http://hdl.handle.net/1893/55 This community contains the ePrints and eTheses produced by the Faculty's staff and students. 2026-10-03T07:06:59Z http://hdl.handle.net/1893/38352 Title: Transitional care for people living with dementia: perspectives of long-term care providers Author(s): Gardiner, Amanda Abstract: The purpose of this study is to examine transitional care of older adults living with dementia when transitioning from hospital or community settings into long-term care facilities. This study contributes to the current body of literature on transitional care by focusing on the experiences of long-term care providers and investigating how transitions occur, are negotiated, and stabilised through the service delivery system. This research not only provides a description of how transitional care occurs but also draws on interview data from long-term care providers and other professionals alongside documentary material, including policy documents, to understand the nature of transitional care. Using Situational Analysis (SA), supported by Actor-Network Theory (ANT) as a complementary theoretical lens, allows a dynamic view of transitional care as an interaction between humans and nonhumans. The participants in the study explained that transitional care is not a straightforward or logical process; instead, it is a complex and ongoing negotiation influenced by factors like time, paperwork, workplace culture, and scattered information. Formal systems were found to devalue the relational and experiential knowledge of long-term care providers while emphasising their accountability for high-quality care. Shortcomings were noted within the formal systems related to planning, assessment, and communication processes. Furthermore, the study found that meaningful improvements to transitional care for individuals living with dementia would require structural and cultural transformations that recognise relational labour and foster a more collaborative and cohesive approach to transitional care. Finally, the study demonstrated that emotional and relational labour played a significant role in stabilising transitions in the absence of systemic coherence. 2026-02-01T00:00:00Z http://hdl.handle.net/1893/38335 Title: Developing and Testing a Live-Work Postoccupancy Evaluation Tool for Informal Settlements in Thailand Author(s): Durosaiye, Isaiah; Hadjri, Karim; Huang, Junjie; Sinuraibhan, Soranart; Wungpatcharapon, Supreeya; Sattayakorn, Sutida; Ramasoot, Saithiwa Abstract: Live-work housing is a dwelling type that accommodates living and livelihood activities. In the Global South, live-work housing plays a vital role in income generation and is central to poverty alleviation at the household level. They are particularly vital to women and older people by giving them a level of financial independence that would otherwise be difficult to achieve. Despite these and owing to limited understanding, live-work housing in the Global South remains unpopular with planning and regulatory authorities because it is perceived to be synonymous with informal settlements and poor living and working conditions. However, in order to make adequate housing provision for residents of informal settlements, it is important not to just devise a vision of the new space to be created but to first understand how low-income people use their existing spaces to sustain their living and livelihood. The most suitable tool to generate such a knowledge base is postoccupancy evaluation. This project developed and tested a live-work housing evaluation tool for low-income informal settlements in Bangkok, Thailand. 2022-08-18T00:00:00Z http://hdl.handle.net/1893/38329 Title: Exploring interactions of the dimensions of agency through the experiences of aspiring school leaders in Scotland, UK Author(s): Miranda, Romina Madrid; Priestley, Andrea; Rushton, Elizabeth A C Abstract: Agency has increasingly become a central concept in educational leadership research, yet its application to those preparing to enter school leadership roles remains underexplored. Drawing on the conceptual framework of the ecological approach to teacher agency, we explored how and in what ways aspiring school leaders in Scotland (n = 21) experience agency as they undertake a national programme of professional learning designed to support their entry into school leadership—Into Headship. Drawing on data gathered from critical incidents (n = 56) provided by the school leaders and written during their completion of the Into Headship programme during 2021–2024, we explored the ways in which the different dimensions of agency were visible and how they interact. We found a strong presence of the cultural and structural aspect of the practical-evaluative dimension of agency and evident interactions between the practical-evaluative, iterative and projective dimensions of agency. We also noted how aspiring school leaders identify and create spaces of agency for others. In the context of educational reform, this research highlights the importance of agency as a key concept, which informs the educational structures created by government and the professional learning programmes and networks, which support aspiring school leaders’ practice. 2026-07-17T00:00:00Z http://hdl.handle.net/1893/38328 Title: Understanding spaces of teacher agency: a case study of the experiences and practices of secondary school teachers in England Author(s): Rushton, Elizabeth A C; Walshe, Nicola; Quiroz-Martinez, Denise Abstract: Drawing on conceptual frameworks of the ecological approach to teacher agency and spaces of agency, we explored how and in what ways secondary school teachers in England (n = 269) identify, move between, and create spaces of agency, and the features of spaces of agency. Drawing on data gathered from an online survey, we considered the ways in which the different dimensions of agency, and the different aspects within those dimensions, interact. Teachers negotiated spaces of agency in the present through the ‘messy entanglement’ of the cultural, material and structural aspects of the practical-evaluative dimension, together with the iterational dimension of agency. Spaces of agency are inherently relational, open and dynamic. In the context of educational reform, this research highlights the importance of agency as a key concept which informs the educational structures created by government and school leaders that constrain and enable teachers' practice. 2026-07-02T00:00:00Z