Culture and Strategy in Business Schools: Links to Organizational Effectiveness

The purpose of this study is to examine the independent and conditional effects of organizational culture type and managerial strategy on the organizational effectiveness of higher education schools of business. While significant differences are found for both culture type and managerial strategy on the effectiveness measures, there were no significant interactive effects between the two independent variables. The implications of these findings for efforts to enhance the effectiveness of professional and pre- professional collegiate programs are discussed

Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework

ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop students’ knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career.  Each course has at least one required activity addressing each of the four elements of Standard 4.  The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPD—reflect, plan, act, evaluate.   Article Type: Not

College student employment: Opportunity or deterrent?

College student employment: Opportunity or deterrent

Inter-healthcare Professions Collaboration: Educational and Practical Aspects and New Developments

Settings, such as patient-centered medical homes, can serve as ideal places to promote interprofessional collaboration among healthcare providers (Fjortoft et al., 2016). Furthermore, work together by teams of interprofessional healthcare students (Van Winkle, 2015) and even practitioners (Stringer et al., 2013) can help to foster interdisciplinary collaboration. This result occurs, in part, by mitigating negative biases toward other healthcare professions (Stringer et al., 2013; Van Winkle 2016). Such changes undoubtedly require increased empathy for other professions and patients themselves (Tamayo et al., 2016). Nevertheless, there is still much work to be done to foster efforts to promote interprofessional collaboration (Wang and Zorek, 2016). This work should begin with undergraduate education and continue throughout the careers of all healthcare professionals