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The Elementary and Secondary School Emergency Relief (ESSER) requires districts to deliver “evidence-based interventions” to students impacted by the pandemic. The policy has created a unique opportunity for researchers and practitioners to engage with evidence to learn how recovery interventions work and under what conditions.

This study is part of a research-practice partnership (RPP) between Guilford County Schools, AIR-CALDER, Harvard University and NWEA to understand the impacts and implementation of ESSER-funded recovery programs. We use a case analysis approach and frameworks of evidence-use and RPPs to explain how researchers and Guilford leaders engage with evidence to improve and evaluate programs.

The RPP used evidence to inform Guilford leaders’ recovery approaches and strengthened researchers’ evaluations of programs. Conditions that enabled evidence engagement included the RPP’s goals, research activities and collaborative conditions such as boundary spanning activities, team meetings, relationships and trust. We also observed factors that hindered evidence engagement, including the RPP’s nascent stage, structure and breadth of goals, rapid policy timelines and other organizational conditions in Guilford.

Given the complexities of pandemic recovery, RPPs can help researchers evaluate programs in their local context, and present evidence in ways that are actionable to guide decision-making. District leaders can play a valuable role in co-designing research studies attuned to local priorities and context and facilitating research participation among internal stakeholders. However, newly formed RPPs with broad goals for impact will need more time and resources to build an improvement infrastructure for sustaining pandemic recovery.

The purpose of this paper is to propose an approach to managing complexity in postgraduate teaching by increasing the variety of educational provisions and creating opportunities for individualisation of learning.

This case study examines an approach to course design and delivery based on the attenuation‐amplification metaphor of resolving complexity.

The results of the study suggest that a balanced approach to managing complexity can be effective is helping students develop their personal learning path through the course, making postgraduate study more relevant and meaningful.

This approach offers an alternative to the reductionist approach in dealing with complexity in the tertiary study context.

During a consultation with Black and minority ethnic communities in 2002, some 300 people shared their ideas and experiences about how Black and minority ethnic people with mental health problems fare in the employment market. Everyone is encouraged to combat racism by rejecting low expectations and harnessing hidden talents.

The author describes how he entered the marketing field and describes his contributions in four sections: articles written, books published, students nurtured, and executives consulted and trained. He describes his contributions to the marketing field in nine areas: marketing theory and orientations, improving the role and practice of marketing, analytical marketing, the social and ethical side of marketing, globalization and international marketing competition, marketing in the new economy, creating and managing the product mix, strategic marketing, and broadening the concept and application of marketing.