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In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda.

The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact.

The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency.

In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice.

This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.

Much of the body of literature analysing the gig economy focuses on its exploitation of low-wage workers and its role in increasing precarious work. This chapter approaches the topic from a different angle, focussing on the contribution of the gig economy to the declining power of the medical profession. As well as facilitating and promulgating contingent work in healthcare, the gig economy disaggregates medical work into isolated on-demand micro-tasks on digital platforms. This has implications for the status and power of the medical profession, the doctor–patient relationship, and inter-professional boundaries in healthcare. The mechanisms through which these dynamics unfold, as well as the inter-related factors that support the transformations in the allocation and content of medical work, are discussed. These include the implications of heightened transparency of medical work resulting from unbundling of jobs, commodification of medical professionals, and platform-based vulnerabilities such as rating systems that impact doctor–patient relationships. Closure theory is drawn on to illuminate the dynamics of the transformation in professional boundaries and the arising conflict that it entails for the healthcare workforce at different levels. The conflict is theorised as an insidious exercise of closure by allied health professionals on the remit of the medical profession, which challenges remuneration, authority, and other exclusionary benefits traditionally accrued to the medical profession.

This study sought to identify the organizational factors associated with team and network effectiveness of the Athena Breast Health Network, a multi-site collaboration between five University of California health systems.

Providers, managers, and support staff completed self-administered surveys over three years. Statistical analyses at the network and medical center levels tested hypotheses regarding the correlates of effective teams and perceived network effectiveness over time.

Perceived team effectiveness was positively correlated with group culture and environments which support collaboration, negatively correlated with hierarchical culture, and negatively associated with professional tenure at year two. As measured by increasing team effectiveness scores over time and Athena’s potential impact on patient care, perceived network effectiveness was positively associated with team effectiveness.

Results do not allow us to conclude that a certain type of culture “causes” team effectiveness or that team effectiveness “causes” greater perceptions of progress over time. Subsequent studies should examine these variables simultaneously. Further research is needed to examine the role of payment incentives, internal reward systems, the use of electronic health records, public disclosure of performance data, and depth of leadership within each organization and within the network overall.

Focusing on group affiliation and participation may improve team member perceptions regarding effectiveness and impact on patient care.

Relatively little is known about the adaptive processes that occur within inter-organizational networks to achieve desired goals, and particularly the roles played by multi-disciplinary inter-professional teams. We studied a network comprising multiple campuses actively involved in better understanding, preventing, and treating a complex disease.

Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.

This chapter provides an overview of affect, personality, and job satisfaction, focusing on library employees. A reliable and valid measure for each construct is suggested, and an assessment model is provided. The purpose of the study conducted was to examine the three constructs among library employees, how these constructs relate to each other and to work experience, and whether they differ based on library type or department. The Positive and Negative Affect Schedule, Big Five Inventory, and Brief Index of Affective Job Satisfaction were administered at the various libraries of a research university. Data were analyzed using statistical software. Library employees scored high in positive affect and job satisfaction, and low in negative affect, and were introverted, agreeable, conscientious, emotionally stable, and open to experiences. Across all libraries, public services employees had higher positive affect and job satisfaction, and lower neuroticism, than technical services employees. In both service areas, positive affect was positively correlated with extroversion and job satisfaction, and negative affect with neuroticism. Work experience was correlated with positive affect only among technical services employees. The assessment model may be applied at libraries of any type and size to assess staff and customize resources for employees to meet their unique needs. Several ideas and applications are provided. This study addresses a gap in the literature by exploring how affect, personality, and job satisfaction are all related among library employees. The free measures may be used in any work setting, facilitating intra- and inter-professional comparisons.

In the majority of the literature on the social organization of care work, care is often defined in more traditional terms to refer to work on or directly related to the body. In this paper, we would like to venture beyond the body to elaborate upon a particular type of care work – negotiating care – that involves negotiations and sometimes petitions for the purpose of securing care. It is a concept that was salient in a comparative study of the experiences of health care providers with the increasing management of health care in Canada and the United States. For physicians and nurses in both settings we find a sense of the increasing burden of negotiating for care for patients – particularly textually mediated negotiations – as the access to and amount of care is increasingly limited through managed care policies. Moreover, the contexts for these negotiations are continually in flux exacerbating the time devoted to negotiate care. It is in the U.S. context, however, that textual negotiation of care is most extensive and differs in terms of audience – insurers as opposed to providers – and purpose – securing payment and not just care.

The Canadian healthcare system is recognized as one of the best health systems in the world. However, recent social and economic conditions have placed significant pressure on system administrators to demonstrate value-for-money for the investments made with an increased scrutiny on service delivery and cost structures. Challenges in providing more efficient healthcare often resonate two key constraints: the shortage of overall funding and barriers to accessing appropriate service providers in a timely fashion. The most common solution is simply to increase service provider manpower and invest further financial resources.

In Ontario, Canada’s largest province, The Shoulder Centre (TSC) has introduced a transformative solution to address system constraints through the development of an innovative and comprehensive model of care which builds on (1) novel partnerships between community providers and the Centre’s clinical team, (2) A Patient-Centered Specialty Practice (PCSP) and (3) Leveraging technology solutions.

TSC’s model of care suggests that many challenges in healthcare are attributed to the inappropriate management of human capital and the under-development of social capital. As a solution, TSC has transformed the organizational structure of its health services by converting service providers into partners with shared accountabilities, resulting in economic value through human capital optimization and improved system efficiencies through the building of social capital. TSC’s performance results demonstrate measured system savings, increased patient and provider satisfaction, targeted knowledge growth and confirms that the healthcare system contains a greater than expected abundance of human and financial resources to provide access to appropriate and timely care without any further system investment.