Zeitschriftenartikel zum Thema „Joint Senior Command and Staff Programme“

The growing number of armed conflicts in Africa has impacted adversely on women who fall victims to violence, sexual abuse and harassment. Women play a minimal role as combatants during the armed conflicts and as peace negotiators after the armed conflicts. This article looks at the role women play in the pre-armed and post-armed conflict phases in an African context. Data for this article were gathered through questionnaires distributed to twenty women officers who participated in the Joint Senior Command and Staff Programme (JSCSP) at the South African National War College. The findings make it evident that women often participate unwillingly as combatants in an armed conflict; they face social changes in the post-armed conflict phase that make their roles change in both their families and communities, and often neglected in the postarmed conflict negotiations and conflict resolution processes.

The Goldwater Nichols Act of 1986 was the most comprehensive and important defense reorganization legislation since its initial establishment in 1947. It has administrated the way the United States has organized, planned, and conducted military operations for the last thirty years. Despite this, a strong opposition movement organized primarily by Navy Secretary John F. Lehman, almost endangred the adoption of the mentioned above law. This opposition also included members of the Joint Chiefs of Staff, prominent Senators and Congressman, and Secretary of Defense Casper Weinberger. A ten year retrospective of the Act’s passage at the National Defense University (NDU) in 1999 detailed its six most significant achievements. The Chairman of the Joint Chiefs of Staff, as an individual, was designated the principal military advisor to the President and other senior officials. The Chairman was assigned new responsibilities in the areas of strategic planning, logistics, net assessments, joint doctrine, and joint programs and budgets. A Vice Chairman position, outranking the other chiefs was created to assist the Chairman and act as the Chairman in his or her absence. The Joint Staff was expanded beyond 400 members and placed directly under the control of the Chairman. The power and influence of the deployed unified commanders was also increased by providing them authority over subordinate commands in their areas of responsibility, especially regarding joint training, force organization, and force employment. Finally, the Joint Specialty Officer program was mandated. This program was designed to ensure the services assigned some of their highest quality officers to joint duty.”1 Nearly all in attendance at the 1999 NDU event concluded that passage of the legislation was a universal good. The subject of the article is the influence of international US military campaigns on the adoption of Goldwater-Nichols Act. This article tends to examine the background which led to the adoption of Goldwater Nichols Act, the opposition of the Marines and Navy against the aforementioned Act. The goal is to analyze the main changes brought in by the Goldwater-Nichols Act and their impact on the development of the US military. The phenomena concern “Joint Forces” and the increase of effective cooperation between the departments. The key provisions, which strengthened the position of the Secretary of Defense and outlined its role in the chain of command, will be evaluated. Keywords: Goldwater-Nichols Act, reorganization, conflict, Joint Chiefs of Staff, Department of Defense, unified commanders

BackgroundQuality improvement (QI) has been shown to deliver better patient outcomes, and improved operational, organisational and financial performance when led effectively and supported by organisational systems and training. Surveys of staff and patient satisfaction also show positive effects. In many trusts that Care Quality Commission (CQC) has rated as outstanding, a culture of QI has been embedded throughout the organisation.ObjectivesWe wanted to hear trusts’ experiences of using QI as a systematic approach to improving service quality, efficiency and morale, and share learning from these organisations to drive further improvement to quality of care.MethodsUsing CQC’s comprehensive inspection programme of all healthcare providers nationally, we identified 19 trusts for inclusion and carried out an in-depth review of their improvement journeys.ResultsWe found that commitment from the board and senior leadership is crucial to ensuring success on the QI journey, modelling effective leadership behaviours that enable all staff to deliver improvement. These organisations have a systematic approach to QI, using a consistent model, anchored in a systems perspective, and often across a health system. The model of improvement requires leaders of all backgrounds and frontline staff to work together in improvement, and can help to break down barriers between managers and clinicians, and providers and patients, so there is a shared purpose to deliver better care to patients.ConclusionsQI is not a magic bullet, but is an important factor in the evolution of an organisation from a traditional ‘command and control’ form of management towards higher performing approaches to the design and management of work.

ABSTRACT: #2017-026 The objective of this paper is to highlight Arctic planning and response collaboration initiative between the Norwegian Coastal Administration (NCA) and United States Coast Guard (USCG) Office of Marine Environmental Response (MER) Policy on numerous spill preparedness and response topics. The paper focuses on engagement efforts between NCA and USCG MER on IOSC’s 2017 overarching themes of Prevent, Prepare, Respond, and Restore. The NCA and USCG MER signed a Letter of Intent to Cooperate in 2014 on spill preparedness and response topics. These collaboration efforts include sharing of exercise lessons learned during joint workshops, training opportunities, and response equipment testing. As a result of these collaboration efforts, USCG MER representatives attended the 2015 Norwegian Clean Seas Association (NOFO)/NCA annual test of new spill technologies and procedures. The exercise was hosted by NOFO/NCA and was held offshore in the North Sea approximately 140 miles northwest of Stavanger, Norway. The exercise was held June 9–11, 2015, at the abandoned Frigg Oilfield and included verification of the Marine Oil Spill (MOS) Sweeper I, Desmi Forlense, MOS Sweeper II, NorLense Oiltrawl, Current Buster 6, and NASA remote sensing equipment. Another result of this collaboration is that NCA will evaluate its present Incident Command System (ELS). As part of this evaluation, NCA sent two senior staff members to Yorktown in September 2015 to participate in two USCG courses: 1) OSC Crises Management, and 2) ICS-410 Advanced Incident Command.

This study examines a teaching-oriented higher education community which undertook a major programme of change when planning a new campus and redesigning its pedagogics. This is a single case qualitative study based on in-depth interviews of community members and field observations and using activity theory as an analytical framework. It is suggested that instead of merely being a rhetorical tool of senior management, distributed leadership can be practised in higher education communities for the benefit of the learners, the teaching and administrative staff and the local community. The study emphasises the importance of the joint sense making of the pedagogical approach in the creation of distributed leadership practices in a teaching-oriented higher education community. It also highlights how higher education students may take an active role in a work system characterised by distributed leadership, and how the infrastructure of a campus building may support distributed leadership.

Novembra 2011 je na Poveljstvu za doktrino, razvoj, izobraževanje in usposablja- nje potekalo 5. redno srečanje Foruma centralnih evropskih držav o vojaškem izo- braževanju (Central European Forum on Military Education – CEFME). Osrednja tema posveta je bila izobraževanje vojaških strategov. Na srečanju so sodelovali visoki predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, preda- vatelj predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje vsebin programa. In November 2011, the 5th regular meeting of the Central European Forum on Military Education (CEFME) was convened at the Doctrine, Development, Education and Training Command. The central theme of the conference was military strategist training. The meeting brought together senior military education representatives from nine Central European countries, and a represen- tative of NATO. The two central papers were prepared by Uroš Krek, military strategy lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel Mojca Pešec. In their article, the authors present views on education programmes for military strategists in Slovenia from the theoretical and practical point of view, and substantiate the need for more intensive and better quality strategic theory study programmes for military strategy teachers and students. They also define the need for developing a comprehensive programme of learning the strategy in terms of selection of participants and lecturers, and the need for setting up achievable targets when it comes to time frame and the determination of programme subjects.

The following document, previously unpublished, was written in March 2010 by a recently retired ( June 2009) U.S. Army colonel with thirty years experience in the Middle East, including tours of duty and advisory roles (in both military/security and civilian domains) from North Africa to the Persian Gulf. The subject of the informal report is the author's first two trips as a "civilian" to Israel and the West Bank, where he had served two tours of duty, most recently as U.S. military attachéé in Tel Aviv during Israel's 2005 unilateral disengagement from Gaza and the formation of the U.S. Security Coordinator's (USSC) mission to reform Palestinian Authority (PA) security forces. Written as an internal document for military colleagues and government circles, the report has been circulating widely——as did the author's earlier briefings on travel or missions in Syria, Lebanon, Jordan, Egypt, and especially Iraq——among White House senior staff, the Joint Chiefs of Staff, the Defense Intelligence Agency, CENTCOM (U.S. Central Command), EUCOM (U.S. European Command), and the USSC team. The document's focus is the state of the "peace process" and the current situation in the West Bank, with particular attention to the PA security forces and the changes on the ground since the author's last tour there ended in mid-2007. But the real interest of the paper lies in the message directed at its intended audience of military and government policy officials——that is, its frank assessment of the deficiencies of the U.S. peace effort and the wider U.S. policy-making system in the Israel-Palestine arena, with particular emphasis on the disconnect between the situation on the ground and the process led by Washington. The critique has special resonance in light of the emerging new thinking in the administration fueled by the military high command's unhappiness (expressed by CENTCOM commander General David Petraeus and Joint Chiefs of Staff chairman Admiral Michael Mullen) with the State Department's handling of Middle East diplomacy, especially with regard to the Israeli-Palestinian conflict, on the grounds that diplomatic failures are having a negative impact on U.S. operations elsewhere in the region. For most JPS readers, the report has additional interest as an insider's view of the U.S. security presence in the Israel-Palestine arena. It also reflects a military approach that is often referenced but largely absent in public discourse and academic writings. The author, in addition to his tours of duty and peacekeeping missions in various Middle Eastern countries, has served as advisor to two U.S. special Middle East envoys, the U.S. negotiating team with Syria, General Petraeus, Lieutenant General Keith Dayton, Vice President Dick Cheney, and, more generally, to CENTCOM, the Department of Defense, and the Joint Chiefs of Staff, among others. In retirement, he has worked with CENTCOM as a key primary subject matter expert in the development of analyses and solutions for its area of responsibility, leads predeployment briefings for army units heading to Iraq, and travels frequently to Iraq and elsewhere in the region as an independent consultant. He is currently in Afghanistan with the CENTCOM commander's Afghanistan-Pakistan Center of Excellence. The report, made available to JPS, is being published with the author's permission.

Forty-three organisations from 22 countries network their capacities of research in SARNET (Severe Accident Research NETwork of excellence) to resolve the most important remaining uncertainties and safety issues on severe accidents in existing and future water-cooled nuclear power plants (NPP). After a first project in the 6th Framework Programme (FP6) of the European Commission, the SARNET2 project, coordinated by IRSN, started in April 2009 for 4 years in the FP7 frame. After 2,5 years, some main outcomes of joint research (modelling and experiments) by the network members on the highest priority issues are presented: in-vessel degraded core coolability, molten-corium-concrete-interaction, containment phenomena (water spray, hydrogen combustion…), source term issues (mainly iodine behaviour). The ASTEC integral computer code, jointly developed by IRSN and GRS to predict the NPP SA behaviour, capitalizes in terms of models the knowledge produced in the network: a few validation results are presented. For dissemination of knowledge, an educational 1-week course was organized for young researchers or students in January 2011, and a two-day course is planned mid-2012 for senior staff. Mobility of young researchers or students between the European partners is being promoted. The ERMSAR conference is becoming the major worldwide conference on SA research.

In the increasingly complex security environment the education of military strategists is a topic which is again becoming of interest. More than ever before, the armed forces need leaders who will be capable of strategic thinking. In November 2011, the 5th regular meeting of the Central European Forum on Military Education (CEFME) was convened at the Doctrine, Development, Education and Training Command. The central theme of the conference was the training of military strategist. The meeting brought together senior military education representatives from nine Central European countries, and a representative of NATO. The two central papers were prepared by Uroš Krek, military strategy lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel Mojca Pešec. In their article, the authors present views on education programmes for military strategists in Slovenia from the theoretical and practical point of view, and substantiate the need for more intensive and better quality strategic theory study programmes for military strategy teachers and students. They also define the need for developing a comprehensive programme of learning the strategy in terms of selection of participants and lecturers, and the need for setting up achievable targets when it comes to the time frame and the determination of programme subjects. It is essential to form a new generation of competent officers who will be able to identify the 21st century security challenges and contribute expertly to the civil-military process of the strategies formulation. Izobraževanje vojaških strategov je tema, ki v pogojih vedno bolj kompleksnega varnostnega okolja postaja ponovno aktualna. Vojske bolj kot kdaj koli prej potrebujejo voditelje, ki bodo sposobni strateškega razmišljanja. Novembra 2011 je na Poveljstvu za doktrino, razvoj, izobraževanje in usposabljanje potekalo 5. redno srečanje Foruma centralnih evropskih držav o vojaškem izobraževanju (Central European Forum on Military Education – CEFME). Osrednja tema posveta je bilo izobraževanje vojaških strategov. Na srečanju so sodelovali visoki predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, predavatelj predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje vsebin programa. Oblikovanje nove generacije kompetentnih častnikov, ki bodo sposobni prepoznati varnostne izzive 21. stoletja in strokovno prispevati k civilno- vojaškemu procesu oblikovanja strategij, je nujno.

I first arrived at the Pakistan Institute of Development Economics, then simply the Institute of Development Economics, at the beginning of October 1960. It was located on the top floor of the Old Sindh Assembly Building on Bunder Road in Karachi. At the time the Joint Director, the resident head of the Institute, was Irving Brecher, a Canadian economist. The Director of the Institute was Emile Despres, the ex-officio head of Ford Foundation’s Pakistan Project administered from Williams College, later from Stanford University, who spent only a few weeks each year at the Institute. The Institute had a number of foreign research advisers funded by the Ford Foundation Project and a handful of Pakistani staff members, very few of them at senior levels. For me the Institute was a refuge. Since my graduation from the Dhaka University at the end of 1959 I had been teaching in the Department of Economics. I had also been selected for graduate studies in England starting the fall of 1960 under an award of the newly-instituted Commonwealth Scholarship programme. In July 1960 I was dismissed from my teaching position at the University due to alleged undesirable political antecedents during my student days. A few weeks later my scholarship for study abroad was also withdrawn by the Government of Pakistan whose approval was a prerequisite for the finalisation of the award. The prospect of alternative employment was bleak with little private sector demand for economics graduates at the time. I had been interviewed by Emile Despres and his colleagues who were on a recruitment mission the previous winter in Dhaka. The teaching appointment at the University, coming on the heels of the interview, had preempted a possible offer from them. A few weeks after I lost my scholarship, I received a telegram from the Institute offering me the position of a Research Officer (later named Staff Economist). This rescued me from what appeared to be virtual banishment from all possibility of a meaningful career. This was the beginning of the series of many kind acts by the Institute and its members which over time made me accustomed to treating it as a home even after my formal employment in it ended.

Purpose Professional partnerships between housing and health are not impossible, but they take time, commitment and dedicated strategic leadership. The language and culture of the two sectors are sometimes complex and do not always match. There can be issues understanding each other’s motivation, ethics and terminology which can cause a barrier when working together. The purpose of this paper is to share the journey of how Wakefield District Housing (WDH) is working with the care and health sector to create sustainable partnerships that benefit both parties, getting to a stage where they could successfully integrate with healthcare providers in the Wakefield district. Design/methodology/approach The paper offers the reader an overview of how WDH’s membership of the Wakefield Health and Wellbeing Board enabled improved partnership working with NHS and other members, including the establishment of a Housing, Health and Social Care Partnership, the employment of dedicated senior staff, co-located multi-disciplinary teams and joint design of new services. Findings WDH has demonstrated that the organisation understands the challenges facing NHS colleagues, has acknowledged the complexities of the system that their partners work in and looked for solutions alongside them. The opportunities within partnership working are boundless and, if successful, the outcomes for tenants and the wider Wakefield population could be in excess of those envisaged in planning the project. Partnerships will almost inevitably encounter challenges along the way but if all partners keep their own and shared visions in mind, further success is within reach and all parties will get there faster by not going alone. Practical implications The paper offers useful guidance and ideas for other housing organisations aiming to improve their contribution to local integrated healthcare. Originality/value This paper provides an original perspective from inside the programme, offering practical, comprehensive and deliverable initiatives to improve health outcomes for local communities.

Background Although NHS organisations have access to a wealth of patient experience data in various formats (e.g. surveys, complaints and compliments, patient stories and online feedback), not enough attention has been paid to understanding how patient experience data translate into improvements in the quality of care. Objectives The main aim was to explore and enhance the organisational strategies and practices through which patient experience data are collected, interpreted and translated into quality improvements in acute NHS hospital trusts in England. The secondary aim was to understand and optimise the involvement and responsibilities of nurses in senior managerial and front-line roles with respect to such data. Design The study comprised two phases. Phase 1 consisted of an actor–network theory-informed ethnographic study of the ‘journeys’ of patient experience data in five acute NHS hospital trusts, particularly in cancer and dementia services. Phase 2 comprised a series of Joint Interpretive Forums (one cross-site and one at each trust) bringing together different stakeholders (e.g. members of staff, national policy-makers, patient/carer representatives) to distil generalisable principles to optimise the use of patient experience data. Setting Five purposively sampled acute NHS hospital trusts in England. Results The analysis points to five key themes: (1) each type of data takes multiple forms and can generate improvements in care at different stages in its complex ‘journey’ through an organisation; (2) where patient experience data participate in interactions (with human and/or non-human actors) characterised by the qualities of autonomy (to act/trigger action), authority (to ensure that action is seen as legitimate) and contextualisation (to act meaningfully in a given situation), quality improvements can take place in response to the data; (3) nurses largely have ultimate responsibility for the way in which data are collected, interpreted and used to improve care, but other professionals also have important roles that could be explored further; (4) formalised quality improvement can confer authority to patient experience data work, but the data also lead to action for improvement in ways that are not formally identified as quality improvement; (5) sense-making exercises with study participants can support organisational learning. Limitations Patient experience data practices at trusts performing ‘worse than others’ on the Care Quality Commission scores were not examined. Although attention was paid to the views of patients and carers, the study focused largely on organisational processes and practices. Finally, the processes and practices around other types of data were not examined, such as patient safety and clinical outcomes data, or how these interact with patient experience data. Conclusions NHS organisations may find it useful to identify the local roles and processes that bring about autonomy, authority and contextualisation in patient experience data work. The composition and expertise of patient experience teams could better complement the largely invisible nursing work that currently accounts for a large part of the translation of data into care improvements. Future work To date, future work has not been planned. Study registration NIHR 188882. Funding The National Institute for Health Research Health Services and Delivery Research programme.

This paper serves as an introduction to this second edition of the Journal of Military History and Defence Studies. It explains the origin and nature of the educational partnership that exists between the Irish Defence Forces and Maynooth University. In particular, it focuses on the MA in Leadership, Management and Defence Studies (LMDS), a masters level postgraduate qualification embedded into the Joint Command and Staff Course. It discusses the philosophy that underpins the programme, emphasising the ways in which it seeks to enhance the students' capacity for reflexivity and criticality, before introducing each contribution in this edition, all of which are based on research undertaken as part of the MA in LMDS.

This paper serves as an introduction to this second edition of the Journal of Military History and Defence Studies. It explains the origin and nature of the educational partnership that exists between the Irish Defence Forces and Maynooth University. In particular, it focuses on the MA in Leadership, Management and Defence Studies (LMDS), a masters level postgraduate qualification embedded into the Joint Command and Staff Course. It discusses the philosophy that underpins the programme, emphasising the ways in which it seeks to enhance the students' capacity for reflexivity and criticality, before introducing each contribution in this edition, all of which are based on research undertaken as part of the MA in LMDS.

Welcome to a Special Issue of the International Journal for Educational Integrity: Best papers from the Plagiarism Across Europe and Beyond Conference, Brno, Czech Republic, 12–13 June 2013. The IJEI acknowledges the generous collaboration and collegial support of the organisers of the conference, particularly Tomas Foltýnek (Conference Convenor) and Irene Glendinning, Project Leader of the Impact of Policies for Plagiarism in Higher Education across Europe Project (IPPHEAE). Selected 'best papers' were submitted to the IJEI for consideration and additional double-blind peer review. As a result of subsequent revisions, the papers in this issue are substantially different from the original versions presented at the Czech conference. We open the issue with an overview and summary of results from the IPPHEAE by Project Leader Irene Glendinning from Coventry University, UK. Funded by the European Commission (2010–2013), the IPPHEAE is possibly the broadest study of academic integrity in Europe ever conducted, with a comparative study of academic integrity policies and procedures in higher education institutions (HEIs) across 27 European Union member states. The project used online questionnaires, student focus groups, structured interviews and analysis of documentary evidence to determine how well institutional procedures were understood, to what extent they were operating as intended and whether there was consistency of outcomes within and between institutions. Almost 5,000 responses were received in 14 different languages. Participants included students (at undergraduate and masters' levels), teaching staff and senior managers. Glendinning presents results from the survey that focused specifically on institutional policies and highlights examples of good practice as well as areas of concern. In keeping with international research from other settings and locations, the IPPHEAE findings indicate that there is no 'one size fits all' approach to academic integrity policy and practice. Each country and indeed each HEI needs to develop a tailored approach according to individual context, and taking into account the maturity of existing policies and systems. IPPHEAE project partners Tomáš Foltýnek and Jirí Rybicka from Mendel University, Czech Republic, and Catherine Demoliou from the University of Nicosia, Cyprus, use data obtained from the project survey to address the question: 'Do students think what teachers think about plagiarism?'. The researchers compare and contrast the overall data on students' and teachers' attitudes to academic writing, their perceptions of plagiarism and plagiarism penalties, and their knowledge of institutional policies/ procedures on plagiarism. Results indicate that there is a discrepancy in understanding between these two key stakeholder groups relating to how students learn about academic integrity, the challenges of academic writing, the causes of student plagiarism, identifying plagiarism, appropriate penalties for plagiarism, and knowledge of institutional policy. The authors contend that teachers' attitudes may require reflection and realignment to ensure they have a better understanding of students' educational needs and perceptions of plagiarism so that appropriate support can be offered. In the third paper, Rui Sousa-Silva from Universidade do Porto, Portugal, uses a forensic linguistics approach to analyse real-life plagiarism cases by higher education students. The author compares suspected plagiarised strings of text against the most likely original text, and demonstrates that strategies other than literal borrowing (wordfor- word text) are being increasingly used by students to plagiarise. Sousa-Silva provides examples to illustrate why existing automated text-matching software may fail to detect these cases of plagiarism. The paper concludes that while text-matching software is able to detect literal, verbatim plagiarism, it should not necessarily be considered a good 'plagiarism detection system' particularly when other strategies are used, such as translation, word substitution or reordering. The author also reminds us of the need for manual analysis by a 'human detector' to ensure that any accusations of plagiarism take into account both the linguistic and educational complexity underlying textual similarities. Finally, Sousa-Silva calls for more research and improvements in computational linguistics and natural language processing to increase the accuracy and reliability of the machine-detection procedure. In addition to the burgeoning international research on student plagiarism, Erja Moore, from Karelia University of Applied Sciences, Finland, suggests that accuracy of referencing might be another useful aspect to explore when examining students' writing practices. Moore analyses both the accuracy of referencing and plagiarism in 91 electronically published theses published in the Finnish Theseus database. In-text citations were compared to references, and in the case of frequent inaccuracy a Google search was used to scrutinise possible plagiarism. The accuracy of referencing was categorised into four classifications: accurate, some inaccuracy, constant inaccuracy and misleading referencing/plagiarism. Moore provides useful examples of inaccuracy, misquoting and plagiarism and also points to 'secondary source plagiarism', which occurs when text with accurate citations and references is copied from the original source and presented as the student's own. The analysis in Moore's study indicated that nearly one third (31%) of theses had major referencing inaccuracies, or referencing which could be categorised as misleading or plagiarised. It is clear from this study that constant inaccuracy and misleading referencing are categories that overlap with plagiarism. The results of Moore's study require careful consideration because they demonstrate that in Finnish higher education theses containing major inaccuracies have been accepted and published. The title of the conference Plagiarism Across Europe and Beyond points to the widespread interest in the topic of plagiarism, well beyond Europe. Robert Craig and David Dalton, from the Petroleum Institute, Abu Dhabi, United Arab Emirates, investigated the perceptions of first-year students concerning the proportion and frequency of cheating among their peers, as well as the main reasons for cheating behaviour. Their findings demonstrated that at the start of the undergraduate programme, three quarters to four fifths of the students viewed copying as serious or very serious, but after only one semester this percentage had dropped considerably for some areas. The data established that there was a clear problem in need of a remedy. The authors provide details of how the Communications Department of the Petroleum Institute facilitated a new, enquiry-based approach which facilitated student engagement, ownership and buy-in and which ultimately had a mitigating effect on copying and plagiarism. The authors make recommendations based on the experiences of their successful programme. In particular, they advocate for crossdepartmental collaboration, a consistent institutional voice on academic integrity, and curriculum based on experiential and enquiry-based learning. Taking the lessons on academic integrity in the UK to countries outside Europe is the central theme in the final paper by Stephen Gow, University of York, UK. Gow's research was based on interviews with ten Mainland Chinese master's students who had studied at a UK university and then returned to work at joint-venture educational institution in Shanghai. Gow examined participants' accounts of plagiarism and compared and contrasted the experience of plagiarism in Chinese and British educational contexts. He anticipated that the study would uncover the extent to which returnee scholars transmit academic integrity and the concept of plagiarism when returning to work in transnational education in China. The findings, using the qualitative methodology of interpretative repertoires, suggest that the participants used UK institutional vocabulary and developed a strict approach to plagiarism and academic integrity during their master's courses and in their subsequent educational careers. Furthermore, the participants in the study were able to "act as linguistic and cultural interpreters, promoting institutional relationships", despite some of the complexities of living, studying and working in two such different cultural and educational environments. Gow suggests that having moved between and adapting to these contexts, with appropriate support these returning Chinese graduates have the potential to act as a cultural bridge for academic integrity within internationalised higher education. I trust you will discover new insights in this Special Issue of the International Journal for Educational Integrity as it provides a broad range of perspectives on academic integrity in the many contexts of Europe, and well beyond. Tracey Bretag, IJEI Editor June 2014