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This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

This chapter lays out a research agenda in the sociology of work for a type of data and organizational intermediary: work platforms. As an example, the authors employ a case study of the adoption of automated hiring platforms (AHPs) in which the authors distinguish between promises and existing practices. The authors draw on two main methods to do so: critical discourse analysis and affordance critique. The authors collected and examined a mix of trade, popular press, and corporate archives; 135 texts in total. The analysis reveals that work platforms offer five core affordances to management: (1) structured data fields optimized for capture and portability within organizations; (2) increased legibility of activity qua data captured inside and outside the workplace; (3) information asymmetry between labor and management; (4) an “ecosystem” design that supports the development of limited-use applications for specific domains; and (5) the standardization of managerial techniques between workplaces. These combine to create a managerial frame for workers as fungible human capital, available on demand and easily ported between job tasks and organizations. While outlining the origin of platform studies within media and communication studies, the authors demonstrate the specific tools the sociology of work brings to the study of platforms within the workplace. The authors conclude by suggesting avenues for future sociological research not only on hiring platforms, but also on other work platforms such as those supporting automated scheduling and customer relationship management.

The present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.

The study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.

Our study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.

Several limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.

The study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.

The study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.

This study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

Long established and revisionist approaches to European state formation are put to one side in this article and a turn to the imperial domains of early modern states is made. The rise of Atlantic Studies as a new current of history has drawn attention to transatlantic patterns of colonialism. However, historical sociologists and comparativists have yet to grapple with the conclusions of this field of research. This article points to a possible line of argument that could draw historical sociology and Atlantic Studies together. It takes up the argument that early modern polities broke new ground in the formation of territorial institutions when they turned to transcontinental state building. From their inception, the projects of empire produced conflict-driven institutions. Comparative examination of the Spanish, British, Dutch, French and Portuguese empires reveals that, despite the authority accorded to overarching institutions of imperial government, domestic and colonial patterns of institutional formation diverged considerably. The article explores how developments in European territories took one course in each case, while colonial trajectories in the Americas took others and thereby generated distinct kinds of conflict.

Although numerous studies recently have appeared that identify the most‐cited scholars and works in the general criminology and criminal justice literature and in several specialty areas, no previous citation study has specifically examined the police studies literature. Through an analysis of 370 articles and research notes appearing from 1991 to 1995 in the areas of police studies, published in Criminology, Justice Quarterly, and four academic periodicals devoted to police studies, we list the 50 most‐cited scholars and the 36 most‐cited works. The lists of the most‐cited scholars and works in the specialty area of police studies are compared to general lists taken from leading criminology and criminal justice journals and introductory textbooks. We conclude with some thoughts about the relevance of citation analysis to specialists in police studies.

Academic healthcare systems face great challenges in coordinating services across a continuum of care that spans hospital, community providers, home and chronic care facilities. The Johns Hopkins Community Health Partnership (J-CHiP) was created to improve coordination of acute, sub-acute and ambulatory care for patients, and improve the health of high-risk patients in surrounding neighborhoods. The paper aims to discuss this issue.

J-CHiP targeted adults admitted to the Johns Hopkins Hospital and Johns Hopkins Bayview Medical Center, patients discharged to participating skilled nursing facilities (SNFs), and high-risk Medicare and Medicaid patients receiving primary care in eight nearby outpatient sites. The primary drivers of the program were redesigned acute care delivery, seamless transitions of care and deployment of community care teams.

Acute care interventions included risk screening, multidisciplinary care planning, pharmacist-driven medication management, patient/family education, communication with next provider and care coordination protocols for common conditions. Transition interventions included post-discharge health plans, hand-offs and follow-up with primary care providers, Transition Guides, a patient access line and collaboration with SNFs. Community interventions involved forming multidisciplinary care coordination teams, integrated behavioral care and new partnerships with community-based organizations.

This paper offers a detailed description of the design and implementation of a complex program to improve care coordination for high-risk patients in an urban setting. The case studies feature findings from each intervention that promoted patient engagement, strengthened collaboration with community-based organizations and improved coordination of care.

Thematic coding is a common form of qualitative analysis, yet identification of “codes” can limit understanding by directing the researcher to formulated categories rather than inviting exploration of what else the data may be trying to convey. Since categorization is an essential component of language and can scarcely be avoided, the purpose of this paper is to propose a polyphonic approach as a way to add texture and nuance. In polyphonic coding, text is coded several times along various dimensions of interest; these independently coded versions are then superimposed to identify patterns and relationships, allowing a multi-lensed view of the data as both forest and trees.

Polyphonic coding is applied to a specific interview in order to illustrate how the method can be utilized in a three-step process: in vivo coding from several independent perspectives (role, relational movement, and vocal mannerism), merging the perspectives, and “plugging in” to theory.

Polyphonic coding reveals relationships among the perspectives that point to an over-arching theme (in the example used) of a struggle for control.

This approach offers a way to code verbal, tonal, and somatic data as a means of understanding the construction and negotiation of identity in the relational context of qualitative research.

This approach promotes a flexible, expanded use of data analysis software.

The metaphor of a musical motet is used to describe a multi-faceted approach to qualitative analysis that can help to mitigate some of the pitfalls of typical thematic coding.

Educators often stress the importance and value of interdisciplinary/cross-disciplinary measures that contribute to the holistic development of students through attention to experiential learning activities. However, collaborative approaches that reach outside or across disciplines are often overwhelming and time consuming for faculty to develop. Often, faculty would like to expand learning opportunities through collaborative approaches for their students to experience successful engagement although they may not have the “know-how.” This chapter provides a framework that can be used to develop both collaborative interdisciplinary/cross-disciplinary teaching and inquiry-based engagement. The authors developed the PLACERS model (Plan, Create, Engage, Reflect, and Share) in an effort to extend learning experiences in a preprofessional learning environment and to advocate collaboration. Implementing this model, along with a variety of inquiry-based activities produces opportunities for students to increase content knowledge, engagement, and critical thinking skills. Moreover, it provides a guide/schema for educators to delve into collaborative instruction. This chapter documents the process of interdisciplinary/cross-disciplinary collaboration between social science and professional practice faculty who developed transformational approaches to expand inquiry-based teaching through experiential learning. As a result of this collaboration, structured reflection strategies were developed which allowed students to: practice critical thinking and problem-solving skills, utilize 21st century technology, and increase content knowledge.