Identifying genuine underpayment of minimum wages is not straightforward. Some well-known statistical issues affect the measurement of compliance rates, but factors such as processing or behavioural influences amongst respondents can also have an impact. We study the quantitative measurement of non-compliance with the minimum wage, using UK apprentices (who have particularly high non-compliance rates) as a case study. We show that understanding the institutional and behavioural context can be invaluable, as can triangulation of different sources. While the binary nature of compliance makes such problems easier to identify and evaluate, this analysis holds wider lessons for the understanding of the characteristics of large and complex datasets.

A resource-based view of organizations suggests that internal knowledge is amongst the most important sources of competitive advantage (Hendry and Pettigrew 1990; Leonard-Barton 1995). Regardless of whether these ideas are exaggerated, it is not necessary to buy into them all to accept the significance of knowledge as a resource. Nevertheless, the fact remains that knowledge is complex, multi-faceted, intangible, often tacit and specialised (Davenport and Prusak; Ahmed et al. 2002). Consequently, it is difficult to manage exchange. This has implications for narrowing the gap between academic research and policy impact and developing policy-relevant academic research and to improve a flow of information between academics and policy-makers. One way of improving the exchange and flow of knowledge is to use knowledge brokers (KBs), who bridge the gap between creators and users of knowledge (Lavis 2006). The function of a KB may vary according to context. In the case of specialised knowledge, Stuiver, et al (2013) have gone as far as to suggest that KBs are part of a creative process, where knowledge-broking may be a way of codifying, translating and, finally, sharing, difficult to disseminate knowledge. This idea has been expanded upon in the literature with KBs engaged in the process of the creation of new knowledge (Oldham and McLean 1997; Stuiver et al. 2013). This paper builds upon a study examining how the Work and Employment Relations Survey (WERS) data informs government policy, in order to establish the significant role which KBs play in bridging the gap between research, knowledge and policy-making. Our findings indicate that WERS is widely used and feeds into a wide range of non-academic policy outputs through the involvement of particular agents, who play the role of KBs at various points in the dissemination and use of WERS data.

This article presents a qualitative study exploring respondents' perceptions of live supervision as the primary field instruction method for MSW students participating in an internship that emphasized family therapy. Participants were specifically asked in what ways live supervision supported and facilitated learning clinical practice. Identifying live supervision as important for bridging the pedagogical gap between teaching theory and practice learning stood out as an important metatheme of the study, not previously discussed in the literature. Important emergent categories included learning-in-action pedagogy, feedback loop for integrative learning, the safety net in parallel observation, transparency in the supervision process, and building capacity for entering the workforce. Incorporating the principles of adult learning theory, live supervision offers an important contribution to social work field education.

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Since the 1990s, the hospitality industry has been increasingly characterized by temporary and insecure forms of employment, a development, which has coincided with rising numbers of students seeking part-time employment. This provides increased job competition for non-students and would appear to be of primary benefit to the employer in terms of an enhanced labour pool. This study reports the findings from seven semi-structured interviews with hospitality employers and six student focus groups (31 participants) in South-West England and Wales. It suggests that hospitality employers manage students and non-students to complement each other, particularly with reference to working time preferences. There is evidence that employers pay more attention to the welfare and needs of nonstudent workers in order to protect their core of full-time and permanent parttime staff. However, when employing students, employers and students take a pragmatic commercial view of their symbiotic relationship and both parties report satisfaction with this arrangement. Employers also consider both student and nonstudents as potential leaders. Finally, the study shows that student-employees can, and frequently do, provide long-term commitment to employers, contradicting the usual view of student work as transitory within the hospitality industry.