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In order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, the purpose of this paper is to examine the associations of two coaching practice factors (coaching format and external vs internal coaching provision), and coachees’ job complexity with perceived outcomes from coaching.

A survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work).

Analysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. The examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles.

The original contribution of the authors’ findings is in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees’ job situations.

Team coaching (TC) is a popular new addition to the team learning and development toolkit. However, the conceptualization of TC and the distinction between TC, team training, team development and team building interventions remains unclear. The paper aims to discuss these issues.

The authors address this significant gap by abductively exploring how TC is conceptualised in practice (n=410). The authors survey practitioners engaged in delivering TC to ask how they would define TC and distinguish it from other team interventions.

A thematic analysis of the data reveals eight themes, which can be used to define TC and illustrate areas of overlap and distinctiveness with other team interventions.

The absence of a clearly defined construct is hindering the development of a rigorous theory of TC. The contribution of the paper is, therefore, a clear and comprehensive definition of TC, which can be used by researchers and practitioners alike when working within the domain of TC.

The paper provides the first systematic exploration of a definition of TC in relation to alternative team interventions. By utilising an abductive approach in the research, the authors are able to capitalise on practitioner experience in this practice-led field.

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

The purpose of this paper is to compare and contrast what is spoken about in supervision case discussions in Children’s Services with what subsequently appears in the written record on the child’s file. As an exploratory study, the authors set two research questions – how do supervision conversations and corresponding records compare? And how do social work supervisors make use of these records?

The authors sampled ten pairs of supervision audio recordings and written records from the child’s file. Using a content analysis approach, the authors compared what was spoken about (on the audio recordings) with what was subsequently written down (on the child’s file).

The complex activity of social work case supervision is not easily captured in written form. Written records did not reflect objectively the content of the audio recordings and on occasion, even contained information absent from the discussion. Supervisors seemed to engage in an interpretative process when creating the records, translating what was spoken about into a record thought (more) suitable for the file.

The sample was limited to one authority and did not compare between different models or approaches to supervision.

Supervisors understandably orient their recording behaviour towards anticipated audiences (chiefly, senior managers and Ofsted inspectors). To change recording practices, it would help to promote the role of children and families as the more important audience for written recordings of supervision case discussions.

The major strength of this study is the inclusion of audio recordings of actual supervision case discussions and real case records. This is an advantage over the more common methods of vignettes, role plays and self-reports because it allowed the authors to examine directly what happens in practice. The findings from the study are strengthened via the use of a focus group with social work managers, helping the authors to validate and test the themes the authors’ identified.

Coronavirus has accentuated the cracks within the fragile UK food system. Empty shelves and empty stomachs, the damaging consequences of coronavirus have led to an unprecedented increase in food insecurity and food access. The purpose of this paper is to provide in-depth insight into varied and innovative rural localised responses to food access during the pandemic.

This study draws on multiple perspectives of those working to combat food insecurity, inequality and inaccessibility in Gwynedd, exploring food access initiatives and their responses to the pandemic, innovative food distribution collaborations and the role of maintaining already fragile rural communities.

This study concludes that the need for transformative place-making to build stronger, more resilient communities has never been more pressing, with support from public sector funding to help alleviate some of the hardships and pressure with the rise in poverty and austerity, coronavirus imposed or not.

This study focuses on a single local authority area in North Wales, Gwynedd, an area where little food research has been published to date. The coronavirus pandemic also places the timely research within the scope of food access and distribution during hardship. This study discusses the impacts exposed by the pandemic and lessons that can be drawn and reflected on for future benefit.

Apprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration and investment. This questions longer-term viability, creating a new perspective investigating evidence of value and impact for UK HEIs. This integrative literature review examines existing apprenticeship literature and showcases new knowledge for HEIs to update and inform future decision-making. Knowledge created offers a new framework, an “apprenticeship knowledge-based checklist model” and a perspective to explore further.

This integrative literature review examines apprenticeship provision viability for UK HEIs across several disciplines since commencement.

Analysis of selected studies across three research themes critiques potential apprenticeship practice for HEIs: stakeholder collaboration, widening participation and work-integrated learning. Results provided a new integrated perspective via governance levels: strategic, academic department, and teaching team.

The research draws from multiple disciplines representing current literature in the HEI Apprenticeships field. However, the context in which programmes are delivered by HEIs and employers differs significantly, so factors continue to emerge.

Practical implications drawn from these findings aim to cultivate dialogue before embarking/withdrawing from HEI Apprenticeship programmes. It offers employers guidance expectations when partnering with university providers. For global apprenticeship provisions, it offers a checklist for re-valuating practice.

The research identified new knowledge implications from existing literature in a field experiencing rapid growth. It offers valuable contributions: a knowledge-based checklist model constructed for HEIs to evaluate existing and future viability provisions at each governance level. It is a catalyst for new practice approaches and an agenda for further research.

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Educational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of work-based learning (WBL) programmes, requiring increasingly complex levels of collaboration between providers and employers. Apprenticeships require providers to assume responsibility in ensuring apprentices’ work-based managers and mentors (WBMMs) are equipped to provide effective support to individuals as they learn ‘on the job’. After six years of higher education institution (HEI) apprenticeship curriculum delivery, there is opportunity to examine existing WBMM practice to inform the design, content and delivery of a shared knowledge base via a practical interactive toolkit. By developing clearer understanding of WBMMs’ experiences, expectations and challenges, the study aims to reduce potential gaps in knowledge and skills and encourage more effective collaboration between employers and providers to better support apprentices as they progress through WBL programmes.

This paper discusses evolution of higher level and degree apprenticeships, explores guidance for WBMMs and investigates the influence of expectations and motivations of WBMMS. Theoretical and conceptual foundations relating to WBL programme delivery and WBMM role are analysed and discussed. Qualitative data drawn from semi-structured surveys are analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform future university provider and employer practice.

The findings suggest a number of themes to improve apprentice management; further clarity of WBMMs role, greater involvement of WBMM’s for negotiated learning, unplanned experiences do add value and scope for richer mentoring dialogues. WBL value for WBMMs is broader than expected, incorporating apprentice performance and output improvements, and solving complex problems.

The research is drawn from an established university with five years of experience. However, the context in which programmes are delivered significantly varies according to providers and employers. This means factors other than those highlighted in this paper may continue to emerge as the research in this field develops.

The practical implications from findings can be used to cultivate stronger collaboration, providing a foundation of knowledge intended to provoke further dialogue regarding content for an interactive toolkit. The findings signal the need for further resources, a review of the restrictions associated with levy funding for co-creation of a more effective national apprenticeship framework.

This paper builds on a limited body of research examining employers’ perspectives of apprenticeship management. Degree apprenticeships have attracted limited scholarly attention over six years since their inception (Bowman, 2022) resulting in a significant paucity of research that focuses upon employer role. This study addresses this void by exploring WBMMs experiences, requirements and expectations, revealing new insights for providers of WBL, employers and individuals employed as WBMMs.

The purpose of this paper is to examine the perspectives of local residents regarding the impact of the long-duration Hazelwood open cut coal mine fire in rural Australia.

A qualitative approach was undertaken involving 27 in-depth interviews with adults who lived in the town of Morwell, immediately adjacent to the coal mine fire.

Participant concerns focussed upon fear and confusion during the event, the perceived health effects of the smoke, anger towards authorities and loss of a sense of community and sense of security. One of the significant ways in which people managed these responses was to normalise the event. The long duration of the event created deep uncertainty which exaggerated the impact of the fire.

Understanding the particular nature of the impact of this event may assist the authors to better understand the ongoing human impact of long-duration disasters in the future.

It is important to provide clear and understandable quality information to residents during and after such disasters.

While there is an extensive literature exploring the direct social and psychological impacts of acute natural disasters, less qualitative research has been conducted into the experiences of longer term critical events.

The purpose of this paper is to consider how a South East project approached systems change to improve unsupported temporary accommodation (UTA) and the changes made for people experiencing multiple disadvantage (“multiple and complex needs”). This paper also covers some matters that are hard to change or uncertain, such as housing shortages and financial constraints. The paper focuses on a case study of the East Sussex Temporary Accommodation Action Group (TAAG) – a multi-agency action group.

A qualitative case study involving a thematic analysis of seven semi-structured interviews, with a review of published literature and internal documentation.

This example of setting up a TAAG shows us the value of having a dedicated forum to look at a part of the system that requires changing and to identify what works well. Creating a collaborative and democratic space with a common purpose brings different stakeholders and perspectives together and opens discussions to new ways of working. Equalising partners creates an opportunity to create change from the bottom-up within a system traditionally governed by statutory bodies. This study found that the TAAG has facilitated learning around trauma-informed practice and nurtured more sustainable changes towards a Standards Charter and women-only safe UTA.

This is one of the first qualitative case studies of a local systems change approach to improving UTA for people experiencing multiple disadvantage in East Sussex.