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The purpose of this paper is to create comparable time series data on university income in Australia and the UK that might be used as a resource for those seeking to understand the changing funding profile of universities in the two countries and for those seeking to investigate how such data were produced and utilised.

A statistical analysis of university income from all sources in the UK and Australia.

The article produces a new time series for Australia and a comparable time series for the UK. It suggests some of the ways these data related to broader patterns of economic change, sketches the possibility of strategic influence, and outlines some of their limitations.

This is the first study to systematically create a time series on Australian university income across the twentieth century and present it alongside a comparable dataset for the UK.

The purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for Excellence in Work‐based Learning for Education Professionals at the Institute of Education, University of London. The Centre was part of the national CETL (Centres for Excellence in Teaching and Learning) initiative (2005‐2010) and focussed on exploring ways of transforming current models of work‐based learning (WBL) in a bid to respond to the diversity of professional learning needs within education and beyond.

The paper presents three case studies which are representative of the Centre's approach to drive theoretical development in WBL.

The three projects featured contributed to the development of WBL through synergetic cross fertilisation while operating independently from each other. Also, they are characterised by sustainability beyond the end of the CETL initiative. The Putting Knowledge to Work project developed and operationalised the concept of recontextualisation for WBL in successfully moving knowledge from disciplines and workplaces into a curriculum; and from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces. The London Mobile Learning Group developed a research dynamic around theory and practice of learning with mobile media which contributed to the development of new approaches in (work‐based) learning. The Researching Medical Learning and Practice Network created a community of practice bringing together educational researchers with medical education practitioners and researchers resulting in a greater understanding of how professional attitudes and practices develop in both undergraduate and postgraduate contexts.

The experience of the WLE offers an example of innovative ways to continue to develop our understanding of work‐based learning and inform practice. The impact of the WLE activities on theory, policy and practice is evident in the creation of national and international platforms strengthening existing institutional links.

Critical realism presents a philosophical and paradigm shift in forensic mental health scholarship and practice with youth convicted of sexual offences, which addresses current deficits in the risk management approach. Through universalism and essentialism, the dominant risk management approach classifies diverse youth by criminal behaviour and risk through predictive algorithms with a failure to account for history and oppression. In contrast, critical realism addresses identity, environment and adolescent development in practice with youth convicted of sexual offences while providing explanatory depth and a focus on social justice. The purpose of this paper is to provide an alternative perspective through critical realism and address deficits in the risk management approach with youth convicted of sexual offences.

From a critical realism perspective, this paper critiques the applicability of the risk management approach with youth convicted of sexual offences by addressing tensions in the existing scholarship and practice. This paper provides clinical examples and practical application of critical realism to ground the conceptual perspective.

The authors argue that critical realism provides a critical alternative to tensions in the existing scholarship and practice with youth convicted of sexual offences through the addition of context, explanatory depth and a focus on social justice.

Intersectionality and developmental life course theoretical perspectives offer nuanced contextual approaches to incorporate complexity and diversity into practice with YCSOs. Explanatory depth through critical realism urges scholars to go beyond empiricism to the deeper structures and explanations for a phenomenon. A focus on social justice includes analysis of history, power and oppression in scholarship and practice with youth convicted of sexual offences. Quantitative criticalism is an example of an emerging theory that informs methods which emphasize social justice. Practice recommendations include moving beyond conceptualizing culture as a responsivity factor alone to the incorporation of diverse knowledges and ways of being. Desistance scholarship and practice approaches that include narrative redemptive scripts are examples of approaches consistent with critical realism that focus on strengths and intersectionality theory.

Critical realism is an under-utilized paradigm within forensic mental health, which is heavily focused on the dominance of the risk management approach. In scholarship and practice with youth convicted of sexual offences, a critical realism perspective adds context, explanatory depth, and a focus on social justice.

We explore the acceptance of new contingent work relationships in the United States to reveal an emergent entrepreneurial ideology. Our argument is that these new work relationships represent a new social order not situated in the conglomerates and labor unions of the past, but on a confluence of neo-liberalism and individual action situated in the discourse of entrepreneurialism, employability, and free agency. This new employment relationship, which arose during the economic and social disruptions in the 1970s, defines who belongs inside an organization (and can take part in its benefits) and who must properly remain outside to fend for themselves. More generally, the fusing of entrepreneurship with neo-liberalism has altered not only how we work and where we work but also what we believe is appropriate work and what rewards should accompany it.

The purpose of this paper is to show how blogging has grown as an online phenomenon.

Examines the way that blogs have become a phenomenon that embrace private authors who go online to write personal diaries through to representatives from different types of commercial, political and voluntary organisations who utilise them for a range of information exchange, debating, promotional and support purposes.

As blogging grows as an online phenomenon its impact in areas such as news, politics, and social networking is being taken ever more seriously. While the internet has been held up by governments as holding great economic and political promise, acting as a vehicle that can enhance public services, empower and engage citizens, and trigger new ways of doing business, the reality in terms of how it is actually applied can be poles apart from the ideal.

The paper provides an overview of blogging and introduces the papers in this special issue.

The purpose of this paper is to report on a research project, using intervention research (IR), which aims to identify how a higher education institution could develop process improvement (PI) capability.

The paper adopts a practice perspectives of routines, and classifies and catalogues the potential routines that could form PI capability. The development of these routines are investigated using the constructive research approach, a form of IR), in the action research mode. Within this approach, the methodology of mediated discourse analysis was employed to trace the empirical trajectory of the routine development, in a student management office within the context of an improvement project by the institutions PI unit.

Of relative significance is the implication that there is a small group of initialising PI practices which are accessible to practitioners, in contrast to a large set of critical success factors. Second, these PI practices transcend particular methodologies, meaning their development can be incorporated into customised, contextualised methodologies, by individual organisations.

The set of PI practices identified are able to be enacted by practitioners and are not dependent on macro-management factors. Second they are relatively simple to understand and are not associated with any particular improvement fad or fashion.

The study contributes to the appreciation of PI in higher education as a capability, and outlines the potential array of routines that could constitute that capability. It provides a theoretical view on how key PI routines are developed in an organisational field, and a more nuanced and richer view of “process mapping” and its effect on other PI practices.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.