Community Supports: Youth Work Assessment - E1031BTCertificate IV

This assignment, part of an E1031BTCertificate IV in Youth Work module, assesses a student's understanding of community development approaches and their application in addressing issues faced by young people. The scenario involves a youth center with a high proportion of Aboriginal and Torres Strait Islander community members and a drop in school attendance among adolescent males. The student is tasked with defining various community development approaches, identifying the most helpful approach for the scenario (Rights-based), and explaining its application. The assignment further explores the effects of non-attendance on personal, social, and relationship development, along with advantages of using a strengths-based approach. The student must identify advantages and disadvantages of individual and group approaches, and propose collaborative partners for an AFL mentoring program aimed at improving school attendance. The solution demonstrates the student's ability to analyze the scenario, apply relevant concepts, and propose practical solutions for community support.

Student Name:
Student ID:
33583/02 - Short Answer Questions
E1031BTCertificate IV in
Youth Work
Module 9: Community
supports
This is assessment 2 of 2
1. Background/Overview
As a youth worker, it is important to have strong links
within the local community to identify the needs faced by
young people and work together to create positive change.
In order to do this, you will need to have an understanding
of community development approaches and understand
how to create and facilitate groups, activities and events to
meet the identified needs in the community. Within this,
you will need to be able to support the individual needs of
young people while also achieving outcomes for wider
groups.
2. Brief
For this assessment, you will be demonstrating your ability
to approach an identified issue from a particular
community development approach. You will need to
demonstrate your ability to plan group activities and
engage appropriately with young people in a group setting.
This assessment task introduces a scenario, along with a
series of short answer questions. You need to carefully
read the scenario and then answer the short answer
questions.
The scenario unfolds over the course of the assessment
task, so it is recommended that you work through the
answers methodically from the top to the bottom.
You must answer all of the provided questions using your
own words and within the given word count (+ or – 10%).
If you have researched or used information from another
source, you mustinclude a reference for where this
information has come from.
Make sure that you use your own words when answering
the questions.
Deliverables
Please submit this assessment
in Word doc format.
To do list:
1. Write your name at the
top of this page and your
student ID.
2. Read the
background/overview and
brief sections of this
document.
3. Carefully read the scenario
introduction.
4. Complete the 14short
answer questions, working
from the top of the paper to
the bottom.
5. Save the Word document
using the naming
convention: your student
numberassessment
number.doc. For example:
“12345678_31135_02.doc.”
6. Upload your document in
Open Space using the
relevant Assessment
Upload link in this Module.

3. Questions/Tasks
Read the scenario below and then answer the assessment questions that follow.
In the youth centre you are working, there is a high proportion of Aboriginal and Torres Strait Islander
community members, families with four or more children, and a high rate of unemployment.
The centre provides drop-in style support to young people aged 12-20 years of age. Hangouts provides a wide
range of services to young people, including:
- a safe place to spend time
- basic meals
- employment support
- homework help
- sexual safety information
- referrals to GPs, counsellors and mental health supports
- and, among other things, a sports area.
There is an interagency meeting held in your local community to focus on issues related to young people. Some
key parties that attend this meeting include representatives from the youth centre you are working in, local
high school, the police, the headspace service, Centrelink and a local employment support service. Through
discussion at this interagency meeting, a significant issue has been identified. The representative from the local
high school reports that school attendance rates have dropped significantly over the past 12 months, primarily
for males aged 15-17 years. The school is also starting to notice that this trend is beginning to appear in the
younger siblings of these students, who are between the ages of 12 and 13 years. The representative from the
local police station also stated that they have recorded an increasing rate of petty crimes (such as shoplifting
and trespassing) in this age group over the past 12 months as well.
1. There are several different approaches for community development. In your own words, provide a brief
explanation of each of the following community development approaches (approx. 50-100 words per
approach).
Community development approach Brief definition/explanation of the approach
Needs-based approach By need based approach Aboriginal and Torres Strait Islander
community development can be done by identifying their needs and
solving problems.
Gap-based approach By Gap-based approach community of Aboriginal and Torres Strait

Islander can be developed by along with the development of their
multi-cultural systems which helps in addressing their management
aims and goals (Miller, Akiyama and Kapadia, 2017).
Asset-based approach By Asset-based approach community of Aboriginal and Torres Strait
Islander can be developed by bringing positive change using their
skills and practical experiences. This is an integral part of community
which helps in bringing people together by solving their issues.
Rights-based approach By Rights-based approach community development of Aboriginal
and Torres Strait Islander can be done with the help of non-
governmental organizations and agencies to achieve positive change
in maintaining relations.
2. From the above four community development approaches, state which perspective you think would be
most helpful to apply to this scenario and write a paragraph explaining how you think your chosen
approach applies to the scenario. (approx. 150-200 words)
Type your answer below:
From the above four community development approaches and in order to this scenario, Rights-based
approach is helpful in developing Aboriginal and Torres Strait Islander community members and families who
are having four or more children (Kerkum and et.al., 2016). As in the scenario inter-agency meeting was held
in their local community that focuses on conflicts related to young people residing in Australia.
 Moreover, by Rights-based approach governmental organizations and agencies will be
involved to identify their issues like theft and trespassing in the high school.
 By this approach, the issues regarding the local school attendance that have reduced
importantly since 12 months can be resolved. In order to find out males’ ratio attendance
which has been dropped out Rights-based approach is helpful in developing Aboriginal
and Torres Strait Islander community.
 Moreover, the agency will help in stoppage of terrible activities that is performed within the country
and lastly that will develop community.
3. The issue identified in the scenario is about decreasing levels of school attendance, particularly for
adolescent males. Explain how choosing to not attend school and not having any other meaningful day
time activities to engage in (such as work) can affect a young person’s development in these areas.
Provide an example for each.
Development area Effect on development (approx. 25
words per effect)
Example (approx. 25 words per example)
Personal If the adolescent’s males are not
attending school and not having any
daily activity to perform then their
personal growth will affect negatively as
their skills and knowledge will not
developed. The development of young
person in community of Aboriginal and
Torres Strait Islander will be affected as
they are free for a whole day.
For an example, if adolescent males are not
active in their performances it will decreased
their potential level of learning any skills.
Social The adolescent males are not
undertaking any efficient activities which
will negatively effect on the society that
belongs to Aboriginal and Torres Strait
Islander community ( DeAngelis, 2018).
For an example, the males are performing
activities like threatening to others, the
people will not trust them and will avoid the
young person in every festival that are
organized and enjoyed by society members

Moreover, the threat in people will
increase by their unlawful activities like
theft and trespassing.
of Aboriginal and Torres Strait Islander
community.
Relationships Adolescent males are not present in
school and not having any daily activity
to undertake it will widely affect to their
relationships. The young person will not
developed individually and are unable to
maintain any human relations within
Aboriginal and Torres Strait Islander
community.
For an example, if males are performing
illegal activities instead of attending school
then there will be no strong relationships
between them and other residential of
Aboriginal and Torres Strait Islander
community in Australia.
The participants at the interagency meeting unanimously agree that some action must be taken to encourage
these young people to attend school more regularly. Several different suggestions about how to do this are
discussed by the group, including trying to offer incentives for attending school, holding a parent’s conference,
or police cracking down and issuing more fines for truancy.
4. List three advantages of using a strengths based approach in this situation (approx. 20-25 words per
advantage).
1) The strengths based approach helps in collaborating people at initial stage which brings them together
in community. Moreover, this method also unites every person for achieving objectives in terms of
young people of Aboriginal and Torres Strait Islander community to attend school more regularly.
2) The another advantage of this approach is that it determines the priority of every individual and also
solves their issues regarding a parent’s conference which will develop Aboriginal and Torres Strait
Islander community.
3) This is also helpful in growing, changing and developing community people. Moreover, the skills and
knowledge is developed through innovative practices (Benedetti, Geloun and Oriti, 2015). By this
approach the police will crack down and will fine more to the illegal activities performed by young
people in order to decrease crime rates in Australia.
5. This issue could be addressed on either a group or an individual level. Identify one advantage and one
disadvantage of using an Individual Approach, as well as one advantage and one disadvantage of using a
Group Approach to address the issue (approx. 25 words per advantage/disadvantage).
Advantage Disadvantage
Individual Approach
This approach benefits in making
strategies to increase the school
attendance by heading parent’s
conference and also provide
training to school managers to
resolve issues of young males.
This also has its disadvantage as
trust is not maintained within
members of school and will not
develop Aboriginal and Torres
Strait Islander community.
Group Approach
According to this approach, the
collaboration is built and group
actions are performed including
police, parents, staff members
positively (Zwart, Korthagen and
Attema-Noordewier, 2015).
This is a time consuming process
which reflects its disadvantage
within the communal
development. There is unequal
participation of every individual in
group work which shows the

Further, this results in generating
new and innovative ideas like
offering incentives for attending
school which will develop
community.
negativity in performances.
It is decided that using a strengths-based approach is most likely to produce the best outcomes for the young
people in the town.
A meeting participant highlights the fact that the youth centre you are part of has a very popular and thriving
AFL team, which is well attended by many of the young people who are not engaging in school very well. It is
suggested that a group is formed relating to the young people’s shared interest in AFL and providing an
incentive or encouragement for them to attend school more regularly.
The meeting draws to a close and you are given the responsibility to formulate a plan for how this initiative can
be carried out.
6. Identify three other people, or groups, you could make contact with to collaboratively work together on
designing this project (these may be other members of the interagency group or other people/groups
within the community).
1) The police: According to strengths-based approach collaboration can be performed with manager of
school and police which helps in increasing attendance of males in school. As police will fine more rates
in opposition of any crime. The youth centre will make strategy to find out the issues regarding males
not being present in the school.
2) Local employment: This involves surrounding people like neighbours and parents who must motivate
the students to attend school regularly which will automatically reduce the illegal activities that are
performed by young persons.
3) Local high school: This approach involves trustee, teachers in stopping their child by performing
negative activities and will encourage them in attending school regularly.
You have carried out your initial consultations with the relevant groups you have listed above. You have
together decided on a plan for the group.
The centre will take the lead on running a youth AFL mentoring program in the town, which will be associated
with their popular AFL team. The mentoring program will be held at the local school and be co-facilitated by
one of your colleagues and the high school physical education teacher. You are aiming to engage a high profile
AFL team in your region to support the initiative and to come and provide some AFL skills workshops in your
town.
The aim of the program will be to engage the older students in a program of AFL skills development, which also
incorporates education about being a good mentor and leader within a sporting context. After engaging in this
course, the older students will be given responsibility to mentor and coach younger players in the sport. By
participating in the program, they will also have the opportunity to participate in the skills workshops run by
the high profile AFL team. The program will only be eligible for students who have an 80% or higher attendance
rate at school during the program period. The program is initially planned for a six-month trial, with the aim of
continuing it longer term if it is meeting its outcomes.

7. Now that you have identified the scope of the group activity and have the above information, develop a
plan for how this program will be implemented using the guide below (approx. 40-50 words per
question).
(Keep in mind that there is both a sporting skills and a learning component to this program)
What type of venue/s will be
required?
The football activity can be held on various stadiums and ground which will
take lead on running a youth AFL mentoring program. The physical
education teacher will facilitate program which will also help in increasing
sporting skills of young person (Fortune, 2017). Moreover, students who
are participating in this AFL skills workshop will grow their football skills as
it a learning component for them. The venues can be football park,
stadium, ground, Victoria place, and Carrara stadium.
What equipment or resources
will be necessary?
The equipment’s can be shoulder pads, gloves, shoes, helmet, jockstrap,
thigh and knee pads, shorts, mouth-guard and protective cups in shorts.
Moreover, in terms of resources it includes, rule book, maintenance
manual, effective players, coach, physical education teacher, parents and
teachers.
What, if any, administrative
support will the program
require?
The Australian administrative support is required in this program to manage
the football program related to security of the young persons on ground. In
addition to this, the safety conducts are also managed with the help of
administrative members. The administrative also supports regarding
allocation of resources and fund.
Will the program require
financial support? Where could
you source these funds from?
The program will require the finance as the community belongs to
Aboriginal and Torres Strait Islander members of town who are rated in
unemployment terms (Berglas, Constantine and Ozer, 2014). These source
will be funded from advertising the team through social media, from source
of sponsorship, committee members and many more.
What specialist expertise may
you need to draw upon in your
planning?
The specialist expertise will be needed in terms of managing members who
are coming to attend the league. Moreover, the expertise is required in
accommodating other teams who are coming for AFL. In addition to this,
the facility of refreshment must also be managed appropriately that helps
in increasing the value of AFL.
What work health and safety
requirements need to be
considered?
The health and safety requirements includes all the facility provided during
the league. This can be first aid facility in case of any person get injured on
ground. Moreover, the ambulance facility is also made available in case of
fulfilling the health and safety requirements of young people.
8. Describe three strategies that you could use to seek input/feedback from the young people on this
mentoring program. (You as the student need to provide different methods of feedback) (approx. 80-100
words per strategy).
1) Questionnaire method: The first strategy that can be made to get feedback from young people is
questionnaire purpose in written form. The team of Australian Football League must distribute papers
printed with various questions on it in order to receive feedback on it. For instance, “how was the
management?”, “What kind of improvements to be done?”, “Are you satisfied with our mentoring
program?”, “Write your own experience.”, “Were you people served quickly?”, “What was your
favourite thing during the program?” Further, this all answers will lead in getting the positive and
negative responses too.
2) Online method: The second strategy of receiving feedback can be in terms of online reviews. The
videos and pictures should be uploaded on online websites which help in getting the people reviews
(Bauer, Kniffin and Priest, 2015). Moreover, they will like the images and videos which will help to know
the status of mentoring program that is AFL. In addition to this, the people will comment about the

football league which will help in knowing the strengths and weakness of the program. By identifying
the weakness the team will improve in order to develop the community.
3) Email method: The last strategy of receiving feedback can be Email and people contact forms who
attended the AFL. Email is the significant and valuable method that helps in gathering feedback.
Further, this method helps in receiving immediate response to the program. They must send outspoken
follow up messages to people in order to receive instant answers related to mentoring program. As the
mentoring program is held at the local school the messages will be sent to people who attended the
Australian Football League in regards to recognize their weakness. The mentoring team will broadcast
the message to their contacted list which will not consume more time.
9. Explain two strategies you could put in place to accommodate the different cultural needs of participants
in the group (approx. 50-75 words per strategy).
1) They must strategies in using basic and standard languages as people from various regions can
communicate easily. The males and females must be accommodated separately which does not hurt
any persons feeling and values. If they are individually placed in different areas there will be no issue
regarding diversity of beliefs, expectations and many more.
2) The another strategy is to deliver facility of lunch and dinner at appropriate time to the people who are
accommodated during AFL (Kanuganti and et.al., 2017). In addition to this, the individual who is
vegetarian should be provided that kind of food which helps in satisfying the cultural needs of group. In
order to satisfy the person who are non- vegetarian will also be provided the same. In such kind the
strategies will help in providing accommodation that fulfil the different cultural necessity of
participants in group.
You have carried out your consultation and everyone is on board and excited to begin this new group. The
group has been advertised to the young people in the community and you have spoken to many young people
who are excited about participating in the group.
The first session of the group is due to be held next week, so you need to develop a plan about how the first
week will be run.
10. The initial session of any group activity is vital for setting the tone for how things will occur in future
sessions. Explain what steps you will take (and what information you want to discuss) during the first
meeting of the group in order to set up a positive environment for the rest of the program (approx. 100-
150 words).
Type your answer below:
The first session of the group is going to be held in next week for which some steps are to be
undertaken for making positive environment like,
The first step is to prepare every member in terms of proper co-ordination within team which will
boost their motivation.
Information related to the objective of organising the specific event will be shared with team.
Group will be provided with the detail about the activities which will be executed.
Secondly, people must be treated equally without any discrimination.
The information about venue, dressing, accommodation and many more will be provided to
them.
There needs and requirements must be fulfilled to achieve goal and objectives.

Proper allocation of resources and fund must be designed.
11. Using Tuckman’s model of group development, describe each stage of the model and provide an example
of the type of behaviour you may expect to see from the group in that stage.
Stage of group development Description of the stage (approx.
50-75 words)
Types of behaviour you may expect to see
(approx. 50-75 words)
Forming
At this stage the people are
introduced to each other and
share their personal information
(Wilson, Wright and Kacer, 2018).
They also discuss about task and
make strategy in order to achieve
goals.
In this, the behaviour of people is open
and frank as they are introduced with
each other.
Storming
This stage helps in bringing all the
members together with mutual
understanding and also enables to
resolve conflicts.
Here the behaviour reflects the co-
operation amongst them while
performing in AFL.
Norming
Here they trust each other in
group and are focused in achieving
the single goal rather than
focusing on individual's aim.
The behavioural trust is being reflected in
an individual's personality.
Performing
This stage helps in performing with
higher level to attain goals as a
group in which team leader is not
involved. They are motivated and
perform with the mutual
understanding .
The motivational behaviour in every
person is seen in this stage.
Adjourning/Mourning
Lastly, the people are not
managed but their effectiveness is
identified from the above four
stages (Valackienė and
Micevičienė, 2015). The team
celebrate their success as they
have achieved their goal with high
level.
This stage shows the adequate behaviour
of happiness and satisfaction as they
have achieved success.
12. Describe how this program could positively impact upon the following (approx. 80-100 words each).
Structural disadvantage and
inequality
This program will lead in reducing divergence among people which will
positively impact on factor of inequality and structural differences.
The empowerment of young
people
This mentoring program will positively lead in making people active to
participate in various group performances.
Community participation for
the young people
The Aboriginal and Torres Strait Islander community will also take interest and
participate in motivating their young person in such programs which shows its
effectiveness (Miller, Akiyama and Kapadia, 2017).
13. Explain how you would keep accurate records of the group activities. (Make sure to consider the safe
storage of records as well as privacy and confidentiality considerations) (approx. 100-150 words).

Type your answer below:
The records can be kept safe through application software and computer system to accomplish input, output
and storing essential data of every individuals.
14. How would you ensure the sustainability of the program into the future? In your answer, think about the
environmental, economic, political, workforce and social factors relating to the program (approx. 100-150
words).
Type your answer below:
In respect to environment AFL program will sustain in future as it creates positive atmosphere for
every young people.
In terms of economic, there is also long sustainability as funds are gathered easily by sponsors,
trustee, etc. (Kerkum and et.al., 2016).
In terms of political and workforce there are positive impact on long term sustainability of AFL.
As per the social factor the people are very supportive which helps in long term achievement of
AFL program.

4. Assessment Rubric
Below is a rubric that determines whether your answers and knowledge is satisfactory or unsatisfactory.
To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the column that
is titled ‘satisfactory’.
It is advisable to read the rubric for the question you are answering to determine if you have fully answered the
question to the correct standard.
Criteria Satisfactory Not yet satisfactory
Question 1
Understand community
development approaches
The student has correctly and sufficiently
explained the four types of approaches to
community development.
The student has not correctly and
sufficiently explained the four types of
approaches to community
development.
Question 2
Plan appropriate
strategies to address
community priorities
The student has correctly and sufficiently
provided a justification of which approach
should be applied to the scenario.
The student has not correctly and
sufficiently provided a justification of
which approach should be applied to
the scenario.
Question 3
Understand human
behaviour and
development of young
people
The student has correctly and sufficiently
identified how a young person’s
development may be impacted in terms of
their personal, social and relational
wellbeing.
The student has not correctly and
sufficiently identified how a young
person’s development may be
impacted in terms of their personal,
social and relational wellbeing.
Question 4
Identify principles of
strength-based
approaches
The student has correctly and sufficiently
listed three benefits of using a strength-
based approach (as applied to the given
scenario).
The student has not correctly and
sufficiently listed three benefits of
using a strength-based approach (as
applied to the given scenario).
Question 5
Individual and group
approach
The student has correctly and sufficiently
identified one advantage and one
disadvantage of using a group approach
and one advantage and one disadvantage
of using an individual approach in the given
situation.
The student has not correctly and
sufficiently identified one advantage
and one disadvantage of using a
group approach and one advantage
and one disadvantage of using an
individual approach in the given
situation.
Question 6
Seek opportunities
actively for collaborative
planning
The student has correctly and sufficiently
identified three other people or groups
they can collaborate with on the project.
The student has not correctly and
sufficiently identified three other
people or groups they can collaborate
with on the project.
Question 7
Develop a plan for the
program
The student has correctly and sufficiently
created a plan which addresses how the
program will function in terms of venue
arrangements, resources and equipment
requirements, administrative support
requirements, financial resources, specialist
expertise requirements, and work health
and safety requirements.
The student has not correctly and
sufficiently created a plan which
addresses how the program will
function in terms of venue
arrangements, resources and
equipment requirements,
administrative support requirements,
financial resources, specialist
expertise requirements, and work
health and safety requirements.
Question 8
Create strategies for
addressing individual
differences
The student has correctly and sufficiently
described three strategies for how to seek
input from young people about the
planning of the program.
The student has not correctly and
sufficiently described three strategies
for how to seek input from young
people about the planning of the
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program.
Question 9
Accommodate cultural
practices and customs of
the community and the
young people in the
service
The student has correctly and sufficiently
explained two strategies to implement to
accommodate the cultural needs of
participants.
The student has notcorrectly and
sufficiently explained two strategies
to implement to accommodate the
cultural needs of participants.
Question 10
Set up a positive
environment
The student has correctly and sufficiently
explained the information and skills
required to safely establish a group activity.
The student has not correctly and
sufficiently explained the information
and skills required to safely establish a
group activity.
Question 11
Identify dynamics of
groups and group
behaviour
The student has correctly and sufficiently
described the stages of group development
and provided appropriate examples of the
types of behaviours typical in each stage.
The student has not correctly and
sufficiently described the stages of
group development and provided
appropriate examples of the types of
behaviours typical in each stage.
Question 12
Identify the principles and
practices of community
development work
The student has correctly and sufficiently
described how the program could positively
impact upon:
a. Structural disadvantage and
inequality
b. The empowerment of young
people
c. Community participation and
engagement of young people
The student has not correctly and
sufficiently described how the
program could positively impact upon:
a. Structural disadvantage and
inequality
b. The empowerment of young
people
c. Community participation and
engagement of young people
Question 13
Record keeping
The student has correctly and sufficiently
identified strategies to maintain accurate
records of group activities (with reference
to privacy, confidentiality, and safe record
storage considerations).
The student has not correctly and
sufficiently identified strategies to
maintain accurate records of group
activities (with reference to privacy,
confidentiality, and safe record
storage considerations).
Question 14
Identify strategies to
ensure sustainability of
programs
The student has correctly and sufficiently
explained how they would ensure the
sustainability of the program (including
reference to environmental, economic,
political, workforce and social factors).
The student has not correctly and
sufficiently explained how they would
ensure the sustainability of the
program (including reference to
environmental, economic, political,
workforce and social factors).
Overall assessment requirements
Word counts As per tasks.
Plagiarism All or most of the work is original and sourced material (if any) is properly cited.
Referencing Appropriate referencing conventions are used.
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5. Units of Competency
This assessment contributes to the overall competencies for the following unit(s) of competency:
CYCYTH003 Support young people to create opportunities in their lives
CHCCDE003 Work within a community development framework
CHCGRP002 Plan and conduct group activities
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REFERENCES
Books and Journals
Bauer, T., Kniffin, L.E. and Priest, K.L., 2015. The Future of Service-Learning and
Community Engagement: Asset-Based Approaches and Student Learning in
First-Year Courses. Michigan Journal of Community Service Learning. 22(1).
pp.89-92.
Benedetti, D., Geloun, J.B. and Oriti, D., 2015. Functional renormalisation group
approach for tensorial group field theory: a rank-3 model. Journal of High
Energy Physics. 2015(3). pp.84.
Berglas, N.F., Constantine, N.A. and Ozer, E.J., 2014. A rights‐based approach to
sexuality education: Conceptualization, clarification and
challenges. Perspectives on sexual and reproductive health. 46(2). pp.63-72.
DeAngelis, D.L., 2018. Individual-based models and approaches in ecology:
populations, communities and ecosystems. CRC Press.
Fortune, C.A., 2017. The Good Lives Model: A strength-based approach for youth
offenders. Aggression and violent behavior.
Kanuganti, S. and et.al., 2017. Development of a need-based approach for rural
road network planning. Transportation in developing economies. 3(2). pp.14.
Kerkum, Y.L. and et.al 2016. An individual approach for optimizing ankle-foot
orthoses to improve mobility in children with spastic cerebral palsy walking
with excessive knee flexion. Gait & posture. 46. pp.104-111.
Miller, J.G., Akiyama, H. and Kapadia, S., 2017. Cultural variation in communal
versus exchange norms: Implications for social support. Journal of personality
and social psychology. 113(1). pp.81.
Valackienė, A. and Micevičienė, D., 2015. Promoting socially responsible business at
enterprise level: theoretical approach. Journal of Business Economics and
Management, 16(3), pp.558-570.
Wilson, N., Wright, M. and Kacer, M., 2018. The equity gap and knowledge-based
firms. Journal of Corporate Finance. 50. pp.626-649.
Zwart, R.C., Korthagen, F.A. and Attema-Noordewier, S., 2015. A strength-based
approach to teacher professional development. Professional development in
education. 41(3).pp.579-596.
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