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This paper aims to consider the potential use of Web 2.0 tools as the basis for the creation of a virtual research environment. Specific features of the Web 2.0 world are explored because of their suitability for this purpose.

The concepts of virtual research environment and Web 2.0 are defined and the theoretical merits of using Web 2.0 tools are considered against the key components required for the successful implementation and operation of a VRE in the context of the UK academic sector. The most relevant Web 2.0 tools are considered on a brief, individual basis before being mixed together to construct a desktop‐based VRE based on a web browser. Final sections explore the role for the librarian in this user‐led environment and whether the approach described has global application.

A VRE based on Web 2.0 technology is not only viable but a certainty. However, some desirable features of a VRE may have to wait until Web 3.0 tools become available.

There is very limited literature describing operational applications of a Web 2.0 approach to the development of a VRE. This study is therefore conceptual.

The concepts considered are capable of easy implementation by academic researchers.

A major impact of the “credit‐crunch” will be that research funds become harder to obtain. Systems which enhance the quality of research – as a VRE undoubtedly does – will become even more important. The paper concludes that a VRE based on Web 2.0 tools is totally viable.

The purpose of this paper is to contribute to the understanding of groupthink in temporary organizations. Only anecdotally has the literature touched upon how the temporary organization's structure may foster groupthink. Studies of faulty group processes are imperative since temporary organizations are becoming more common.

Following the design used by several authors who analyzed the Everest events, this paper is an historic in‐depth case study based on accounts of several survivors.

Three out of four features of groupthink are found and analyzing the Everest events there are several symptoms to groupthink that may be present in any temporary organization.

Groupthink as a theoretical idea is well developed but has received limited attention in a temporary organization (project) setting. More attention should be given to group dynamics in general and groupthink in particular.

Some practices are suggested to avoid groupthink. Furthermore, project managers find themselves in a balancing act between freedom, efficiency, and fast decisions. The context should be allowed to decide which the correct approach is. Finally, blowing the whistle should never be a problem and never be punished.

The setting of this paper is original although it is to the structure a common project. When life is at stake, features and symptoms of groupthink become more evident. The theoretical field is almost non‐existent in a temporary organization setting hence there is a considerable value to the theoretical development of temporary organizations and groupthink.

A significant increase in financial crime globally emphasises the importance of forensic interviewing to obtain useful and reliable information as part of a commercial forensic investigation. Previous research has identified two interviewing strategies that are aligned with the legal framework in South Africa: the PEACE model (P = preparation and planning; E = engage and explain; A = account, clarify and challenge; C = closure; E = evaluation) and the person-centred approach (PCA). The purpose of this paper is to explore the theoretical underpinnings and application of the PEACE model and the PCA as commercial investigative strategies aligned with the legal context in South Africa.

A scoping review was undertaken to identify literature relevant to the theoretical assumptions and application of the PEACE model and the PCA.

Literature for the most part reports on the PEACE model but offers very little information about the PCA. A critical analysis revealed that the PEACE model incorporates a clear guiding structure for eliciting information but lacks content needed to create an optimal interpersonal context. To promote this, the PCA proposes that interviewers demonstrate three relational variables: empathy, congruence and unconditional positive regard. The PCA suggests a basic structure for interviewing (beginning, middle and end), while providing very little guidance on how to structure the forensic interview and what information is to be elicited in each phase.

Combining the PEACE model and PCA presents an integrated interviewing technique best suited for obtaining useful and reliable information admissible in a South African court of law. The PEACE model has a clear structure, and the PCA assists in creating an optimal interpersonal context to obtain information in an interview.

This chapter presents a historical analysis of how rural and small libraries have traditionally used nontheatrical film, including a discussion of how bookmobiles presented these materials to persons in broader service areas. After establishing the entertainment and educational benefits patrons historically received from the screening of these materials, the author transitions to discuss how recently established regional film archives and other organizations have made significant strides in recent years in preserving motion pictures that document local and regional culture. The chapter concludes with an analysis of how rural and small libraries can work with regional motion picture archives to design screenings and other programs that fulfill traditional roles of entertaining and educating patrons while also reaffirming local cultural identity.

Summative research and archival sources provide the foundations for the discussion of the role and purpose of film in rural and small libraries. Specific libraries and collections serve as case studies.

• Small-gauge motion pictures were popular with rural library and bookmobile patrons during the first three-quarters of the twentieth century, bringing entertainment and information to persons who normally had limited options in these areas due to geographic barriers.

• Regional film archives and nontheatrical film advocacy organizations have emerged during recent decades, collecting previously overlooked materials that can help reaffirm local and regional culture.

• Several regional film archives have already collaborated with rural and small libraries as well as other local institutions, providing a roadmap for libraries that wish to expand their cultural-heritage-oriented ­programming.

Small-gauge motion pictures were popular with rural library and bookmobile patrons during the first three-quarters of the twentieth century, bringing entertainment and information to persons who normally had limited options in these areas due to geographic barriers.

Regional film archives and nontheatrical film advocacy organizations have emerged during recent decades, collecting previously overlooked materials that can help reaffirm local and regional culture.

Several regional film archives have already collaborated with rural and small libraries as well as other local institutions, providing a roadmap for libraries that wish to expand their cultural-heritage-oriented ­programming.

Numerous scholars have published studies on regional and local nontheatrical film in recent decades, but relatively little has been written to connect these films with their value to rural public libraries and their constituents. By beginning with a historical analysis of how films have traditionally been of value to these audiences, the author is able to transition to presenting ideas on how nontheatrical works can continue to be of value in rural contexts. This has practical applications for rural libraries and other rural cultural organizations throughout the United States.

This article examines how the three ‘mythic’ elements (public aspiration, flexible language and practical guidance) of these Labour government education policy texts were operationalised in the forms and structures of secondary schooling from 1939. The period of analysis is from the early 1940s to the mid 1990s. The decade since 1994 has seen the trial of various forms of standards based assessment (i.e. unit standards and achievement standards) in the senior secondary school. Moreover, from 2002, a timetable has existed for the replacement of the three terminal national examinations that prevailed for most of the second half of the twentieth century, with the National Certificate of Educational Achievement (NCEA).

The aim of this work is to provide an initial picture of how some design agencies are contributing toward a paradigm shift and how they are developing in the future to better inform design policies and interdisciplinary work. There is a general agreement that the current government and public sector structure and modes of operation need radical transformation. In this scenario, a shift from New Public Management towards New Public Governance paradigm has been auspicated. Design has attracted attention as a potential approach to support this transformation, but research into Service Design, as well as discussions on its future development, for public sector innovation is limited. This paper is an exploratory study into the individual work of seven representative UK design agencies operating for and within the public sector.

The paper reviews literature on public sector reform and innovation to inform comparative studies of contemporary design agencies working for public sector reform. Interviews with seven designers from NHS Institute for Innovation and Improvement, Participle, Innovation Unit, Uscreates, Collaborative Change, Futuregov and Snook are conducted to review their perceived role for public sector reform, their design approaches, exemplar projects and main challenges.

Emerging design strategies for Public Sector reform are: a collaborative design approach that considers all stakeholders as equal co-creators of public value; operating at different complementary levels to aim at systemic change; designing from the inside out (innovation culture) and outside in (market change). These different strategies imply the development of possible different business models. Existing creative tensions appear between embedding and outsourcing strategies, acting as facilitators vs designers, developing both designing and service delivery roles.

This paper is based on a limited sample of design agencies, and it is not a systematic study into the impact of their design work, which should be the object of a following study.

This paper brings Service Design practice into public sector innovation debate to inform future interdisciplinary research and innovation policies. It positions existing design innovation strategies within the wider picture of public sector reform to support a more informed design practice.

Few studies have looked at the UK design agencies for public sector innovation and discussed their possible future developments. This paper provides an original and holistic description of design for public sector innovation with considerations on how it should be interpreted when developing supporting innovation and design policies.

Explores objectives, functions, roles and contributions of the audit committee in the context of its relationships with the board of directors, internal auditors and external auditors. Suggests that the audit committee is a step forward in the development of corporate control so long as it does not have unrealistic expectations. Concludes that the role of the audit committee should be in an advisory and oversight capacity with independence, but should remain an internal organ of the corporation.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

Incentives are effective at enhancing productivity, but research also suggests that performance incentives can have “unintended negative consequences” including increases in hazard/injuries, increases in errors, and reduction in cooperation, prosocial behaviors, and creativity. Relatively overlooked is whether, when, and how incentives can be designed to prevent such negative consequences. The authors review literature in several disciplines (construction, healthcare delivery, economics, psychology, and [some] management) on this issue. This chapter, in toto, sheds a generally positive light and suggests that, beyond productivity, incentives can be used to improve other outcomes such as safety, quality, prosocial behaviors, and creativity, particularly when the incentives are thoughtfully designed. The review concludes with several potential fruitful areas for future research such as investigations of incentive-effect duration.