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The purpose of this paper is to explore the nature and value of the clinical management role undertaken by primary care doctors in Ireland. To date, a majority of research has focused on clinical management roles in the acute sector.

The paper presents a sub‐set of data from a mixed methods study. In total, 14 semi‐structured interviews are drawn upon to identify the nature and value of the clinical management role in primary care.

Comparison with acute sector research identifies considerable differences in the nature of the clinical management role across sectors – and in the associated value proposition. Structural and role‐related contingencies affecting the potential value of clinical management roles in Irish primary care are discussed. Structural influences include the private ownership structure, low complexity and limited requirement for cross‐professional coordination. Role‐related influences include the primacy of the clinical identity, time constraints and lack of managerial training.

The findings provide a limited basis for generalisation, premised on 14 interviews in one national context. However, given the international shift towards the provision of health services in primary care, they provide a research agenda for an important healthcare context.

The findings draw attention to the need for policy consideration of the value of the clinical manager role in primary care; how policy can support effective primary care management; and the need for specialised management training, which takes account of the small‐firm context.

The paper identifies that primary‐care clinical‐management roles focus on operational management and oversight and discusses the structural and role‐related factors which affect their efficacy.

The purpose of this paper is to focus on the other end of entrepreneurship – the disassembling of enterprises by insolvency professionals.

Drawing on empirical material from major insolvency practitioners (IPs) in Ireland; the paper identifies three different narrative positions – “clinical market operators”, “blame the entrepreneurs” and “professional detachment/disidentification” – that these specialists employed to story their working experiences.

The paper suggests that IPs do not have a fixed narrative schema to narrate their professional identities, as they struggle to reconcile their professional acts with their personal ambitions. These findings point to a disconnection between the political rhetoric on risk taking and the acts perpetrated on entrepreneurs who fail, a central tension in the discourse on entrepreneurship policy.

The paper adds to the current debate on business failure, an area that is typically under-researched and under-theorised in entrepreneurship studies. By offering a response to calls for more multi-perspective research, this paper makes a significant contribution to extant interpretive literature on business failure. While the method of analysing stories is widely accepted in social science research, researchers seeking to replicate this study may produce different results; this is a taken for granted outcome of the method.

The analysis suggests that the current legislative impetus to ameliorate the implications of insolvency, driven by an aspiration to encourage second-chance entrepreneurship, faces resistance from IPs as they attempt to fulfil their professional obligations. In the absence of legislative reform, the impulse, perhaps even process necessity, of IPs to dialogically position themselves against failed entrepreneurs is likely to continue.

The paper's originality and value arise from its unique consideration of other end of entrepreneurship; offering novel insights into the difficulties IPs have in narrating their working lives.

Research has found a subgroup of conservative white males have lower perceptions of risk across a variety of environmental and health hazards. Less research has looked at the views of these “low risk” individuals in group interactions. Through qualitative analysis of a technology deliberation, we note that white men expressing low risk views regarding technologies for energy and the environment also often express high social risks around potential loss of control. We argue these risk perceptions reflect identification with corporate concerns, usually framed in opposition to government and mirroring arguments made by conservative organizations. We situate these views within the broader cultural struggle over who has the power to name and address risks.

Evidence-informed practice (EIP), broadly conceived as a data and research-based approach to enhance practice, has recently come to the fore of the Irish education system. With changes to the structure and duration of professional education over the last decade, most notably Initial Teacher Education (ITE) programs, coupled with the implementation of a school leadership framework upon which a mandatory data-informed school improvement process of school self-evaluation (SSE) is based, multiple reforms connected to EIP have been introduced. Furthermore, in terms of compulsory education, assessment practices at the lower secondary level have also been significantly reformed. EIP has now become a core element of almost all educational reform initiatives in Ireland. This is a remarkable achievement given that prior to the Education Act (Government of Ireland, 1998) the conception that data and research-informed decision-making should form a core component part of school life was rarely conceived if at all in the policy discourse of educational reform. We draw on the Malin et al. (2020) interpretation of Hoods (1998) social cohesion/regulation matrix to describe and classify the Irish system. The chapter concludes with a discussion of key lessons for policy and practice based on Ireland's experience over the course of the last decade.

TWO Government reports in one week—one at first unobtainable because of a union dispute, the other a vast opus of three volumes, with three separate volumes of maps—this was the fate of librarians in Britain during the second week of June 1969. So long to wait for these reports of Dainton and Maud, then so much to read.

This special “Anbar Abstracts” issue of the Marketing Intelligence & Planning is split into nine sections covering abstracts under the following headings: Business Strategy; Marketing Strategy; Customer Service; Sales Management; Promotion; Marketing Research/Customer Behaviour; Product Management; Logistics and Distribution; Sundry.

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes.

The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program.

Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need.

This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs.

The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation.

This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.