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This chapter highlights the perspectives, examples, and applications on the current trend in teaching and learning counseling ethics education in a more effective way. The trend utilizes inquiry-based learning concept and educational activities to foster counselor education training programs fast-forward in meeting the social demands and global challenges. The discussion is based on the theme emerged from an interpretive case study research conducted by the authors, in addition to the insightful literature authored by the profound educators and counseling researchers, globally. Teaching and learning counseling ethics education is an integrative effort and is more than just content acquisition from textbooks. In addition, the inquiry-based teaching and learning approach can be a tool in finding solutions for authentic problems through in-depth investigations while learning counseling ethics education. This chapter hopefully will improve counselor educators’ ability, strengthen counselor education training programs’ capability, and expand counseling students ethical competency; for creating innovations and adaptations in teaching and learning counseling ethics education, utilizing inquiry-based learning toward enhanced professional ethical practice in counseling realm.

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

In this article, the impact displacement due to war conditions has on children and their families will be explored with particular focus on Syrian children and families. It is observed that during local, regional and/or global wars, those who suffer most are the non-combatant civilians, particularly families and children. This phenomenon was observed in 2010 when protests against the economic situation triggered the Arab Revolt. These revolts commenced in Tunisia, eventually spreading to other parts of the Middle East. In the midst of these events the Syrian issue acquired great importance. The demonstrations which began in 2011, aiming at Başşar Al-Asad's resignation from his post in Syria, started as an internal war. However, they eventually led to the involvement of other regional and trans-regional actors, turning into a crisis. The unrest now continues as a low-profile crisis. As in previous wars, civilians, especially families with children, have been the main victims in Syria. The intense fighting and increasing terrorist activities forced most non-combatant Syrian civilians and families with children to flee their country. Most opted to immigrate to safer countries, particularly Turkey and in Europe, searching for better living conditions. This article highlights the bad experiences Syrians had when they immigrated. Existing Turkish and European policies might be amongst various factors which trigger immigrants' bad experiences. They require closer observation so one can better understand the processes in action. Against this backdrop, this paper examines how Syrian children have been affected by the internal war in their country, which has been ongoing since 2011, and how Turkey treats Syrian children as part of its humanitarian-oriented immigration policy.

In an increasingly budget-constrained environment, the Department of Defense (DoD) must maximize the value of fiscal resources obligated on service contracts. Over half of DoD procurement spending between 2008 and 2012 was obligated on service contracts (GAO, 2013). Many services are common across the enterprise and recurring in nature; however, they are treated as unique and procured individually at the base level, year after year, rather than collectively in accordance with a larger, enterprise-wide category management strategy. The purpose of this paper is to focus on creating a methodology that treats common, recurring service requirements in a more strategic manner.

The authors develop a standardized, repeatable methodology that uses relevant cost drivers to analyze service requirements to identify more efficient procurement strategies. Furthermore, they create a clustering continuum to organize services based on proximity between the customer-supplier bases. This paper uses a commercial business mapping software to analyze cost driver data, produce visualizations and illustrate strategic opportunities for category management initiatives. DoD requirements for Integrated Solid Waste Management (ISWM) within the Los Angeles area are evaluated using the software and methodology to demonstrate a model for practical application.

The authors find that commercial software can be used to cluster requiring activities needing common, recurring services. This standardized, repeatable method can be applied to any category of services with any number of cost drivers. By identifying optimal requiring activity clusters, procurement agencies can more effectively implement category management strategies for service requirements.

The initial approach of this paper was to develop a macro-level, one-size-fits-all model to centralize procurement. The authors found this approach inadequate as they tried to group service requirements of wildly differing characteristics. They experienced other significant limiting factors related to data availability and data collection.

Clustering common and recurring DoD service requirements would result in standardized levels of service at all installations. The demand savings from clustering would promote the implementation of best practices for that service requirement across the DoD, which would eliminate non-value-added activities currently performed at some installations, or gold-plating of requirements, which is also likely occurring.

This paper is the first to use an analytics-based methodology to cluster common, recurring public services. It is the first method that offers a standardized, repeatable approach to implementing category management of service requirements to achieve cost savings.

This article exposes common pitfalls in the practice of segmenting industrial markets and shows how previous industrial segmentation research has been of limited managerial value. An operational approach to conducting industrial market segmentation is presented and explained.

This case explores the context in which decisions related to the composition of the board of directors are made at a company with a strong, participatory culture and strong values of accountability, responsibility, and community.

This case study seeks an in-depth understanding of a 100% ESOP company’s (Carris Reels, Inc.) values, culture, and processes related to broad-based employee participation in decision-making and governance of the company. Data were collected from formal and informal interviews and discussions with Carris Reels’ employees, observation, and company archival data, including newsletters, meeting minutes, and announcements.

Goals may be sufficiently different at highly participatory, majority employee-owned ESOP companies such that regulatory guidelines for board structure for public or privately held companies that are not employee-owned should be evaluated in the context of that company’s stakeholders.

A trend toward external members for boards of directors should be given careful consideration in the case of majority ESOP companies whose employee-owned and governed status is central to the company’s vision.

This case study provides an in-depth look at a company’s board of directors’ composition-related decision-making in the context of broad-based participatory processes and the desire to maintain a profitable and fully employee-owned and governed enterprise.

Engaging students in an active, self-directed approach to learning about leadership is best accomplished through personalized self-awareness, reflection, and connection to real-time, practical applications/examples through experiential learning. This is especially challenging for students whose cultural backgrounds, language, and/or educational preparation/training predispose them to more passively “receive knowledge” in an unquestioning, unexamined manner, without critical thinking. At the University of Greenwich Business School, a final year course has been re-imagined as personalized leadership development integrated with learning technology. Our teaching team is taking advantage of an interactive virtual simulation (vLeader) to engage Chinese students who otherwise might not participate fully in the expected manner of a Westernized learning environment. This chapter outlines our integrated approach to support and engage these students in learning outcomes for continuing success in their lives, careers, and leadership opportunities.

Whether they are in a leadership program, participate in an organization, or engage in school-based extra-curricular activities, there does not appear to be a shortage of leadership development opportunities for youth. Despite the prominence of these experiences, the lack of youth leadership development models available for educators can pose a challenge in creating opportunities intentionally designed to enhance leadership learning and development. This study uncovers prevalent leadership competencies embedded in four professional preparation frameworks, three research studies, and objectives of four large national youth leadership organizations to create a holistic youth leadership competency development model.

Like every generation before them, Gen Zers possess a specific set of attributes. For example, they identify as loyal, thoughtful, compassionate, and responsible. They share their sense of ingenuity and resourcefulness with their Gen X parental generation and embrace diversity and inclusion like their older millennial counterparts. And, they connect with their baby boomer grandparents with their shared sense of responsibility. Generation Z is motivated by achievement and making a difference. Although some believe others will let them down, the majority are optimistic about their futures and believe good things will happen for them.