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The purpose of this paper is to discuss the scepticism that persists among medics regarding appropriateness of some aspects of services provided by extended scope physiotherapists (ESPs). This paper aims to highlight the extent and appropriateness of surgical and radiological referrals by ESPs working in an adult orthopaedic service.

The patient pathway following ESP assessment was audited over 31 months. Parameters explored included ESP referral rates to orthopaedic consultants; the percentage of patients where the entire episode of care was managed by the ESP; whether orthopaedic referrals were appropriate in terms of surgical interventions; and numbers of radiology referrals specifically for knee or lumbar complaints.

Of the patients, 79 per cent had their entire episode of care managed by ESPs. Of the patients, 9 per cent were referred on for a surgical opinion (of which 42 per cent knees, 20 per cent lumbar). 13 per cent were referred for x‐rays, 10 per cent for magnetic resonance imaging. Of the patients referred on for surgical opinion surgical intervention was appropriate in 89 per cent of cases.

Data from an ESP service with broad guiding protocols in a specific hospital are not readily extrapolated to ESPs elsewhere. Appropriateness of onwards referrals was based on the opinions of consultants to whom patients were referred. The potential benefit of a second opinion even if surgery is not offered is not taken into account by this model.

These audits reinforce the impact ESPs have on efficiency within orthopaedics. They document referral rates for x‐rays and magnetic resonance imaging by ESPs for lumbar and knee complaints that may benefit units proposing new ESP services.

This paper reinforces published data on ESP management of the entire episode of care of the majority of referrals to orthopaedics, and on the highly appropriate nature of onwards referrals. Documented for possibly the first time, data regarding investigations for lumbar and knee disorders highlight low referral rates.

The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the perceived impact of the training on their professional and personal well-being.

Individual semi-structured interviews and 16 h of observational data of professional development were collected.

Five themes emerged from the data. Participants: challenged themselves to work on coach skills; affirmed the importance of relationships; identified areas of increased skill development; envisioned coach training throughout the school; and applied a coach mindset in other domains. These themes are related to two constructs of psychological capital – efficacy and hope – which contributed to participants’ professional and personal well-being.

The low number and selection of participants make transferability of the findings difficult.

Findings indicate that a coach mindset may increase educators’ well-being as they learn to build positive student, collegial and personal relationships. Recommendations for further research include exploring relationships between the development of a coach mindset, increased positive student outcomes and educator well-being.

The development of a coach mindset may lead to increased educator well-being and positivity.

As few empirical studies exist regarding the effectiveness of coach training for teachers, the findings of this study fill a gap in the literature regarding these topics.

To this date, research on tensions has been carried out on business networks and value co-creation, with no studies exploring tensions within the marketing services context. This study aims to use the three tension categories proposed by Toth et al. (2018) and Pressey and Vanharanta (2006) to address this gap by identifying the tensions experienced in the market research agency (MRA), creative agency (CA) and client relationship, as well as the processes that increase or minimize these tensions.

A total of 25 in-depth interviews were carried out with MRA, CA and client employees. NVivo 12 was used to conduct a thematic analysis to identify the overarching processes that influenced tensions.

Six second-order codes were identified, designating processes that exacerbated or minimized each of the three tensions experienced. Two new processes were identified (“adopting governance processes” and “aspects of identity formation”) which have not been previously reported. An empirical framework was developed pinpointing processes that influenced each tension category, also highlighting complex interdependencies between behavioral, emotional and structural tensions.

This study presents the perspectives of all actors within the marketing services triad providing a more nuanced understanding of tensions at the triadic level, as previous literature predominantly focused either on dyads or on networks. Furthermore, this study highlights important interdependencies between tension categories, providing novel contributions, as well as directions for future research.

Functionality of generating human capital of educated workers and citizens is core to higher education. This chapter explores the long-term relationship for the academy to support the needs for advanced degree and certificate programs, executive education, career preparation, and lifelong service opportunities focused on companies and their needs.

Special education teachers and paraeducators who generated and analyzed metaphors to describe their relationships uncovered insights into how they perceive their roles and responsibilities, and identified models for a more effective collaboration. The metaphors generated by 67 special education teachers and paraeducators indicate that they value relationships characterized by compatibility (e.g., “peanut butter and jelly”) and coordination of effort (e.g., “well-oiled machine”) and have diverse views on the relative contributions paraeducators make to the instructional program (e.g., “my right arm” vs. “icing on the cake”). Notably absent is acknowledgment of the teacher’s critical role as team leader, responsible for directing the work of paraeducators; metaphors like “two peas in a pod” far outnumber those like “architect and builder.” The chapter includes a description of a process that teachers and paraeducators can use to generate and analyze metaphors to serve as models for a more effective collaboration; examples are provided.

The first American university to have a graduate programme was Johns Hopkins, founded in 1876. Between 1880 and 1914 a number of new universities such as Stanford and Chicago were established, and older institutions such as Yale and Harvard were modernised. The University of Chicago was founded in 1892, with the help of a large founding endowment from the oil tycoon, John D. Rockefeller.