Leadership of Integrated Health and Social Care Services

This research explores the lived experience of those individuals charged with leading the integration of health and social care services in Scotland. The research was primarily qualitative in nature – comprising of a qualitative survey of front-line managers of integrated health and social care services from a single partnership area. The survey explored the management and leadership tasks and activities expected of those leading health and social care teams. The research uncovers a sense that these new leadership positions are both overwhelming in the scope of tasks required and lack clarity in how these tasks should be undertaken. This highlights a need for coordinated support and training for staff who are charged with leading integrated health and social care teams. Three key recommendations have been drawn from the findings of this research: more support should be provided to managers working within these complex integrated systems; a joint training programme should be developed for managers across both partnering organisations and finally relevant policies and procedures should be compiled into one reference resource for managers of integrated services

Entrepreneurship in American Higher Education

Presents recommendations by the Kauffman Panel on Entrepreneurship Curriculum in Higher Education on making entrepreneurship a key element in the curriculum, co-curriculum activities, and university management. Includes profiles of innovative programs

Developing a collaborative project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student staff partnerships

This case study presents an ambitious student-staff partnership project at University College London (UCL) to publish a collaborative book on higher education pedagogy. Over two-and-a-half years, a total of 86 students and staff contributed to the project, which sought to provide educators with a new type of scholarly material under the unifying theme of connecting research and teaching. Multiple layers of student-staff partnership were interwoven throughout the project; this case study contextualizes these layers against three dimensions: institutional, organizational, and community identity. Central to the project was our distinctive approach to engaging with Graduate Teaching Assistants (GTAs) and their crucial role in bringing the three dimensions together. As such, the project represents a model of enhanced student-staff partnership that has the capacity to empower students and break down educational silos to form new, multi-specialty learning communities.</jats:p

Attitude development in designer's education

Modern academic design and engineering education adopted the issues and goals of holistic development of design competence. Holistic design competence is a combination of generic capacities: capability, knowledge, skill, experience and attitude. All capacities should be addressed in academic education, but the development of attitude is not sufficiently emphasized. Designers’ attitude can be seen as the relationship between a designer and the design profession. With a good designers’ attitude, different types of design problems can be solved and all the capacities, including attitude, can be developed. This paper proposes that developing a good designers’ attitude can be implemented in design education and should be done. We present the five different elements that comprise an attitude: communication, reliability, trust, motivation and open mindset. The relations between elements of designers’ attitude and other capacities of design competence are discussed. We studied the manifestation of attitudes and their development in a project of the so called Global Product Realization (GPR) course. The GPR course incorporates students from several European universities who are asked to solve a real design problem for an industrial company. The conclusion is that this project has supported the development of all five attitudinal elements. Since GPR projects are multi disciplinary, multi cultural and communication is non face-toface, a certain level of designers’ attitude is required for such projects. Further research is needed to support the vision that development of designers’ attitude needs to be addressed earlier in design education, preferably from the very first course

‘Useful, usable and used’: Sustaining an Australian model of cross-faculty service learning by concentrating on shared value creation

In recent decades, partnerships between community-based organisations and universities through service-learning programs have proliferated, reflected in an equally energetic growth in the research literature on process, evaluation, benefits and lessons learned. As an example of student experiential education through community engagement, service learning’s potential to contribute to students, community partners and the university is well recognised, although the research has tended to focus on benefits to students rather than the value in engagement for the community sector. UTS Shopfront Community Program is a cross-university initiative that has successfully facilitated curricular service learning in multiple disciplines for 20 years at an Australian university, leading to the completion of more than 1000 community projects. In examining this program, this article aims to describe both a sustainable, generative partnership model for creating shared value and, through analysis of 10 years of evaluation data, define what value is created for community partners and students through this project work. Key components in enabling a shared-value approach include: community-initiated projects based on need; a dedicated cross-university program and an assigned project coordinator; the engagement of faculty expertise through students with developed skills in appropriately structured courses; and community ownership of outcomes. Ongoing challenges include: scoping ‘student-ready’ briefs; managing risk, commitment and workload; designing coursework structures to deliver shared value; and achieving the ‘Holy Grail’ of transdisciplinarity

Designing a Design Thinking Approach to HRD

This article considers the value of design thinking as applied to a HRD context, Specifically, it demonstrates how design thinking can be employed through a case study drawn from the GETM3 programme. It reports on the design, development, and delivery of a design thinking workshop which was created to draw out and develop ideas from students and recent graduates about the fundamental training and skills requirements of future employment. While design thinking has been widely deployed in innovation and entrepreneurship, its application to HRD is still very much embryonic. Our overview illustrates how the key characteristics of the design thinking process resonate with those required from HRD (e.g. focus on end user, problem solving, feedback, and innovation). Our contribution stems from illuminating a replicable application of design system thinking including both the process and the outcomes of this application. We conclude that design thinking is likely to serve as a critical mind-set, tool, and strategy to facilitate HRD practitioners and advance HRD practice

Designing a design thinking approach to HRD

This article considers the value of design thinking as applied to a HRD context, Specifically, it demonstrates how design thinking can be employed through a case study drawn from the GETM3 programme. It reports on the design, development, and delivery of a design thinking workshop which was created to draw out and develop ideas from students and recent graduates about the fundamental training and skills requirements of future employment. While design thinking has been widely deployed in innovation and entrepreneurship, its application to HRD is still very much embryonic. Our overview illustrates how the key characteristics of the design thinking process resonate with those required from HRD (e.g. focus on end user, problem solving, feedback, and innovation). Our contribution stems from illuminating a replicable application of design system thinking including both the process and the outcomes of this application. We conclude that design thinking is likely to serve as a critical mind-set, tool, and strategy to facilitate HRD practitioners and advance HRD practice

Guest editorial: Globalization and the convergence of creativity, innovation and entrepreneurship

This Special Issue of the Management Research Review comprises a selection of the best papers presented at the 2014 annual conference of the International Management Research Academy (IMRA) co-organized with the Global Business School at the Kean University Union campus in New Jersey, USA. The theme of the conference centered on “Globalization and the convergence of creativity, innovation and entrepreneurship”, with the aim of bringing together a diverse and multi-disciplinary group of scholars and practitioners from across emerged, emerging and frontier markets. The conference received 108 extended abstracts involving 239 authors from 31 countries, of which 31 proposals were rejected in the first round, leaving a total of 76 submissions to be invited for presentation. The conference attracted a number of leading academics and practitioners, including the keynote addresses by Dr. Raj Shaj, Founder, President and Chief Executive Officer of Telemed Ventures; Joseph Sheridan, President and Chief Operating Officer of Wakefern Food Corporation; Dr. Dawood Farahi, President of Kean University; and Dr. Michael Cooper, Dean of the Global Business School at Kean University. While the keynote speakers uniformly highlighted the need for forward-looking and entrepreneurial leaders with global and multicultural perspectives, the selected conference presentations provided valuable examples and demonstrated ways in which the convergence of creativity, innovation and entrepreneurship could offer significant competitive advantage to any business in our increasingly globalized environment.info:eu-repo/semantics/acceptedVersio