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Leadership, and leadership development, in health and human services is essential. This review aims to draw conclusions from practice within the Australian context.

This review is an overview of health leadership development in Australia, with a particular focus on the implementation of the national health leadership framework, Health LEADS Australia (HLA).

Since its inception, the HLA has influenced the development of health leadership frameworks across the Australian states and territories. Both the National Health Leadership Collaboration and individuals with “boundary-spanning” roles across state government and the university sector have contributed to the development of collaborative online communities of practice and professional networks. Innovation has also been evident as the HLA has been incorporated into existing academic curricula and new professional development offerings. Ideas associated with distributed leadership, integral to the HLA, underpin both sets of actions.

The concept of a national health leadership framework has been implemented in different ways across jurisdictions. The range of alternative strategies (both collaborative and innovative) undertaken by Australian practitioners provide lessons for practice elsewhere.

This article adds to the body of knowledge associated with policy implementation and provides practical recommendations for the development and promotion of health leadership development programmes.

Technology transfer (TT) in industry to university collaboration (UIC) literature focuses primarily on a macro view within an SME environment. While these discussions are important to establish the significance of encouraging UIC's as the value is important to both parties, there is a need for further research at a micro level to help understand key approaches to ensuring the success of the TT. By looking at how value created from TT for a multi-national corporation (MNC) with a project based within a single subsidiary, this research effectively looks at the issue from both a SME level (the subsidiary independently) and a MNC level.

The research uses a longitudinal knowledge transfer partnership and action research to form a case study of Parker Hannifin's Gas Separation and Filtration Europe, Middle East and Africa (GSFE) division.

The research highlights the key areas to focus on in ensuring a successful TT within an UIC such as: once identifying the gap that a UIC is filling in the company, identifying internal barriers before the project starts; education of why change is necessary and then using knowledge experts to educate on the new processes being introduced and finally; incorporation of a full range of personnel, not just those directly involved in the day-to-day of the UIC.

As a case study, further research is required to make the results more generalisable. One way to do this would be to evaluate previous successful and unsuccessful UIC's and determine if the success criteria identified were present in these programmes.

There are three critical points that can be taken away from this research and applied to any company looking to use UIC for TT and value co-creation. Education, external knowledge experts and business wide inclusion were highlighted in the findings as being potentially critical turning points and need to be addressed for successful TT.

Successful UIC's further encourage investment in such programmes which has greater societal benefits. Not only can we see greater leaps in industry through better, more specific knowledge being transferred from the university, the industry knowledge fed into universities helps to guide research and teachings.

The micro level view created by action research based from the industry partner perspective adds another level of importance as the “how” for overcoming barriers is clearly addressed. Furthermore, the research looks at how a multi-national corporation can have value added through UIC's within subsidiaries which often is not addressed in the literature.

The paper aims to describe a framework for a summer research/writing workshop for new university students, and its evolution over time and across institutions.

The University of Toronto at Scarborough (UTSC) has successfully offered its award‐winning two‐day Summer Learning Institute on Research, Writing and Presentation Skills for four years (2004‐2007), to increasing enrolments. Memorial University of Newfoundland (Memorial) adapted the UTSC model and successfully piloted its four‐day workshop, Summer Program in Academic Research and Communication (SPARC), in August 2006. Both programs were low‐cost, non‐credit summer workshops for new students to help them prepare for university‐level research and writing. Memorial offered its program a second time in August 2007. This paper focuses on the Memorial experience.

The success of these programs is attributed to a common framework used in each case: program planning, marketing, and delivery and assessment.

The framework described in this paper could be adapted by other institutions wishing to implement such a program. In addition, the SPARC team will continually improve the program by reflecting on each part of the framework.

Much research has been done to identify and address the specific needs of first‐year university students. For example, some institutions offer “first year experience” courses for credit, while others place first‐year students into Interest Groups. Most academic libraries offer information literacy sessions to groups of undergraduate students during the regular semester. This paper presents a model for reaching first year students before they take their first class at university.

Although more than half of the PhD graduates do not take up traditional academic positions, the little we know of how they navigate into the non-academic workforce is somewhat conflicting. This study aims to contribute to our knowledge by examining over time the experiences of post-PhD social scientists who went into non-academic careers. It examines how post-PhD social scientists in non-academic careers characterize their experience of the PhD; how they imagine their post-PhD careers during the degree and how this influenced their doctoral activity; and to what extent their intentions changed over time and how agentive they were in managing challenges or disappointments.

The study uses a longitudinal qualitative narrative approach to examine the experience of eight post-PhD social scientists beginning during their degrees through their initial years after graduation outside academia.

The analysis highlights variation in clarity of career vision, strategic career thinking and action, knowledge of career opportunity structures and changes in career intentions over time. Still, for all individuals, the PhD was considered a powerful learning experience which continued to influence their lives.

Overall, the results make clear that post-PhD trajectories are best built from the beginning of the PhD, a conclusion that has curriculum implications.

This study incorporates the career question into the development of junior researchers highlighting the need to attend not only to objective measures of career success but also subjective intentions, investments, choices and assessments. Further, the constructs developed within an academic work context to understand career trajectories proved robust in analyzing non-academic work experience.

Engagement is a critical metric to the effectiveness of online health messages. This paper explores how people engage in youth-generated prevention messages in social media.

The data sample consisted of engagement measures of 82 youth-generated messages hosted in a social media channel and a follow-up survey on content creators' motivation for promoting their messages and their dissemination strategies. A comparative analysis of engagement metrics along with qualitative analysis of the message types was performed.

Two types of messages were considered: stop messages and prevent messages. Our analyses found that people interacted with stop messages on social media more frequently than prevent messages. On analyzing the youth's motivation and promotion strategies, no significant difference was observed between stop message creators and prevent message creators.

This work has implications for programs promoting prevention and health information in social media.

This is the first study in social media-based prevention programs the authors are aware of that differentiated between the strategies of youth-produced prevention messages.

This study examined and traced the relationship between, and the influence of, the official standards documents of the Commonwealth of Virginia, and the related day-to-day lesson planning and implementation of a pair of co-teachers. Using a case study methodology alongside a conventional content analysis we traced the processes of how these policy texts (the Standards of Learning [SOLs] for World History) were connected to and activated within the daily routines of these teachers who taught struggling students in a high-stakes testing context. The findings illustrated how the policy texts and discursive practices emerging from the State’s SOLs constituted a level of pedagogical governance that saw these teachers organize instruction clearly designed to support student recall on the end of year multiple choice test. Our work recognized the power of policy texts as they interact with teachers. The significance of unpacking policy documents in order to examine issues of power, symmetry and potential areas of negotiation in the planning and implementation of instruction for teacher educators is discussed.

The purpose of this paper is to understand mobile device (MD) use in a festival context. Festivals offer a range of opportunities and activities to use a MD making this context ideal for understanding digital experiences during leisure. The guiding research question asked how do festival attendees use MDs at festivals. The Typology of Human Capability (THC) provided a framework to enhance the understanding of digital experiences at festivals.

This research involved six festival case studies where semi-structured interviews were conducted with attendees on-site. Interview questions focused on how festival attendees used MDs during the festival. Data were analyzed using directed content analysis guided by the THC.

On-site interviews with 168 attendees revealed that data support the THC dimensions and constructs (sensing, linking, organizing and performing). This typology advances the understanding of the range of digital customer experiences currently available at festivals.

The addition of context to the THC is recommended to enhance its utility in application. As a limited number of festivals were included, the specific findings may not apply to all festivals but the implications are relevant to a range of festivals.

Operational definitions of the THC constructs within the festival setting were identified and provide opportunities for developing digital experience offerings.

This study provided the first comprehensive examination of MD use in festival contexts and in so doing offered data in support of Korn and Pine’s (2011) THC. The findings reveal opportunities for modifying the THC to increase its applicability in a range of settings.

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Ito et al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.

In this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.

The authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”

This study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.

The theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.

This study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.

Using a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.