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Much has been written about the implications for higher education of the Internet‐based Virtual University. This paper is an account of the development and operation of an intranet within a business school. The issues of cultural change are examined within the context of the introduction of a technological innovation, and the major lessons to be drawn from the project are identified.

Aims to address the myths and age‐related barriers that currently deter employers from training workers of different ages.

This study is the culmination of four strands of research activity: qualitative interviews with a range of national experts to inform the context for the research and the key issues to be explored. The interviews also helped to identify the training channels available to employers and their workers. Review of the current policy and academic literatures. Secondary data analysis of the Labour Force Survey, 2004 and National Adult Learning Survey, 2002. Also includes LSC data from the Employer Training Pilots and Modern Apprenticeships. Case studies of five organisations which demonstrate good practice in training a mixed‐age workforce. Throughout the study, references to “older workers” mean people aged over 50.

There is a clear association between age and the amount of training offered to and received by workers. Employees aged over 55 were less likely than other workers to participate in training, or to have been offered it. Older employees were also less likely than younger or mid‐life workers to take up any opportunities for training that were made available. Furthermore, older workers were more likely only to have received on‐the‐job training.

Provides the evidence and practical guidance on the variety of training support channels and on age‐diverse training practices.

Peer support, such as mentorship and befriending, has been found to have a valuable impact on a range of outcomes. There are multiple formats, including face-to-face (individually and group), and in online forums. Advancement in technology has enabled online peer support to increase in popularity; however, little is known about mechanisms underpinning individual one to one online peer interactions. The purpose of this paper is to qualitatively explore the mechanisms underpinning email exchanges in an eating disorder peer support service.

Email transcripts from dyads in a moderated peer-to-peer email support service were analysed using inductive thematic analysis (Braun and Clarke, 2006).

The thematic analysis generated five themes as mechanisms of peer support. Relating and reflecting experience was the central superordinate theme. Subthemes included Positive Encouragement, Checking in and Prompting, Being a Confidante and Defining Recovery.

The current findings align with previous research and add new developments. The theme of Defining Recovery added the awareness of the personal perception of recovery, which had not been considered as a mechanism in previous literature and may be specific to this digital platform. This study could assist in the development of training for the provision of further peer support within eating disorder services.