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This article aims to propose a three‐stage framework for on‐going professional development of aspirant and incumbent heads that is designed to increase their own self‐efficacy. It is suggested that continuity and progression in self‐efficacy development can be addressed via processes pertaining to acculturation, assimilation and actualisation. The on‐going work of Fletcher augments this conceptual framework with a new approach to action research ensuring an evidence‐based foundation to the growth of self‐efficacy.

The article offers an analysis of existing research evidence in coaching, mentoring, talent management, leadership development and self‐efficacy to propose a framework useful in research and in the development of self‐efficacy that may help secure transition between the potential to lead and high performance in leadership incumbency in schools.

The article points to the importance of coaching and mentoring as potential scaffolds to create an appreciation of self‐efficacy's value at all stages of the headship journey. It is suggested that active development of individual's self‐efficacy through mentoring and coaching relationships may serve to ensure that the loss of human potential of those who could lead but never completed the journey is reduced.

The article identifies new questions pertaining to the practice of high quality coaching and mentoring in the journey to leadership in schools and raises further questions pertaining to the conceptualisation of learning relationships and the interactions and feelings involved in such learning relationships.

This article suggests a phased approach, an integrated vision of mentoring and coaching for headteacher development that can span their professional lifetime. This generative approach is what distinguishes the authors’ proposal from others. An emphasis is placed on self‐study integrated in an Appreciative Inquiry approach, however, the authors’ proposal goes further in that they have realised that aspirant headteachers should be taught how to undertake self study integrated with action research not only for their own benefit as they journey towards incumbency but also so that they can become coach and mentor for others; for their staff, pupils and other aspirant headteachers.

ABRACI, the Brazilian Printed Circuit Association, has reported that since March 1990 the Brazilian PCB industry, in common with other branches of industry, has been plunged into turmoil.

Advances in Econometrics is a series of research volumes first published in 1982 by JAI Press. The authors present an update to the history of the Advances in Econometrics series. The initial history, published in 2012 for the 30th Anniversary Volume, describes key events in the history of the series and provides information about key authors and contributors to Advances in Econometrics. The authors update the original history and discuss significant changes that have occurred since 2012. These changes include the addition of five new Senior Co-Editors, seven new AIE Fellows, an expansion of the AIE conferences throughout the United States and abroad, and the increase in the number of citations for the series from 7,473 in 2012 to over 25,000 by 2022.

Recovery Colleges were developed to support the recovery of people with mental health difficulties through courses co-produced by professionals and people with lived experience. This study aims to examine the use of Recovery Colleges to support people with dementia.

A survey was circulated to UK Recovery College and memory service staff, exploring provision, delivery and attendance of dementia courses. Open responses provided insight into participant views about recovery in post-diagnostic support and the practicalities of running dementia courses.

A total of 51 Recovery College staff and 210 memory service staff completed the survey. Twelve Recovery College dementia courses were identified across the UK. Three categories emerged from the qualitative data: post-diagnostic support, recovery in the context of dementia, challenges and areas of innovation.

This study highlights the benefits and practicalities of running Recovery College courses with people with dementia. Peer-to-peer learning was seen as valuable in post-diagnostic support but opinions were divided about the term recovery in dementia.

The history of empire, conquest, and the role of the university occurs at the confluence of White supremacy and anti-Blackness. Knowledge is classified not only in texts but also through images, artwork, and even statues—all of which are found on university campuses around the world. The production of knowledge is uniquely tied to power through empire, belief systems, and economy. When universities house knowledge that is rooted in a Eurocentric view of the world and are situated in Black and Brown communities in the global South, they function as conflicted carriers of White dominance. This is evidenced via monuments, statues, physical architecture, curricula, language of instruction, and codes of conduct which all serve as indicators that the university stands at the nexus of empire maintenance and the cultures they invaded. This chapter includes case studies in three regions of the world: South Africa, Brazil, and Oceania (particularly Australia and New Zealand). The ways in which universities are both complicit actors in invasion as well as byproducts make the examination of universities as carriers of White dominance a global and complex project. This historical and contemporary examination provides an in-depth view of university participation in global White dominance through a tenacious and lasting global anti-Black sentiment.