Journal articles on the topic 'Scottish partnerships'
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Karlsson, Paula Sonja, Pekka Valkama, and Darinka Asenova. "Risk management in Scottish charities: hidden practices and improvement needs in public service partnerships." Voluntary Sector Review 11, no. 3 (November 1, 2020): 275–92. http://dx.doi.org/10.1332/204080520x15874019623751.
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This study reviews the evolving role and state of risk management in Scottish charities between 2009 and 2018, with a specific focus on charities engaging in public service partnerships. It draws on data from questionnaires, interviews and charity documents. It identifies how risk management activities are organised in the Scottish charity sector in general. It also identifies how charities deal with risk in partnerships. The findings suggest that most risk management activities are implicit and sporadic, with some Scottish charities engaging in more formal practices, although none of the risk management activities extend to partnership working and reporting on risk management practices is also limited.
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Mackie, Lorele. "Partnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?" Scottish Educational Review 52, no. 1 (March 27, 2020): 52–72. http://dx.doi.org/10.1163/27730840-05201005.
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This qualitative research study concerns mentoring primary education student teachers within the context of Scottish Initial Teacher Education. With reference to partnership in ITE, it focuses on understandings about relationships between local authority and school, and between school and university within the mentoring process. Within an instrumental, collective case study research design, semistructured interviews of mentors and student teachers were used to gather data alongside a constructivist grounded theory approach to analysis. Findings suggest that relationships are remote, in contrast with recent recommendations made by the previous and latest reviews of Scottish teacher education, and in the literature about effective ITE partnership. Conclusions provide examples of evolving enhanced partnerships and suggest the need for continued consideration of such developments to promote quality and consistency across ITE placement mentoring experiences.
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Dewar, Michael. "Making practices more sustainable in Scotland." Practice Management 30, no. 7 (July 2, 2020): 26–27. http://dx.doi.org/10.12968/prma.2020.30.7.26.
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The Scottish GMS Contract 2018 and the introduction of government sustainability loans could prompt Scottish GPs to consider converting their practices to limited liability partnerships. The profession south of the border should follow developments with interest
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Huby, Guro Øyen, Ailsa Cook, and Ralf Kirchhoff. "Can we mandate partnership working? Top down meets bottom up in structural reforms in Scotland and Norway." Journal of Integrated Care 26, no. 2 (April 16, 2018): 109–19. http://dx.doi.org/10.1108/jica-11-2017-0041.
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Purpose Partnership working across health and social care is considered key to manage rising service demand whilst ensuring flexible and high-quality services. Evidence suggests that partnership working is a local concern and that wider structural context is important to sustain and direct local collaboration. “Top down” needs to create space for “bottom up” management of local contingency. Scotland and Norway have recently introduced “top down” structural reforms for mandatory partnerships. The purpose of this paper is to describe and compare these policies to consider the extent to which top-down approaches can facilitate effective partnerships that deliver on key goals. Design/methodology/approach The authors compare Scottish (2015) and Norwegian (2012) reforms against the evidence of partnership working. The authors foreground the extent to which organisation, finance and performance management create room for partnerships to work collaboratively and in new ways. Findings The two reforms are held in place by different health and social care organisation and governance arrangements. Room for manoeuvre at local levels has been jeopardised in both countries, but in different ways, mirroring existing structural challenges to partnership working. Known impact of the reforms hitherto suggests that the potential of partnerships to facilitate user-centred care may be compromised by an agenda of reducing pressure on hospital resources. Originality/value Large-scale reforms risk losing sight of user outcomes. Making room for collaboration between user and services in delivering desired outcomes at individual and local levels is an incremental way to join bottom up to top down in partnership policy, retaining the necessary flexibility and involving key constituencies along the way.
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TETT, LYN. "Inter-agency partnerships and Integrated Community Schools a Scottish perspective." Support for Learning 20, no. 4 (November 2005): 157–61. http://dx.doi.org/10.1111/j.0268-2141.2005.00382.x.
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Sinclair, Stephen, and John H. McKendrick. "Tackling Child Poverty Locally: Principles, Priorities and Practicalities in Challenging Times." Scottish Affairs 23, no. 4 (November 2014): 454–85. http://dx.doi.org/10.3366/scot.2014.0044.
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The 2010 Child Poverty Act placed new obligations to address child poverty upon each of the national governments in Britain and all of the local authorities in England and Wales. Local authorities in Scotland do not have the same legal requirement to tackle child poverty, but it is evident that their actions, in conjunction with local partners within the context of Community Planning Partnerships, will be critical to the success of the Child Poverty Strategy for Scotland introduced by the Scottish Government in 2011 . At the present time, local interventions to tackle child poverty must be enacted under particularly challenging conditions, as measures to reduce child poverty are undermined by a prolonged economic recession, fiscal austerity, reductions in UK welfare spending, and welfare reforms introduced by the UK government which appear likely to increase the number of households and children experiencing poverty. This paper examines what measures Scottish local authorities, Community Planning Partnerships and other local bodies could take to address child poverty at the local level and meet the national commitment to eradicate child poverty by 2020.
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Hood, John, and Neil Mcgarvey. "Managing the Risks of Public-Private Partnerships in Scottish Local Government." Policy Studies 23, no. 1 (March 2002): 21–35. http://dx.doi.org/10.1080/0144287022000000064.
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Wagner, Joseph. "The Scottish East India Company of 1617: Patronage, Commercial Rivalry, and the Union of the Crowns." Journal of British Studies 59, no. 3 (July 2020): 582–607. http://dx.doi.org/10.1017/jbr.2020.38.
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AbstractThe history of the Scottish East India Company of 1617 is a history of partnerships and rivalries within and between Scotland and England. The company was opposed by the merchants of the royal burghs in Scotland and by the East India Company, Muscovy Company, and Privy Council in England. At the same time, it was supported by the Scottish Privy Council and was able to recruit Dutch, English, and Scottish investors. The interactions between these groups were largely shaped by the union of the crowns, which saw James VI accede to the thrones of England and Ireland and move his court to London. Scotland was thus left with an absentee monarch, decreasing the access of Scottish merchants to the king while increasing the importance of court connections in acquiring that access. Regal union also created opportunities for Scots to become part of the London business world, which, in turn, could lead to backlash from English interests. Having developed in this context, the Scottish East India Company speaks to how James VI and I approached patronage and policy in his multiple kingdoms, how commercial rivalries developed in England and Scotland, and how trading companies played a role in constitutional developments in Stuart Britain.
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Martin, Denise, and Andrew Wooff. "Treading the Front-Line: Tartanization and Police–Academic Partnerships." Policing: A Journal of Policy and Practice 14, no. 2 (September 11, 2018): 325–36. http://dx.doi.org/10.1093/police/pay065.
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Abstract Recognized as an International Leader in the development of Police Academic Collaborations, the Scottish Institute of Police Research has had a key role in contributing to evidence-based approaches in policing, supporting a strategic approach to innovation, as well as, contributing to education, professional development, and organizational learning. The aim of this article is to examine the particular relevance of this partnership in shaping both the recent professionalization and educational agenda of policing in Scotland. It will critically explore these collaborative efforts, particularly in relation to the development of Higher Educational Routes into the service and suggest that while there are benefits to this partnership approach, a co-operative rather than collaborative style emerged in this specific case study. The potential reasons for this co-operative approach as well as the implications for the development of Higher Education routes for police officers in Scotland will be discussed.
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Tett, Lyn, Dorothy Caddell, Jim Crowther, and Paul O’Hara. "Parents and Schools: Partnerships in Early Primary Education." Scottish Educational Review 33, no. 1 (March 18, 2001): 48–58. http://dx.doi.org/10.1163/27730840-03301004.
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This article investigates how schools can facilitate the engagement of parents as partners in their children’s learning through a study of primary schools in one Scottish city that were participating in an ‘Early Intervention Programme’. A two-phase study was conducted involving questionnaire surveys of the views and experiences of (a) headteachers and members of school boards and (b) parents of children in Primary 1. It argues that whilst teachers are committed to involving parents they are not necessarily adept at sharing information with them or at suggesting ways in which they can assist their children. Staff made frequent, friendly school-home contacts and made their schools open to parents but most did not go beyond merely making broad suggestions to parents about how they could be more actively involved in raising their children’s literacy and numeracy knowledge, understanding and achievement. What appears to be necessary is to focus on involving schools with parents rather than involving parents in schools. Parents are always involved with their children’s education but schools are not adept at recognising parents’ important educational role.
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Clarke, Amy. "Scotland's Heritage Investments in India: Acts of Cultural Diplomacy and Identity Building." Scottish Affairs 23, no. 2 (May 2014): 234–49. http://dx.doi.org/10.3366/scot.2014.0019.
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Since 2008 the Scottish government and heritage authorities have been engaged in several projects and partnerships in India aimed at conserving colonial-era heritage and providing assistance to Indian authorities in the preservation of Indian heritage. These projects range from the recording and rejuvenation of the Scottish Cemetery in Kolkata (formerly Calcutta) to the documentation of Rani Ki Vav, a significant Hindu stepwell, as part of the ‘Scottish 10’ project. These investments are notable for two reasons: typically, international involvement in a country's heritage would come in the form of a non-state actor such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) rather than another nation-state. Furthermore, as many of the sites in India of interest to the Scots were established during the colonial period and exist as a direct result of British rule, the Scottish involvement in their preservation runs the risk of attracting claims of cultural colonialism. These challenges have been effectively neutralised through the selection of projects that emphasise the positive contributions made by Scots in India, and through the positioning of these projects as acts of altruism and of the celebration of shared collective histories. This article will discuss the motives behind Scottish investment in heritage sites in India, demonstrating both the way that heritage can be engaged with at a bi-lateral level as an act of cultural diplomacy as well as the way heritage can be used to promote the perception of a specific version of national identity.
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Yaya, Rizal. "Twelve years of scottish school public private partnerships: Are they better value for money?" Journal of Public Procurement 17, no. 2 (March 1, 2017): 187–228. http://dx.doi.org/10.1108/jopp-17-02-2017-b002.
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This research evaluates the value-for-money (VFM) obtained from public-private partnership (PPP) schools in Scotland, based on headteachers questionnaires, local authority interviews and Scottish School Estate Statistics. The period covered is 2000-2012, when 395 new schools were commissioned. The PPPs were better in building condition and maintenance standards and conventionally-financed schools were better in terms of teacher access and improvement in staff morale. There was transfer of knowledge whereby the high standards of the PPPs then became the new standards for the conventionally-financed schools. Concerns about PPP VFM relates to the high cost of unitary charges and contract inflexibilities. A higher percentage of headteachers of conventionally-financed schools (63.64%) considered their new schools resulted in good VFM compared to PPP schools (42.86%).
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McPhee, Iain, and Barry Sheridan. "AUDIT Scotland 10 years on: explaining how funding decisions link to increased risk for drug related deaths among the poor." Drugs and Alcohol Today 20, no. 4 (September 24, 2020): 313–22. http://dx.doi.org/10.1108/dat-05-2020-0024.
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Purpose In response to Scottish Government assertions that an ageing cohort explained increases in drug-related death (DRD), the previous research by the authors established that socio-economic inequalities were additional risk factors explaining the significant increases in DRD in Scotland. This paper aims to subject the drug policy narratives provided by Scottish Government in relation to the governance of drug and alcohol services to critical scrutiny and reveal the social consequences of the funding formula used to direct funding to services via NHS Scotland Boards, and Alcohol and Drug Partnerships (ADP). Design/methodology/approach The paper provides a narrative review in the context of the AUDIT Scotland reports “Drug and Alcohol Services in Scotland” from 2009 and follow-up report published in 2019. The authors refer to the recommendations made in the 2009 report on effectiveness of drug and alcohol services and subject Scottish Government funding processes, and governance of drug and alcohol services to critical scrutiny. Findings This analysis provides robust evidence that Scottish Government funding processes and governance of drug and alcohol services increased risk to vulnerable drug users and document evidence that link these risk factors to increased DRD. Research limitations/implications The authors have focused on Scottish drug policy and drug services funding. Alcohol services funding is not subject to critical analysis due to limitations of time and resources. Practical implications This case study investigates AUDIT Scotland’s recommendations in 2009 to Scottish Government to provide researchers, government policy advisors and media with robust critical analysis that links drug policy decisions to increased DRD. Social implications Drug policy governance by the Scottish Government and NHS Scotland since 2009 have disproportionately affected communities of interest and communities of place already experiencing stark inequalities. These budget decisions have resulted in widening inequalities, and increased DRD within communities in Scotland. The authors conclude that in diverging politically and ideologically from Public Health England, and the Westminster Parliament, Scottish Government drug policy and financial governance of drugs services contributes to increased risk factors explaining DRD within deprived communities. Originality/value The 2009 AUDIT Scotland recommendations to Scottish Government subject their governance of drug services to critical scrutiny. This analysis provides a counterpoint to the explanations that rising DRD are unconnected to drug policy and drug services governance.
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Crichton, Ron, and Cyril Hellier. "Supporting action research by partners: Evaluating outcomes for vulnerable young people in negative post-school destinations." Educational and Child Psychology 26, no. 1 (2009): 76–83. http://dx.doi.org/10.53841/bpsecp.2009.26.1.76.
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AbstractThis paper describes a partnership initiative involving educational psychologists, Careers Scotland, Scottish Enterprise Glasgow and a range of training providers. Its aim was to re-engage recent school leavers, with a wide range of needs, all of whom were not in education, employment or training. The application of psychological roles undertaken in the post-school sector, including consultation, evaluation and action research, is highlighted. Intervention and evaluation design for individualised training programmes for 34 young people were shaped by support from Post-School Psychological Services Strategic Officers. Pre-post assessment was undertaken using both standardised and qualitative measures, including questionnaires, semi-structured interviews and focus groups, supported by attendance and progression figures. Encouraging results suggest that the use of differentiated training programmes can successfully help to re-engage disaffected young people and provide continuity and progression to further training opportunities. The study highlights the opportunities presented by collaborative partnerships between educational psychologists and others working in the post-school sector, leading to improved outcomes for vulnerable young people.
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Hendry, Anne. "Living well in later life in Scotland." Working with Older People 21, no. 1 (March 13, 2017): 22–30. http://dx.doi.org/10.1108/wwop-12-2016-0037.
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Purpose The purpose of this paper is to describe the development, implementation and early impact of a national action plan for active and healthy ageing in Scotland. Design/methodology/approach The Joint Improvement Team, NHS Health Scotland, the Scottish Government and the Health and Social Care Alliance Scotland (ALLIANCE) co-produced the action plan with older people from the Scottish Older People’s Assembly. Together they supported partnerships to embed the action plan as an important element of the reshaping care for older people transformation programme in Scotland. Findings A cross-sector improvement network supported health, housing and care partnerships to use a £300 million Change Fund to implement evidence based preventative approaches to enable older people to live well. Older people in Scotland spent over two million days at home than would have been expected based on previous balance of care and impact of ageing. Practical implications Improving the health and wellbeing of older people is not just the responsibility of health and social care services. Enabling older people to live independent, active and fulfilling lives requires coordinated effort that spans national and local government policy areas, mobilises all sectors of society, and involves all health and care disciplines. Success starts with listening to what matters to older people, and working together, and with older people and local communities, to make that a reality. Originality/value This case study from Scotland offers transferable learning for other systems who have an ageing population and an ambitions to enable them to live well in later life.
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Watt, Vanessa, Kenneth MacMahon, Karen Stevenson, Michael Gunning, Heather McKechnie, and Cassandra Patterson. "Creating a trauma informed intellectual disability workforce in Ayrshire and Arran." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 20, no. 3 (December 2022): 39–48. http://dx.doi.org/10.53841/bpsfpid.2022.20.3.39.
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The Scottish Government has pledged to make the entire Scottish Workforce ‘trauma informed’ and is working in collaboration with NHS Education Scotland (NES) to support the implementation of this vision.With initial funding from NES and subsequent funding support from the Ayrshire & Arran Health and Social Care Partnerships’ Mental Health Innovation Fund, training has been developed and delivered at the trauma informed, trauma skilled and trauma enhanced practice levels (NES, 2019) across Ayrshire and Arran. The training has been created for staff working within services for people with intellectual disabilities.This article describes the process, feedback, challenges and succession plans for creating a trauma informed intellectual disability workforce across Ayrshire and Arran.Easy read summaryThe Scottish Government wants to make sure that everyone knows how to help people who have experienced psychological trauma.We know that people with an Intellectual Disability are more likely to have had traumatic experiences, such as physical, emotional or sexual abuse, during their lives.NHS Ayrshire and Arran have created and delivered training packages about how best to support people with an Intellectual Disability who have experienced trauma in their livesStaff in services for people with an Intellectual Disability have been given this training. Everyone who has attended has been very positive about it. We hope that more people working across Scotland will be trained in the same way as staff in Ayrshire.
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Forbes, Tom. "Institutional Entrepreneurship in Hostile Settings: Health and Social Care Partnerships in Scotland, 2002–05." Environment and Planning C: Government and Policy 30, no. 6 (January 1, 2012): 1100–1115. http://dx.doi.org/10.1068/c11275b.
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Using institutional entrepreneurship theory, I examine the emergence of a novel partnership model in Scotland between 2002 and 2005 to deliver health and social care services. Utilising a qualitative methodology based on interviews and secondary data, I investigate how health and social care managers in a large urban city area acted as institutional entrepreneurs. By engaging in institutional work at a microlevel, mesolevel, and macrolevel, these managers overcame institutional pressure to implement a centrally mandated partnership model advocated by the then Scottish Executive. The study suggests that institutional entrepreneurship is a specific form of change management that can provide unique insights into the political and negotiative processes involved in implementing divergent change in the face of local and national resistance and offers guidance to policy makers and practitioners in framing and implementing change initiatives.
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Simeons, Steven. "Partnerships in primary care: What we can learn from the experience of Scottish local health care co-operatives." Australian Journal of Primary Health 10, no. 1 (2004): 38. http://dx.doi.org/10.1071/py04006.
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A number of countries are introducing partnerships in primary care that promote collaboration within the primary health care sector in order to provide seamless and high-quality care to patients, whilst containing costs. This paper reports on a nationwide survey of Scottish local health care co-operatives to illustrate how partnerships in primary care manage the process of organisational change and start tackling their core functions. During their first year of operation, local health care co-operatives have put an organisational structure in place to start developing primary care services in collaboration with other health care providers. Strong management has been fundamental to the success of local health care co-operatives in stimulating collaboration between health care providers and in developing services. However, a lack of time of general practitioners to participate in the activities of the co-operative, inadequate representation of stakeholders in management bodies, constraints on management budgets, and reluctance by general practitioners to embrace clinical governance may inhibit the further development of local health care co-operatives. Although local health care co-operatives have made considerable progress, they still need to demonstrate whether they are able to deliver tangible benefits to patients.
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Cromar, Sue. "Libraries R 4 Learning: supporting the Curriculum for Excellence in Aberdeenshire." Library and Information Research 33, no. 105 (February 2, 2010): 4–9. http://dx.doi.org/10.29173/lirg208.
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In April 2009, Aberdeenshire Library and Information Service (ALIS) was awarded £10,000 by the Scottish Library and Information Council (SLIC) to develop and deliver a programme of advocacy - designed to inspire and encourage effective, equal working partnerships between librarians and teachers in local secondary schools. All materials created over the lifetime of this project will be published under a Creative Commons licence, and made available to be used and adapted by library professionals across Scotland. This article outlines some of the ideas and observations that fed into our successful proposal, and sets out our plans for achieving key outcomes of the Libraries R 4 Learning project.
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Raab, Gillian, and Chris Holligan. "Sectarianism: myth or social reality? Inter-sectarian partnerships in Scotland, evidence from the Scottish Longitudinal Study." Ethnic and Racial Studies 35, no. 11 (November 2012): 1934–54. http://dx.doi.org/10.1080/01419870.2011.607506.
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Gretton, G. L. "Registration of Company Charges." Edinburgh Law Review 6, no. 2 (May 2002): 146–75. http://dx.doi.org/10.3366/elr.2002.6.2.146.
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Part XII of the Companies Act 1985 requires “charges” granted by companies (and also limited liability partnerships) to be registered. This requirement is additional to the requirements of general law about the creation of security rights. For example, if a company grants a security over land, the security must be registered twice, once (under general law) in the Land Register, and a second time as a “company charge”. Part XII contains two sets of rules, one for England and Wales, and one for Scotland, the latter being largely a copy of the former. The Scottish provisions have hitherto never been closely analysed. The present article attempts to do so. The conclusion of the analysis is that the provisions are irrational.
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McHale, Sheona, Alice Pearsons, Lis Neubeck, and Coral L. Hanson. "Green Health Partnerships in Scotland; Pathways for Social Prescribing and Physical Activity Referral." International Journal of Environmental Research and Public Health 17, no. 18 (September 18, 2020): 6832. http://dx.doi.org/10.3390/ijerph17186832.
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Increased exposure to green space has many health benefits. Scottish Green Health Partnerships (GHPs) have established green health referral pathways to enable community-based interventions to contribute to primary prevention and the maintenance of health for those with established disease. This qualitative study included focus groups and semi-structured telephone interviews with a range of professionals involved in strategic planning for and the development and provision of green health interventions (n = 55). We explored views about establishing GHPs. GHPs worked well, and green health was a good strategic fit with public health priorities. Interventions required embedding into core planning for health, local authority, social care and the third sector to ensure integration into non-medical prescribing models. There were concerns about sustainability and speed of change required for integration due to limited funding. Referral pathways were in the early development stages and intervention provision varied. Participants recognised challenges in addressing equity, developing green health messaging, volunteering capacity and providing evidence of success. Green health interventions have potential to integrate successfully with social prescribing and physical activity referral. Participants recommended GHPs engage political and health champions, embed green health in strategic planning, target mental health, develop simple, positively framed messaging, provide volunteer support and implement robust routine data collection to allow future examination of success.
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Goddard, Lucy. "Stuart MacRae The Devil Inside, The Peacock Theatre, London." Tempo 70, no. 277 (June 10, 2016): 88–89. http://dx.doi.org/10.1017/s004029821600005x.
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History offers us many examples of successful collaborations between librettists and composers (the Da Ponte–Mozart, Boito–Verdi, Hofmannsthal–Strauss pairings, to name just a few), and novelist Louise Welsh and composer Stuart MacRae's new opera, The Devil Inside, offers further evidence that equal partnerships between creative contributors in an opera can yield impressive results. The Devil Inside is the pair's third collaborative venture, and their second co-commission from Scottish Opera and Music Theatre Wales; further continuity comes in the form of their creative team – director Matthew Richardson, conductor Michael Rafferty, set and costume designer Samal Blak and lighting designer Ace McCarron, all familiar from their previous opera, Ghost Patrol – resulting in a noticeable synergy of music, drama and language in this production worthy of a wide audience.
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Varna, Georgiana, David Adams, and Iain Docherty. "Development networks and urban growth in small cities." European Urban and Regional Studies 27, no. 1 (November 9, 2018): 70–85. http://dx.doi.org/10.1177/0969776418802919.
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Real estate development is an intensely social process dependent on rich networks of relations between public and private sector actors. Previous work has explored how far such relations are formalised in large cities through shared coalitions of interest intended to promote urban growth. Relatively little attention has been given to networks in smaller cities, which is the concern of this paper. Drawing on detailed research in a small Scottish city, the paper explores how its local network was characterised by strong reliance on network construction and reproduction through trust and reputation. Significantly, within such local networks, competition and collaboration can exist side by side, without subsuming normal tensions into consistent agendas or formally defined ‘partnerships’. Controlling land for urban expansion provides a particular focus for these tensions, since it can allow certain interests to gain network dominance. These findings raise important concerns around whether small cities should rely on informal networks to promote growth instead of constructing formal coalitions that may attract more externally based actors. Such choices have profound implications for the capacity and transparency of development networks, and thus for the accountability of the urban development process.
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Berbey Álvarez, Aranzazu. "Interview with Dr. Peter McGrath, Coordinator of the InterAcademy Partnership (IAP) and Co-coordinator of the UNESCO-TWAS Science Policy/Science Diplomacy programme." Prisma Tecnológico 13, no. 1 (February 24, 2022): 55–57. http://dx.doi.org/10.33412/pri.v13.1.3469.
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Dr. Peter McGrath obtained his BSc (honours) in Agricultural Zoology from the University of Glasgow, UK, and followed this with a PhD from the University of Leeds, UK, in 1989. His 10-year research career focused on the insect transmission of plant viruses and included postdoctoral positions at the Scottish Crop Research Institute (now the James Hutton Institute) as well as Purdue University and the University of Arizona in the USA. Returning to the UK in 1997, he established his own business as a freelance journalist focusing on agricultural, environmental and scientific issues. The experience he gained in communicating scientific issues to non-specialist audiences made him an ideal fit for his first position at The World Academy of Sciences (TWAS) – as writer/editor in the Public Information Office. During this time, he worked on the TWAS Newsletter, TWAS Annual Report, and edited seven volumes of the TWAS-UNDP case study series ‘Sharing Innovative Experiences’. From 2006, Peter began overseeing the implementation of TWAS’s core programmes, including South-South fellowships and other exchange schemes, research grants and various prizes, as well as the activities of the Organization for Women in Science for the Developing World (OWSD). During this time, he has helped expand these programmes as well as developing new partnerships and activities, including the EU-funded EuroAfrica-ICT project (2009-2012), and acting as the liaison person for TWAS’s involvement in the Solar Radiation Management Governance Initiative (SRMGI).
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Munro, Kenny. "Explorer and Teller of Celluloid Tales: James Wilson – Veteran International Filmmaker and Producer for BBC Scotland." Scottish Affairs 23, no. 4 (November 2014): 522–39. http://dx.doi.org/10.3366/scot.2014.0049.
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The importance of documentary filmmaking as a living medium and its historic contribution to recording and preserving Scotland's culture and international viewpoint cannot be overstated. But before the digital age, where was all this film material stored and what has survived? The current debate on film restoration and public access is ongoing and is illustrated through this article with my personal introduction to veteran BBC film producer James (Jim) Wilson whose enterprising career has documented so much of the twentieth century. Reflecting on this unique creative achievement, the historical context and value of his films, and those of others to society, deserve closer scrutiny. Questions need to be raised regarding government policy on film preservation and how Lottery funding can further support film restoration. Clarification is required, in this case, of possible relaxation to certain BBC licensing agreements to stimulate cooperation. Discussions are in progress which highlight the growing demand for more democratisation and further public access to these celluloid assets which can be quickly forgotten or destroyed. It is therefore encouraging that new partnerships are being forged to identify and restore the vast film collections. Building on the very significant activities of Scottish Screen Archive/National Library of Scotland. They deliver services on several levels including online film archive research/restoration facilities and exhibitions. But there is still a great deal of work to be done in this field. The Wilson film legacy is one such area and a meeting with BBC has been arranged to discuss the future potential of celebrating this special film collection.
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Smith, Ian, Estelle Brisard, and Ian Menter. "Partnership in Initial Teacher Education in Scotland 1990–2005: Unresolved Tensions." Scottish Educational Review 37, no. 3 (March 13, 2006): 20–31. http://dx.doi.org/10.1163/27730840-03703003.
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The Second Stage Review of Initial Teacher Education (ITE) in Scotland leaves unresolved fundamental issues about ‘partnership’ within ITE. These have been sources of tension facing Scottish Higher Education (HE) providers attempting to develop models of partnership with schools and education authorities. This paper seeks to demonstrate a significant body of opinion among Scottish HE providers from the early 1990s wishing to progress innovation on partnership. It is suggested that the main barriers to innovation were the resistance of Scottish schoolteachers to accepting formalised, enhanced roles and responsibilities within partnership, and the failure of Scottish Ministers and administrations to place sustained discussion of underlying issues of partnership sufficiently high on the political agenda. The paper concludes that it will be essential to return to more fundamental discussion of the respective roles and responsibilities of HE staff and school staff within ITE partnership, and that the perspectives of research must be applied in such discussion.
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Tang, Jason, Madalina Toma, Nicola M. Gray, Joke Delvaux, Bruce Guthrie, Aileen Grant, Eilidh M. Duncan, and Tobias Dreischulte. "Pharmacist and Data-Driven Quality Improvement in Primary Care (P-DQIP): a qualitative study of anticipated implementation factors informed by the Theoretical Domains Framework." BMJ Open 10, no. 2 (February 2020): e033574. http://dx.doi.org/10.1136/bmjopen-2019-033574.
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ObjectivesThe quality and safety of drug therapy in primary care are global concerns. The Pharmacist and Data-Driven Quality Improvement in Primary Care (P-DQIP) intervention aims to improve prescribing safety via an informatics tool, which facilitates proactive management of drug therapy risks (DTRs) by health-board employed pharmacists with established roles in general practices. Study objectives were (1) to identify and prioritise factors that could influence P-DQIP implementation from the perspective of practice pharmacists and (2) to identify potentially effective, acceptable and feasible strategies to support P-DQIP implementation.DesignSemistructured face-to-face interviews using a Theoretical Domains Framework informed topic guide. The framework method was used for data analysis. Identified implementation factors were prioritised for intervention based on research team consensus. Candidate intervention functions, behavioural change techniques (BCTs) and policies targeting these were identified from the behavioural change wheel. The final intervention content and modes of delivery were agreed with local senior pharmacists.SettingGeneral practices from three Health and Social Care Partnerships in National Health Service (NHS) Tayside.Participants14 NHS employed practice pharmacists.ResultsIdentified implementation factors were linked to thirteen theoretical domains (all except intentions) and six (skill, memory/attention/decision making, behavioural regulation, reinforcement, environmental context/resources, social influences) were prioritised. Three intervention functions (training, enablement and environmental restructuring) were relevant and were served by two policy categories (guidelines, communication/marketing) and eight BCTs (instructions on how to perform a behaviour, problem solving, action planning, prompt/cues, goal setting, self-monitoring, feedback and restructuring the social environment). Intervention components encompass an informatics tool, written educational material, a workshop for pharmacists, promotional activities and small financial incentives.ConclusionsThis study explored pharmacists’ perceptions of implementation factors which could influence management of DTRs in general practices to inform implementation of P-DQIP, which will initially be implemented in one Scottish health board with parallel evaluation of effectiveness and implementation.
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Ordonez-Ponce, Eduardo. "The Role of Institutional Context for Sustainability Cross-Sector Partnerships. An Exploratory Analysis of European Cities." Sustainability 13, no. 17 (August 24, 2021): 9497. http://dx.doi.org/10.3390/su13179497.
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Institutional contexts influence structures and processes of any organizational system. Most of the research on cross-sector partnerships (CSSPs) has focused on their internal performance, methods, and effectiveness; however, the institutional contexts that allow or inhibit their development have been limitedly assessed. Many local CSSPs address sustainability issues, and this research explores Barcelona + Sustainable’s and Bristol Green Capital Partnership’s institutional contexts at the local, national, and international levels. Interviews were conducted with the leaders of the partnerships and responses were assessed using Scott’s (1995) institutional pillars. Findings show the cultural-cognitive and normative institutional elements of context as the most relevant for local sustainability CSSPs, with regulatory elements not existing at the national level nor cultural-cognitive at the international scale. More importantly, results highlight trust, diversity, communication channels, sense of place, changing perceptions, and coopetition as key learnings to be considered for other partnerships in their design. Finally, with cultural-cognitive and normative elements speaking of the power of local features, it is these partnerships the ones influencing others beyond their scopes of action, with the potential of leading sustainability even further. However, associated activities and resources to provide stability and meaning to sustainability partnerships must be satisfied for that to happen.
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O’Donnell, Patrick, Mark Murphy, and Carey Norman. "The Reinvigoration of the Scottish Further Education Sector: an exploration and analysis of the recent reforms." Scottish Educational Review 47, no. 2 (March 27, 2015): 59–77. http://dx.doi.org/10.1163/27730840-04702005.
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In July 2012 the Scottish Government published ‘Reinvigorating College Governance: the Scottish Response to The Report of the Review of Further Education Governance in Scotland’. The Report advanced a radical new structure for the Scottish Further Education (FE) sector and the overall impact has been unparalleled, creating seismic transformations to its operating structure and governance. The newly emerging paradigm overturned previous structural and governance arrangements, rescaling the Scottish FE landscape. This paper analyses the recent policy context unfolding within the Scottish FE sector; illuminating the central driving forces and legitimising discourses behind the current restructuring, cognisant of the emergent European educational policy space. It argues that the emerging policy reforms for Scottish FE, commonly referred to as ‘regionalisation’, is simultaneously a continuation and departure from the governing structures set in place in the early 1990s. The paper offers productive ways of framing thinking about the regionalisation of Scottish FE. Consequently, it will be of interest to Scottish Government policy makers and those working within or in partnership with the Scottish FE sector.
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Royan, Bruce. "The art of partnership: a Scottish case study." Art Libraries Journal 28, no. 3 (2003): 15–22. http://dx.doi.org/10.1017/s0307472200013195.
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The Scottish Cultural Resources Network is a nationwide collaboration of institutions from many curatorial domains, which has built a massive and sustainable multimedia digital library including tens of thousands of resources for the study and appreciation of art. This paper traces the history and governance of SCRAN, with examples of how it manages the creation of digital content. It goes on to describe issues of intellectual property rights and organisational sustainability and discusses what future such a service may have. Finally, it introduces a number of SCRAN-based digital libraries, including Resources for Learning in Scotland, the AMICO Library™, and the British History Library, as well as portal services such as Netwide Search.
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Forbes, Tom, and Gordon Low. "Strategy Characteristics and Biotechnology." International Journal of Entrepreneurship and Innovation 5, no. 3 (August 2004): 179–90. http://dx.doi.org/10.5367/0000000041513394.
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Biotechnology developed in the early 1970s as a consequence of major advances in biochemistry, genetics, cell biology and microbiology. There are now over 600 biotechnological companies in Europe. Scottish research groups have international reputations in some of the key areas of biotechnology. This paper identifies the main strategic characteristics of the Scottish biotechnology sector using a questionnaire-based approach of 100 Scottish biotechnology firms. Important strategic behaviour included the use of industry analysis to examine threats and generic strategies to locate products in the marketplace. A key finding concerned the use of strategic networks and partnership development in areas such as research and development, product marketing and international developments.
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Smith, Ian. "Reviewing Scottish Teacher Education for the 21st Century: Let Collaborative Partnership Flourish." Scottish Educational Review 42, no. 2 (March 18, 2010): 33–56. http://dx.doi.org/10.1163/27730840-04202004.
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At the time of writing, the Donaldson Review of Teacher Education in Scotland is being undertaken for the Scottish Government, covering the continuum from Initial Teacher Education (ITE) through Induction onto Continuing Professional Development (CPD). This paper focuses on ITE, but considers some possible implications for CPD. The paper argues the current Review must take a broader and deeper approach than recent national reviews of ITE, avoiding recommendations which narrow long-term possibilities. The future development of ITE should be based upon a fuller partnership between universities and the teaching profession than currently exists, with a collaborative ’inquiry as stance’ approach to the knowledge-practice relationship within teacher learning, and with collaborative models of ITE partnership replacing outdated duplication models. The paper considers issues to be addressed, including within universities, if such partnership is to be developed. The potential for creative innovation within this partnership is illustrated through the importance of breadth in any new framework of ITE qualifications as these relate to professional development. Challenges are highlighted in achieving support for innovation from other stakeholders involved in the governance of Scottish ITE. However, the paper concludes that stimulating possibilities may follow for CPD, as well as ITE, if the type of ITE envisaged creates the basis for a truly activist teaching profession.
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Matheson, Ann. "Libraries working together: a Scottish perspective." Art Libraries Journal 20, no. 1 (1995): 12–16. http://dx.doi.org/10.1017/s0307472200009172.
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Cooperation between libraries is time-consuming, but is both ‘worthwhile and essential. Scottish research libraries commenced active cooperation in 1977: the Scottish Confederation of University and Research Libraries now has 15 active members. More recently, libraries in Scotland have been encouraged to work together following the creation of the Scottish Library and Information Council. The National Library has a key role to play, but in partnership with other libraries rather than invariably taking the lead. Cooperation between Scottish art libraries can be traced back to the 1950s and to the development, under the auspices of the National Library, of a union catalogue of art books in Edinburgh. This project is being extended and it will eventually become a national database. The group of libraries responsible for the project has taken on a wider role and an expanded membership as the Scottish Visual Arts Group, one of several subject groups under the umbrella of the Scottish Confederation of University & Research Libraries. The Group will work closely with the Scottish Library and Information Council, and with ARLIS/UK & Ireland in the wider framework of the United Kingdom. (This article is the revised text of a paper presented to the ARLIS/UK & Ireland 25th Anniversary Conference in London, 7th-10th April 1994).
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Webb, A. "Shorter notice. A Partnership for Good? Scottish Politics... Finlay." English Historical Review 114, no. 455 (February 1999): 275–76. http://dx.doi.org/10.1093/enghis/114.455.275.
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Webb, A. "Shorter notice. A Partnership for Good? Scottish Politics... Finlay." English Historical Review 114, no. 454 (February 1, 1999): 275–76. http://dx.doi.org/10.1093/ehr/114.454.275.
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Webb, A. "Shorter notice. A Partnership for Good? Scottish Politics... Finlay." English Historical Review 114, no. 455 (February 1, 1999): 275–76. http://dx.doi.org/10.1093/ehr/114.455.275.
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O’Connor, Clementine Hill, Micaela Mazzei, and Rachel Baker. "Self reliant groups from India to Scotland: lessons from south to north." Community Development Journal 55, no. 2 (August 20, 2018): 277–94. http://dx.doi.org/10.1093/cdj/bsy037.
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Abstract There is a move towards partnership working across the global north and south but there remain questions about how to do it most effectively. This paper reports on the findings from a project that built a partnership between women in Scotland and India in order to transfer knowledge about Indian Self Help Groups. By creating peer to peer relationships that challenged traditional roles of ‘teacher’ and ‘learner’, the project was effective in transferring learning from south to north and generating meaningful outcomes for those involved. Despite the contextual differences, the successful transfer of key components of the model, savings, and loans, has led to a sense of empowerment in the Scottish women that is comparable to their Indian counterparts. As the project continues, it will be important that the dialogue between the partners continues, so there is ongoing learning as the Scottish groups expand and develop.
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Brennan, Mary. "Food Systems Transformation in Scotland—The Journey to, Vision of, and Challenges Facing the New Good Food Nation (Scotland) Act." Sustainability 15, no. 19 (October 8, 2023): 14579. http://dx.doi.org/10.3390/su151914579.
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Building on growing global and local calls for food systems transformation, and years of policy and legislative consultation (2009–2022), the Scottish Parliament unanimously passed transformational food systems legislation in June 2022. Built on a clear vision, clarity of purpose, a common set of outcomes, an agreed direction of travel, strong partnership working, sufficient time, and independent oversight, the Good Food Nation (GFN) (Scotland) Act is an innovative legislative framework designed to foster a healthier, fairer, and more sustainable Scottish food system for all. It places, for the first time, statutory responsibilities on the Scottish Government and relevant authorities (all Scottish local authorities and public health boards) to develop and implement national and local GFN plans, and importantly, makes provision for the establishment of a new independent, statutory Scottish Food Commission to oversee the implementation, with significant powers of oversight and scrutiny and a formal remit to make recommendations to any Scottish ministers and relevant authorities regarding issues/actions relevant to the Good Food Nation Plans. This paper outlines Scotland’s agriculture, food, and drink sector, reviews its food policy and GFN journey since the establishment of the Scottish parliament in 1999, critiques the core principles, stated outcomes, key provisions, and planned timescales of the GFN (Scotland) Act, reflects on its transformational potential, and considers unresolved concerns and remaining tensions.
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El-Farargy, Nancy. "Partnership working across sectors: a multi-professional perspective." Journal of Integrated Care 27, no. 4 (October 10, 2019): 328–45. http://dx.doi.org/10.1108/jica-05-2019-0021.
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Purpose The Public Bodies (Joint Working) (Scotland) Act 2014 set the framework for the integration of adult health and social care services. Teams, organisations and sectors are now required to work in partnership and interdependently to deliver shared outcomes for the people they serve. The purpose of this paper is to explore any features, practices and behaviours that could influence effective partnership working across sectors. Design/methodology/approach A questionnaire was designed and distributed to a range of stakeholders working in health, social care and the third sector. With reference to the changing health and social care reform agenda, the aims of the survey were to gather views, experiences and perceptions of working across sectors, and any workforce development needs. Findings The majority of respondents were from the NHS (80.3 per cent, 118/147), and experiences were largely drawn from those working with the third sector. The utility of working with the third sector was positively highlighted; however, there were limited opportunities to fully engage. Whilst formal education and training was welcomed, workforce development needs were mostly related to fostering relationships and building mutual trust. Originality/value This paper highlights views, perceptions, enablers and barriers to integrated care in Scotland. Whilst the Scottish integration landscape is currently not fully fledged, insights into prevailing attitudes towards integrated care, by a cohort of the Scottish health and care workforce, are offered. In particular, reflections by the NHS workforce to working with third sector services are discussed.
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I'Anson, John, and Sandra Eady. "Partnership as Educational Policy Imperative: An Unquestioned Good?" Professions and Professionalism 7, no. 3 (November 15, 2017): e1814. http://dx.doi.org/10.7577/pp.1814.
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“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is concerned with a critical analysis of partnership in relation to a longitudinal study of the relational practices between a university and five local authorities within a Scottish educational context. In particular, we trace how a “signature event” transformed a partnership assemblage, from one characterized by a grammar of participation, to a formal partnership aligned with a set of principles that we characterize as a grammar of representation. We argue that this transition led to a new assemblage that enacted new accountabilities, performativities, and alignments under the sign of partnership.
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Hannah, Gwen. "Developments in the public‐private partnership funding of Scottish schools." Journal of Applied Accounting Research 9, no. 2 (September 30, 2008): 112–25. http://dx.doi.org/10.1108/09675420810900784.
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Smith, Ian. "Re-Visiting the Donaldson Review of Teacher Education: Is Creative Innovation Secured?" Scottish Educational Review 43, no. 2 (March 27, 2011): 17–38. http://dx.doi.org/10.1163/27730840-04302003.
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This paper evaluates Teaching Scotland’s Future, the Report of the Donaldson Review of Teacher Education in Scotland, from the perspective of an earlier paper by the author, written in anticipation of the Report’s publication. The current paper concludes there is greater depth and breadth to the Report than previous national reviews, particularly in advocating the principles of collaborative partnership. However, the Report does not yet provide the fullest basis for on-going innovation in Scottish teacher education. Attitudinal and resource issues in achieving collaborative partnership could be addressed more directly. Creative possibilities for innovation in ITE will be narrowed by any prescriptive move to a single model of primary undergraduate provision, with a fuller consideration of research and theoretical perspectives on the nature of ITE and education studies desirable. Not all opportunities are taken to achieve the fullest connection between innovation in ITE and the continuum into CPD. Significant work remains to be done by stakeholders within the governance of Scottish teacher education, if long-term creative innovation is to be secured.
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Wilson, Valerie. "Reducing Class Size: Does the Evidence Support the Scottish Executive’s Policy?" Scottish Educational Review 39, no. 2 (March 13, 2007): 198–210. http://dx.doi.org/10.1163/27730840-03902009.
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For a number of years the size of Primary 1-3 classes in Scottish primary schools has been limited to 30 pupils (Scottish Executive, 2006a). The Labour/Liberal Democrat Partnership, that formed the first Executive in Scotland’s devolved Parliament, recommended a class size reduction to a maximum of 25 pupils in Primary 1 and 20 pupils in Secondary 1 and 2 in English and Maths by August 2007. This article presents the evidence from a systematic review, commissioned by the Scottish Executive in 2006 of published literature on the effect of class size on pupil attainment. One hundred and ninety-one references were identified, from which 46 were included in the review. The author concludes that the proposed policy of selective reduction of class size is only partly supported by research evidence and important considerations regarding within-class grouping, the use of classroom assistants and the allocation of available resources remain unresolved.
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O’Brien, Jim. "The attempt to reform School Councils in the 1980s: a rehearsal for the furore that greeted the proposals for School Boards?" Scottish Educational Review 46, no. 1 (March 13, 2014): 65–82. http://dx.doi.org/10.1163/27730840-04601006.
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In the light of the Scottish Government’s commitment to the principles enshrined in the Christie Commission and developing approaches worldwide to public administration, this article considers the forces at work and the major arguments for suggesting the need for increased and enhanced participation by parents in educational decision-making and school governance by focusing on the early 1980s. This was another period when participative democracy and partnership between lay-persons and public officials was widely supported at a theoretical level but often met resistance on the ground. An analysis of the responses to the abortive School Council consultative exercise of 1984 conducted by the Scottish Education Department (SED) is offered. The period before the emergence of Michael Forsyth as Education Minister in the Scottish Office in Mrs Thatcher’s era as UK Prime Minister is reviewed. Forsyth’s controversial proposals for the establishment of School Boards that caused such consternation among the educational establishment and parents have subsequently been replaced by Parent Councils.
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Pelan, John. "Accessing Scottish Archives Online." Genealogy 2, no. 4 (October 19, 2018): 42. http://dx.doi.org/10.3390/genealogy2040042.
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John Pelan, Director of the Scottish Council on Archives (SCA), explores some of the challenges around searching Scotland’s archives online. Difficulties in accessing information, knowing what exists and where to find it, and the multiplicity of online catalogues can be confusing and frustrating for users, particularly inexperienced and amateur family historians. The article provides information about the Scottish Council on Archives (SCA) plans, working in partnership with a wide range of stakeholders, to create a new portal for accessing Scotland’s archive collections including those of universities, local authorities, businesses and communities. The portal, which will be a development of the existing Scottish Archive Network resource, will allow users to search across many catalogues for both collection and item level records. The new portal will be an invaluable resource for genealogists, researchers, academics, students, historians and members of the public by providing guidance on understanding, using and accessing archives. SCA expects that the site will become a powerful advocacy tool for archives, showing not just the breadth and depth of collections across Scotland but highlighting the many ways that archives can be used inform and improve society. For genealogists, but also for everyday users of archives as well as potential new users, this portal will open new channels of research and local history.
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Thompson-Kerr, Kimberley, and Emma Veldon. "Partnership working between educational psychology services and the virtual school." Educational Psychology in Scotland 23, no. 1 (2023): 23–30. http://dx.doi.org/10.53841/bpsepis.2023.23.1.23.
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The education of care-experienced children and young people (CE CYP) has long been a focus for policy and legislation given the disparity in outcomes for this group of children in comparison to their peers. Following on from its conception in England, the Virtual School (VS) model has expanded across Scottish local authorities (LAs). This project looks to explore the views and experiences of Educational Psychologists (EPs) in one Local Authority (LA X) with a particular focus on partnership working. The implications of these findings have been discussed in relation to EP practice with suggestions for next steps.
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King, Margaret H. "A Partnership of Equals: Women in Scottish East Coast Fishing Communities." Folk Life 31, no. 1 (January 1992): 17–35. http://dx.doi.org/10.1179/flk.1992.31.1.17.
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King, Margaret H. "A Partnership of Equals: Women in Scottish East Coast Fishing Communities." Folk Life - Journal of Ethnological Studies 31, no. 1 (January 1, 1992): 17–35. http://dx.doi.org/10.1179/043087792798238788.
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Dunphy, Richard, and Richard J. Finlay. "A Partnership for Good? Scottish Politics and the Union since 1880." Albion: A Quarterly Journal Concerned with British Studies 30, no. 2 (1998): 397. http://dx.doi.org/10.2307/4053621.
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