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The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment (ACE) Scholars Program has had on promoting diversity and adding value to the library and information studies profession.

This paper is presented as a case study in which three iterations of the ACE Scholars Program are discussed, including program design and suggested impact the program has had on educating and engaging diverse individuals for careers in the library and information studies professions.

Nearly 50 ACE Scholars program participants, representing ethnically, racially and socioeconomically diverse backgrounds, have graduated from UNCG with their Master of Library and Information Studies degrees since 2011. In the five years since the first ACE cohort graduated, Scholar alums continue to impact the Library and Information Studies (LIS) profession through their professional roles as well as through their community engagement, professional association memberships and leadership roles, professional presentations and numerous publications.

This paper presents a model that has helped to promote diversity in the LIS field in way that can be adapted by other graduate programs that are preparing individuals for successful and engaged careers as library and information studies professionals.

The tendency to view disability through a medical lens leads to deficiency narratives which have pervasive consequences throughout life. This chapter focuses on impacts of these narratives on postsecondary education opportunities for individuals with intellectual/developmental disabilities (I/DD). Specifically, we examine how disability as deficiency narratives translate into beliefs and relationships for students in Virginia Commonwealth University (VCU) Academic and Career Exploration-Individualized Techniques (ACE-IT) program in College.

ACE-IT in College is an inclusive postsecondary education program for students with I/DD. We reviewed the clashing narratives students with disabilities face from faculty, staff, other students without disabilities, and family members. In order to analyze postsecondary experiences of participants, a content analysis of the ACE-IT Spring 2015 semester was conducted using archival data of education coach notes, employment case notes, mentor case notes, VCU faculty evaluations, work supervisor evaluations, and parent and student survey responses. Ten case studies, each of an enrolled ACE-IT student, were developed and analyzed.

Three themes surrounding this program emerged: Inclusion (the inclusive nature of the ACE-IT program encourages independence), exposure (the exposure of faculty to students with disabilities, the exposure of these students to a range of social relationships and community participation), and exclusion (the continuing power of deficit narratives).

Because narrative analysis of consolidated themes suggests specific program recommendations, this study highlights the research potential of stories to identify program characteristics and needs for program improvement.

In the midst of a major corporate reorganization and an ever‐changing industry landscape, how does a corporate real estateorganization successfully build enterprise alliances and create integrated approaches to problem solving in order to 1) realign the real estate portfolio and 2) achieve optimal real estate portfolio efficiencies? The answer lies in the use of enterprise program management approaches to identify stakeholders and to invest in lifecycle management. This case study will examine how Sprint Enterprise Property Services successfully adopted the use of enterprise program management principles in order to achieve significant gains in process improvements, to transform a traditional work environment, and to institute a dynamic long‐term vacancy reduction plan for the corporate real estate portfolio.

Improving early diagnosis of cancer through system change initiatives is endemic in England’s NHS cancer services. These initiatives, however, often fail to gain traction due to the complexities of health system structures. The purpose of this paper is to explore whether using a change framework grounded in systems thinking could be of help to system leaders.

A portfolio of geographically independent projects, all implementing cancer service changes as part of the Accelerate, Coordinate, Evaluate Programme, was used for the study. Eight projects were purposively selected to give a varied case-mix. Two semi-structured interviews were conducted with each project. Analysis of interviews was carried out using the Framework Method.

Processes working for (growth processes) and against (limiting processes) change were evident in and common across all eight projects. Projects commonly encountered challenges of relevance, time and bounded thinking. Having a network of committed people was vital for both initiating and sustaining change. Furthermore, understanding stakeholders’ emotional responses to change helped mitigate emergent challenges.

Leaders should pay constant attention to the dynamics of change, taking time to anticipate and diffuse challenges whilst simultaneously working to create the conditions that help change flourish. A change framework rooted in complex systems theory can help leaders understand the contradictory and non-linear processes inherent in transformational change.

Few studies seek to understand change dynamics by comparing the experiences of separate change initiatives implemented contemporaneously. The findings offer leaders practical insights on how to implement transformation.

Launched in 2005, the Food Systems Leadership Institute (FSLI) is a 2-year leadership development program primarily focused on academic leaders. As of spring 2020, FSLI has enrolled 15 Cohorts, training a total of 347 Fellows. In 2020, a review of the graduated cohorts was undertaken to understand both the range of institutions served by FSLI and the career trajectory of the 319 graduated Fellows who participated in Cohorts 1-14. A total of 78 different organizations have enrolled FSLI participants, including 79% of the 1862 Land Grant Universities, 68% of the 1890 Land Grant Universities, and 12% of the 1994 Institutions, in addition to fewer participants from non-Land Grant public universities, government institutions, industry, and institutions located outside of the U.S. FSLI has served participants from 84% of the US and Territories. The review showed that 46% of Fellows in Cohorts 1-14 advanced into higher positions of academic administration and they filled 169 new hierarchical positions, including college-level, university-level and system-level administration positions in higher education. Similar trajectories were found in industry-organizations, although in smaller numbers. In all, 470 administrative and leadership positions have been filled in these organizations by the 319 members of the cohorts reviewed. While career progression is a limited measure of leadership success, this brief review supports the hypothesis that participation in the FSLI program contributes to the careers of the enrolled participants.