Introduction:Increasing confidence through learning has the potential to change General Dental Practitioners' (GDPs) perceptions of clinical practice. By examining how changes in confidence influence the clinical practice of two cohorts of GDPs, during and following an extended period of postgraduate training, we show the importance of confidence to GDPs and that a lack of confidence is a primary reason why GDPs attend postgraduate training courses. Methods:A mixed-method approach was adopted for this study. Quantitative data were collected via a series of linked questionnaires; qualitative data were collected using focus group discussions, interviews and contemporaneous field notes.Analysis was undertaken using SPSS software and a phenomenological approach, respectively.

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This article focuses on the degree to which students in further education (FE) colleges in England personally engage with global learning during specific initiatives to incorporate global learning in the curriculum, drawing on findings from the 'Global Learning for Global Colleges' (2009–12) research and development project, funded by the UK ministry for overseas aid, the Department for International Development (DfID). The findings illustrate various levels of engagement, with much learning about, and enthusiasm for, global issues. There is some evidence of some critical thinking around issues by a few students, and also some confirmation that first-hand experience of overseas settings has the potential to contribute to transformation. In terms of action, there is evidence of activities, particularly more charitable ones, informed by feelings of gratitude and wanting to help others, linked to opportunities provided by colleges. But there is little indication of questioning of such responses to global issues. The findings also highlight various emotional responses and forms of resistance by students to the more transformative aspects of global learning.

This article explores the extent to which it is possible to incorporate global learning within the Further Education (FE) curriculum, drawing on the findings from the 'Global Learning for Global Colleges' (2009-2012) research and development project, funded by the Department for International Development (DfID). Against a background of increasing pressures on the FE sector, the project worked with six colleges in England to develop initiatives to promote global learning in the curriculum. Qualitative data were collected through observations, interviews, focus groups and reviews of student work. The research defines global learning as not just a focus on developing skills for responding to an increasingly globalised world, but an approach to learning based on a concern for social justice, developing learners who see the relevance of their learning about global issues for their everyday and future lives. A number of factors are identified as influential on the process of incorporating global learning: existing institutional priorities and overseas partnerships; personal experience and enthusiasm of staff; level of subject and profile of students; exam and syllabus requirements. The findings illustrate both an enthusiasm for global learning, with colleges developing creative ways of exploring global issues with learners, and numerous challenges. The research suggests that local factors are critical and that in the absence of a national policy requirement for global learning these local factors need to be supported, if colleges are to develop their approaches still further.

This paper reports on a mapping study of dissertation supervision across distance Master's Courses in the University of London. The study suggests that there is a wide diversity of ways of handling Master's students at a distance due to the multiplicity of factors that impinge on distance supervision and a range of requirements in terms of the dissertation outcomes or products. The findings also suggest that in terms of the dissertation process, the course or programme leader plays a key role in dissertation supervision at a distance. The distance element means that course leaders take a more highly structured and hands on approach to provide support for students embarking on the dissertation. The paper suggests that rather than conceptualising the supervisory process on one axis (supervisor-supervisee), we need to understand it as a complex relationship involving multiple actors.