) depict a rich and enduring history of providing leadership to effect social change in the African American community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a growing body of literature exploring Black women’s leadership in higher education, and most research have focused on their experiences in predominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the literature points to the paucity of research on their experiences and issues of race and gender continue to have an effect on the advancement of Black women in the academy. In this chapter, we examine factors that create hindrance to the transformation of the composition, structure, and power of leadership paradigm with a particular focus on Black women administrators and those at the presidency at HBCUs. From a review of the literature, our synthesis is based on major themes and subthemes that emerged and guide our analysis in this chapter. The chapter concludes with recommendations for identifying and developing Black women leaders to diversify the leadership pipeline at HBCUs and other institutions for the future.

Does participation in tertiary education in Aotearoa New Zealand weaken or strengthen Samoan ethnic identity? Narratives of Pacific women graduates interviewed for a doctoral study of ethnic identity construction provide illustrations of how a process of ethnic identity formation is built up through interactions between groups and individuals within institutions where all members of society participate and come into contact with each other. Ethnic identity construction is influenced by both circumstantial situational factors and what people themselves bring into those circumstances (Cornell & Hartmann, 1998). The cultural backgrounds of this group of tertiary students are socially constructed within their families and churches. It is these backgrounds they bring with them into tertiary education contexts. The strengthening of ethnic identity, as experienced by this group of Samoan women graduate students, was unique, complex and at times contradictory.

The purpose of this paper is to share the reflections of a group of five academics who started supervising practice‐based doctoral students at a similar time in the same institution.

The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to the relatively limited literature available in the field, and in part as a support mechanism to help them understand what they were doing.

As the first students have now completed, the learning from taking students through the cycle from start to finish for the first time is also now complete in itself. While the supervisors continue to learn both from and within the supervision process itself, that initial experience of supervising doctoral students is now complete and in many ways the doctoral development process of the students themselves.

This paper offers insight into the doctoral development process from the supervisor's perspective, and offers reflections on the supervision process itself, as well as insight into the difficulties that can be encountered when researching your own practice.

Production for Plenty. At a time when many established industrial exhibitions are struggling to survive, it is a bold step on the part of the Institution of Production Engineers to launch the first Production Exhibition and Conference which they hope will become an annual event. This will be an exhibition with an entirely new theme—one which the general public, as well as industry, are coming to know and appreciate as a force for the future in both their working and domestic lives.