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It is becoming increasingly important for leaders to recognize and develop the skills needed to interact with diverse others (Karim, 2003). To this end, several leadership programs in American colleges and universities offer courses that explore the practice of multicultural leadership (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006); our institution’s leadership program is no different in its goals of preparing culturally competent leaders. The multicultural leadership course in the Staley School of Leadership Studies at Kansas State University has two learning outcomes: “Understand the impact of cultural identity (Note that this manuscript uses the terms social identity and cultural identity interchangeably, which is common practice (Wren, 2002), life experiences, and world views on leadership relationships as it relates to privilege and inclusion,” and, “Practice inclusive leadership through advocacy for social change.” Such goals are desirable, but also lofty – how can we know if our course has had any effect on student learning toward these objectives?

Theory-informed assessment of the effects of multicultural leadership courses can meet many pedagogical needs while answering the demands of multiple stakeholders (Fink, 2006; Wholey, Hatry, & Newcomer, 2004). Knowing what changes occur in students’ attitudes or behaviors during a multicultural leadership course would permit faculty, staff, and other practitioners to evaluate whether the experience may be able to meet desired learning goals. Future courses could be recalibrated to address deficiencies or strengthen successes. Assessment data also facilitates the sharing of the course’s effects to administrators, prospective students, parents, or donors in efforts to communicate the value of intentional, curricular student leadership development.

Beyond these larger-scale needs for assessment, we have an interest in knowing to what degree the course contributes to our students’ engagement and leadership development. Assessment can help us to identify what students are learning as a result of the course. Further, we hope that sharing our assessment structure, analysis, and results can help other leadership educators strengthen a culture of assessment in their own programs, particularly concerning multicultural leadership development.

To determine if we are making progress in meeting our learning outcomes, we developed an assessment tool to determine students’ change over the course of the term across two theoretical constructs: diversity attitudes, which encapsulates the first learning goal of recognizing linkages between worldview and leadership (Bennett, 2004; Karim, 2003; Komives, Longerbeam, Owen, Mainella, & Osteen, 2006); and changes in leadership behaviors and attitudes, which speaks to the second learning goal of catalyzing social change-based leadership (Komives, Wagner, & Associates, 2009).

We use a pre-test / post-test design to compare students’ reported values at the beginning of the semester to their values upon completion of the class (Fink, 2006). By comparing pre-test and post-test responses to questions from the assessment instrument, we demonstrate in what ways our course might influence student leadership development and multicultural competence, as well as areas we might wish to consider fortifying in future iterations of the course to better meet learning objectives. We then reflect on the effect the results will have on learning outcomes, curricular development, and the instrument itself, illustrating the cyclical relationship between theory, practice, and assessment in multicultural leadership education.

We have two aims here. Our first is to articulate what gains may be made by students who engage in our course to determine what exactly is gained by students who participate in such experiences. We believe such courses have educational value, but needed to find a way to articulate our course’s success in helping students meet our stated learning objectives. Our second aim is to illustrate both the necessity, rewards, and limitations of engaging in critical engagement with the assessment-practice cycle (Maki, 2002). Here, we reflect on what changes we or others could make to our course to better achieve our desired goals, as well as how we might continue to strengthen our assessment efforts. We hope that our analysis here provides some starting points to assess multicultural leadership programs’ efficacy in meeting student learning outcomes.

Reviews the literature on career mobility and considers its implications for career development practices within organizations. Focuses on individualistic and organizational perspectives and identifies a range of factors which facilitate or inhibit the mobility process. Identifies a range of career development implications including changing notions about what constitutes a career, the need to take into account business issues and the move towards joint career planning.

We discuss the two most popular frameworks for identification, estimation and inference in regression discontinuity (RD) designs: the continuity-based framework, where the conditional expectations of the potential outcomes are assumed to be continuous functions of the score at the cutoff, and the local randomization framework, where the treatment assignment is assumed to be as good as randomized in a neighborhood around the cutoff. Using various examples, we show that (i) assuming random assignment of the RD running variable in a neighborhood of the cutoff implies neither that the potential outcomes and the treatment are statistically independent, nor that the potential outcomes are unrelated to the running variable in this neighborhood; and (ii) assuming local independence between the potential outcomes and the treatment does not imply the exclusion restriction that the score affects the outcomes only through the treatment indicator. Our discussion highlights key distinctions between “locally randomized” RD designs and real experiments, including that statistical independence and random assignment are conceptually different in RD contexts, and that the RD treatment assignment rule places no restrictions on how the score and potential outcomes are related. Our findings imply that the methods for RD estimation, inference, and falsification used in practice will necessarily be different (both in formal properties and in interpretation) according to which of the two frameworks is invoked.

Recent case law suggests a reluctance on the part of the courts to allow the Chinese wall within law firms as a device to prevent conflicts of interest. This paper examines the recent case law and considers whether the courts' reasoning is justified. The author suggests that the validity of the Chinese wall should be considered on a case‐by‐case basis rather than by a near irrefutable presumption against it He then sets out a series of safeguards which might create an effective Chinese wall.

The purpose of this paper is to develop and assess interdisciplinary design checklists for mechanical, electrical and plumbing (MEP) systems’ coordination, for building projects, in Saudi Arabia.

Relevant documents were acquired including: heating, ventilation and air conditioning schedules; ductwork and chilled water pipes layout; and technical queries, among others, from residential and school projects. Next, factors influencing MEP systems’ coordination were extracted, and verified to ensure clarity and validity. They were formulated into design checklist items for MEP systems. Finally, the checklist items were assessed through a questionnaire based on a five-point Likert scale of importance. Respondents were comprised of mechanical, architectural, construction, electrical engineers, design coordinators and quality assurance managers. Data were then analyzed using the relative importance index.

This study presents 63 design checklist items. The items for each discipline were grouped under four categories, highlighting specific considerations. The findings revealed that careful consideration and communication between the mechanical, structural and architectural design teams was paramount in achieving proper mechanical coordination. Furthermore, it was found that constant communication between the electrical and the other design teams was necessary, to avoid electrical design conflicts. Finally, fire safety consideration was found to be most important in plumbing systems’ coordination.

The checklists for facilitating the MEP coordination process in building projects aim at minimizing waste in resources and enhancing the overall quality and productivity. In the absence of existing checklists, this paper provides a practical benefit to design professionals to alert them to devote more effort to the dominant category of checklist items.

The purpose of the paper is to provide a conceptual foundation to enhance the body of knowledge related to supplier selection in light of global supply chain disruptions and risk.

The proposed tool is based on a multi‐criteria optimization framework, which will enable the user to gain a better understanding of how the consideration of each of these risk measures will affect the recommended solution/supply base. The model serves as a complement to existing supplier selection models by incorporating regional risks associated with potential suppliers' locations and density risks based on great circle distance measures.

The paper demonstrated the proposed model by using the great circle distance measure to calculate the density risk and two secondary data sources to capture environmental risk. One measure captures a variety of environmental issues such as political, legal, security, fiscal, labor, and regulatory issues. The other measure captures the historical effects of weather on dollar and human losses in each country of the world, which represents the potential for severe weather events and the country's ability to react to these events.

Although the paper does not consider all possible risks, it augments prior research through the development of a decision support tool that offers supply risk mitigation when sourcing globally. Specifically, the tool allows for the analysis and mitigation of two key global risk measures, environmental risk and density risk, when selecting suppliers for mission‐critical parts. The model is able to support various sourcing strategies such as sole, multiple and cross sourcing and can be used in conjunction with other disruption mitigation strategies such as supply redundancy.

Global sourcing has provided significant performance enhancements, but has put firms in a vulnerable position relative to the potential devastating effects of supply disruptions. While supply managers are cognizant of the risks associated with global sourcing, limited knowledge and tools are available to allow them to mitigate these risks. Although it would need to be adapted to the nuances of company supply chains, it is believed that the tool provides value to managerial decision making relative to the sourcing of mission critical parts/products.

Prior work in this area has not adequately incorporated contemporary issues and risks in global sourcing. The paper augments prior research through the development of a multi‐objective decision support model for strategic supplier selection that is focused on two important contemporary factors: environmental risk and density risk. The proposed model captures important interdependent relationships between these two factors that have not been considered in prior selection models.

Recent discussion regarding the protection of investors has focused on the fundamental issue of conflict of interest facing practitioners in the financial services industry. The imposition of Chinese walls might be seen as a way of avoiding such conflict. The author argues that rather than being a solution to the problem Chinese walls should merely be seen as part of the normal structure of securities firms.