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“Integrated care” (IC) is an approach to health and social care delivery that aims to prevent problems arising from fragmented care systems. The collective content of the IC literature, whilst valuable, has become extensive and wide-ranging to such a degree that knowing what is most important in IC is a challenge. This study aims to address this issue.

A scoping review was conducted using Arksey and O'Malley's framework to determine IC priority areas.

Twenty-one papers relevant to the research question were identified. These included studies from many geographical regions, encompassing several study designs and a range of populations and sample sizes. The findings identified four priority areas that should be considered when designing and implementing IC models: (1) communication, (2) coordination, collaboration and cooperation (CCC), (3) responsibility and accountability and (4) a population approach. Multiple elements were identified within these priorities, all of which are important to ensuring successful and sustained integration of care. These included education, efficiency, patient centredness, safety, trust and time.

The study's findings bring clarity and definition to what has become an increasingly extensive and wide-ranging body of work on the topic of IC. Future research should evaluate the implementation of these priorities in care settings.

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest’s (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators’ identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators.

In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies.

While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

Purpose – This chapter aims to present an overview of what constitutes child murder, including definitions, history, prevalence, risk factors, offender motivations, and theoretical understanding.

Design/methodology/approach – The author uses secondary data from the National Incident-Based Reporting System, Uniformed Crime Reports, and Vital Statistics to show comparisons with previously conducted research. This allows for an overview of child murder.

Findings – There are numerous inconsistencies due to methodological issues. It is hard to find studies where a large sample was used. Definitions of child vary between studies, as does the age categories used. In addition, child homicide is predicted to be grossly underrepresented due to lack of communication between agencies, lack of formalized training, lack of a formalized classification system, and lack of reporting.

Originality/value – Research on child homicide can be instrumental in many areas including policy creation, implementation, and evaluation. It can serve as a benefit for those attempting to provide preventative measures. It may also help law enforcement with investigation. It is only through continued analysis of these types of cases and vigilant research, policy, and practice that society can more effectively protect young children from exposure to potentially murderous outcomes.

This article provides a theoretical framework for understanding the communicative effects of product imagery on attention to the brand, specifically, the attentional effects of incorporating a picture or illustration of the product on the packaging of the product. Empirical results from a virtual reality simulation show that package pictures increase shoppers’ attention to the brand. However this effect is contingent, occurring only for low familiarity brands (private‐label brands) within product categories that offer a relatively high level of experiential benefits. These results suggest that package pictures may be especially useful for private label brands and/or lesser tier national brands whose strategic objectives are to improve consumers’ perceptions of the brand and enter the consideration set.

Research indicates that although women have achieved virtual parity with men when entering organizations, within five to six years their careers begin to lag behind those of their male counterparts. This lag is often attributed to the glass ceiling and mentoring has been suggested as one tool to assist women in breaking through. We still have very little empirical research that informs our understanding of the effectiveness of formal mentoring in comparison to informal mentoring relationships. The purpose of this article is to take a hard look at formal mentoring programs and the implications for women participating in them. It compares formal mentoring to informal mentoring. It focuses on the practice of formal mentoring relationships and the unique challenges that women may face as they negotiate these planned relationships as well as some suggested strategies to deal with these challenges. It concludes by discussing the implications of this work as well as alternative sources of support for women.

This study examined the consequences of training on organizations. With data collected from 464 U.S. law enforcement agencies, training effects were explored in terms of crime control performance and sworn officers' resignation in regression analysis. According to the findings, training did not significantly improve crime control performance and police officers tended to stay in current organizations when they received a longer training. This study also found that law enforcement agencies in large cities tended to require longer training hours for their police officers.

In light of the dramatic social transformations occurring in the nature of family and worker demands, nearly all employees today need to make decisions on how to manage work and family roles. Drawing on role theory, we provide a summary framework for understanding individual, family, and organizational influences on the self‐management of work and family roles. Work‐family role synthesis is defined as the strategies an individual uses to manage the enactment of work and caregiving roles. It involves decision‐making choices governing boundary management and role embracement of multiple roles. We present hypotheses and a research agenda for examining antecedents and consequences of employee strategies for managing work and family roles.