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Error reporting by healthcare staff, patient-derived complaints and patient-derived medico-legal claims are three separate processes present in most healthcare systems. It is generally assumed that all relate to the same cases. Given the high costs associated with these processes and strong desire to maximise quality and standards, the purpose of this paper is to see whether it was indeed the case that most complaints and claims related to medical errors and the relative resource allocation to each group.

Electronic databases for clinical error recording, patient complaints and medico-legal claims in a large NHS healthcare provider organisation were reviewed and case overlap analysed.

Most complaints and medico-legal claims do not associate with a prior clinical error. Disproportionate resource is required for a small number of complaints and the medico-legal claims process. Most complaints and claims are not upheld.

The authors have only looked at data from one healthcare provider and for one period. It would be useful to analyse other healthcare organisations over a longer time period. The authors were unable to access data on secondary staffing costs, which would have been informative. As the medico-legal process can go on for many years, the authors do not know the ultimate outcomes for all cases. The authors also do not know how many medico-legal cases were settled out of court pragmatically to minimise costs.

Staff error reporting systems and patient advisory services seem to be efficient and working well. However, the broader complaints and claims process is costing considerable time and money, yet may not be useful in driving up standards. System changes to maximise helpful complaints and claims, from a quality and standards perspective, and minimise unhelpful ones are recommended.

This study provides important data on the lack of overlap between errors, complaints and claims cases.

This chapter employs critical discourse analysis (CDA) to examine three key policy documents related to international education in New Zealand: The International Student Wellbeing Strategy (ISW), The New Zealand’s International Education Strategy 2018–2020 (IES), and The New Zealand’s Strategic Recovery Plan (SRP) for the International Education Sector. It asks, “How are discourses of international student wellbeing deployed in New Zealand’s international education policy documents?” The findings suggest that the actual targets of wellbeing in New Zealand international education policies were less the international students than New Zealand itself. I argue that discourses of international student wellbeing are instrumentalized in policy discourses to position New Zealand as a progressive and inclusive society and feed the competitive market dynamics driving the global international education market.

One of Dr Coblans' most widely read papers was certainly his reassessment of J. D. Bernal's ideas on the communication of scientific information, as originally outlined in The social function of science, published in 1939. Dr Coblans' examination of these ideas was contributed to The science of science, which first appeared in 1964 and was re‐issued as a paperback in 1966. Coblans scrutinized Bernal's work with understandable sympathy, since both the approach and the topics of interest meshed with his own. Bernal, he remarked, was essentially concerned with, ‘the basic methods of publishing information, the inadequacy of the traditional learned periodical as a vehicle of transmission, and user analyses; studies of what working scientists read, why they read, and what use they made of what they have gleaned.’

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

This paper aims to explore the role of source credibility while purchasing environment-friendly products using Ajzen’s (1991) theory of planned behavior as underpinning model.

The proposed theoretical model was empirically tested with the data collected from 334 respondents using structural equation modeling.

The results gave empirical support to the addition of source credibility to the original theory of planned. Moreover, consumer attitude was found mediating the effect of corporations’ credibility on purchase intention. Also, attitude and perceived behavioral control were found as the most important predictors of consumer’s intention to purchase environment-friendly products.

This study provides valuable insights for the marketers engaged in sustainable business practices. Amid, ever-increasing carbon emission, promoting the use of environment-friendly products has become the need of the time. Credibility plays a crucial role while promoting and communicating an organization’s sustainable practices among its stakeholders including consumers. Therefore, the marketer should formulate appropriate marketing communication strategy to communicate the consumer about the green practices and environment-friendly products they produce. The results suggest that corporation’s credibility shapes consumer attitude and influences intention to purchase environment-friendly products. Earning trust of the consumer is pivotal to achieve success in the market. Therefore, results may help the marketers to better understand consumer’s response toward their marketing strategies and further convince and persuade them to buy their products.

The findings of this study may be useful for marketers, strategists, policymakers and government while formulating promotional strategies to make consumer aware, educate and persuade them to purchase products which do not cause harm to the environment.

The study is novel in terms of exploring role of source credibility and extending theory of planned behavior in the context of sustainable consumption.

This issue is a selected bibliography covering the subject of leadership.

This chapter explores an Aboriginal theory of affect as it provides the basis for an intercultural ethics of relationship between the Yolŋu and balanda (European or non-Aboriginal) worlds. It features extracts adapted from the book, Phone & Spear: A Yuta Anthropology (Goldsmiths Press, 2019) co-authored by Miyarrka Media, a media an arts collective based in the Yolŋu Aboriginal community of Gapuwiyak in East Arnhem Land Australia’s Northern Territory. Three members of the collective, Paul Gurrumuruwy, Enid Guruŋulmiwuy and Jennifer Deger, lay out their approach to creating a new, or yuta, anthropology.

The purpose of this article is to provide an interview with the million‐selling author, Marshall Goldsmith.

The paper provides an interview with Marshall Goldsmith, who is author and editor of 31 books, including the New York Times and Wall Street Journal bestseller, MOJO, and the WSJ number one business book and winner of the Harold Longman Award for Business Book of the Year, What Got You Here Won't Get You There. His books have been translated into 28 languages, and have become bestsellers in eight countries.

In the interview, Marshall discusses his innovative approach to executive coaching; the impact of social media for leaders and chief executive officers; and his current research on employee engagement.

The paper highlights that the key figure in executive coaching, upon whom the success of the coaching hinges, is the client themselves.

This study aims to examine the ability of the social influence heuristics framework to capture skillful and creative social media influencer (SMI) marketing in long-form video content on YouTube for influencer-owned brands and products.

The theoretical lens was a framework of seven evidence-based social influence heuristics (reciprocity, social proof, consistency, scarcity, liking, authority and unity). For the methodological lens, a qualitative case study approach was applied to a purposeful sample of 6 SMIs and 15 videos on YouTube.

The evidence shows that self-promotional influencer marketing in long-form video content is relatable to all seven heuristics and shows signs of high elaboration, innovativeness and skillfulness.

The study reveals that a heuristic-based account of self-promotional influencer marketing in long-form video content can greatly contribute to the understanding of how various well-established marketing concepts (e.g. source attractivity) might be expressed in real-world communications and behaviors. Based on this improved, in-depth understanding, current research efforts, such as experimental studies using one video with a more or less arbitrary influencer and pre-post measure, are advised to explore research questions via designs that account for the observed subtle and complex nature of real-world influencer marketing in long-form video content.

This structured account of skillful and creative marketing can be used as educational and instructive material for influencer marketing practitioners to enhance their creativity, for consumers to increase their marketing literacy and for policymakers to rethink policies for influencer marketing.

Prior research has created a body of knowledge on influencer marketing. However, a conceptual disconnect has hampered the advancement of the field. The social influence heuristics framework is a highly functional conceptual bridge that links the qualitative and quantitative evidence and will advance the understanding of influencer marketing more effectively.