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Workforce development in rural communities to address a surge in opioid addiction and overdose related hospitalizations has been an unaddressed issue in the USA. This study aims to present an integrated, trauma-informed, behavioral workforce development initiative in a midwestern rural setting in the USA.

This is a mixed method, two-phased study: the first phase tracked and analyzed two focus group conferences involving experts (n = 6) and professionals (n = 8) to develop a training protocol; the second phase provided a training (n = 101), based on the protocol to future professionals and compared competencies before and after the implementation of the training.

There is a need of a trauma integrated approach in providing interprofessional training connecting health-care workers in rural communities to address the current opioid crisis to bring about cohesion among integrated and interdisciplinary teams. Workforce building will need to implement best practices not only among medical providers but among community mental health practitioners in rural areas.

This is a unique trauma-informed workforce development initiative in a rural community. Such studies are extremely limited and almost non-existent. Further initiatives need to be taken in this field to identify unique differences within communities that may hinder implementation.

The purpose of this paper is to outline a UK-based interdisciplinary workforce development project that had the aim of improving service delivery for children and young people who self-harm or are feeling suicidal.

This innovative practice-higher-education partnership utilised an iterative consultation process to establish the local workforce need and then facilitated the systematic synthesis and presentation of evidence-based clinical guidelines in a practical format, for staff working directly with young people who self-harm in non-mental health settings.

The development, content and structure of this contextualised resource is presented, along with emerging outcomes and learning from the team. It is anticipated that this may also be a useful strategy and resource for other teams in other areas and is intended to provide a template that can be adapted by other localities to meet the specific needs of their own workforce.

The paper demonstrates how higher education-practice partnerships can make clinical guidelines and research evidence in a field often thought of as highly specialist, accessible to all staff. It also shows a process of liaison and enhanced understanding across universal/specialist mental health service thresholds.

This paper demonstrates how collaborative partnerships can work to bridge the gap between evidence-based guidelines and their implementation in practice, through innovative multi-agency initiatives.

This paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches.

Derived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies.

Results from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies.

The study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts.

Knowledge is recognized as a valuable asset and universities are in search of a new strategy that allows them to build their knowledge and experience. To achieve this goal, it seems essential to find the factors associated with knowledge creation (KC) in universities. There is currently no comprehensive model that delineates the relationships between personal, institutional and support-related factors of KC. The purpose of this paper is to gain a better understanding of the factors that affect KC in higher education institutions.

This is an explanatory mixed methods approach that consists of qualitative and quantitative stages. In the qualitative phase, 14 authorities on KC were interviewed and the data yielded were subjected to content analysis. A model and hypotheses were then formulated and a questionnaire was developed to test these. The questionnaire was submitted to faculty members of Tehran University. Questionnaire data were was analyzed using structural equation and partial least squares with the aid of SmartPLS.

The results showed three main categories of KC factors: institutional, personal and support. A total of 19 sub-factors were identified within these main categories. According to the results, social capital (path coefficient=0.84) had the strongest correlation with the institutional; basic skills for KC (path coefficient=0.92) had the strongest correlation with the personal, and information and library resources (path coefficient=0.95) had the highest correlation with the support aspect of KC.

The study uses a multidimensional approach to test the effect of factors on KC, and can contribute to organizations (especially universities) through developing a more comprehensive model of KC. This research may lead to guidelines for universities, using Tehran University as a case study, which give more attention to the main factors of KC and improve and develop the KC process.

In mental health care the peer support workers (PSWs) are, by their experience based expertise, supporting the recovery of people using services and have also been shown to stimulate interprofessional learning (IPL) but which, due to hierarchical teams, is challenged. Therefore, to prepare the teams for IPL that includes PSWs, this study aims to suggest an interprofessional education (IPE) for mental health professions and PSWs. What would such an education look like?

The base, in the development of the IPE, is two earlier studies of teams’ inclusion of PSWs and the IPL.

The present study suggests Knowledge base 1 with three categories: different roles, expertise and perspectives, and Knowledge base 2 with two categories: teamwork and IPL. The conclusion is that such online IPE offers a readiness for mental health professions and PSWs, in teamwork, to exchange their different expertise to facilitate IPL. This is important to improve the quality of mental health services.

One limitation is that the empirical study, this paper is based on, is a small-scaled study. Nevertheless, the main results from this study and the other were considered useful as a ground for the development of the IPE.

By suggesting an IPE for mental health professions and PSWs, this paper adds to the literature on peer support as well as IPL.

The purpose of this paper is to contribute theoretical ideas of how peer support workers (PSWs) bring added value to interprofessional learning (IPL) in mental health care teamwork. The question is: How can we theoretically understand the value of PSWs’ expertise for IPL in mental health care teamwork?

Initially, the authors formulate a hypothesis. Then, the authors describe the focus and context in IPL and PSWs, respectively, and the PSWs’ and mental health professions’ different roles, expertise and perspectives. The authors also refer to some peer provided programs related to IPL. Finally, the authors construct an outline and apply ideas from Wenger’s Communities of Practice (CoP).

Using CoP, the PSWs as newcomers can by their perspectives change mental health professions’ perspectives and stimulate IPL in teamwork.

The paper gives theoretical insights of how PSWs can facilitate IPL in mental health care teamwork.

The aim of this paper is to identify and analyse workforce development challenges in the digital age by first, presenting these challenges and relationship between them, and then proposing a structural model that categorizes these challenges and proposes suggestions for managers to improve human resources practices and firm performance.

Fuzzy total interpretive structural modelling (TISM) is used as the methodology, which gives an interpretive structural model by presenting direct and transitive relationship between workforce development challenges and categorizes them under autonomous, dependent, independent and linkage groups.

In total, 13 different workforce development challenges are presented in this study. Results showed that lack of IT/digital skills has a critical role in workforce development in terms of affecting other challenges. Dependent group includes requirements for longer learning time and specialized training, lack of analytical thinking and dealing with complexity, and lack of interdisciplinary thinking and acting. On the other hand, lack of ability in decentralized decision-making and shortage of workforce with adequate skillset within the labour market have more macro-impacts on others. Most of the challenges located in the linkage group, which means that most of the challenges are interrelated with each other.

Originality of this paper is presenting a systematic structure for workforce development in Industry 4.0 that considers challenges systematically.

A majority of human resource executives report that their inability to attract and retain middle-skills talent frequently affects their firm’s performance. Middle-skills jobs, those that require more than a high school diploma, less than a four-year college degree, and pay above the national living wage, account for nearly half of labor demanded in the United States. As technology transforms the workplace, digital skills are becoming increasingly important and in higher demand. In today’s dynamic workforce, managers are facing managing and developing interdisciplinary and multilevel teams while combating a technical skills divide (lack of qualified workers), making it difficult to recruit and retain a high-technology, middle-skill-level workforce. This chapter focuses on addressing unique challenges relevant to recruitment, upskilling, and management best practices as they relate to the integration of technology and middle-skill-level workers in a highly successful workplace.

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multiyear project begun in 2005 to study the process of professional development in graduate geography in the U.S and sponsored by the National Science Foundation. As a research and action project responding to the needs of graduate geography programs, EDGE seeks to provide academic geographers with an empirical perspective of disciplinary as well as interdisciplinary and generic skills that M.A./M.S. and Ph.D. students develop as a result of graduate education. Related objectives are to understand how disciplinary skills are applied by geography graduates once they enter the professional workforce in both academic and nonacademic professional settings, and to gauge the extent graduate programs are sufficiently preparing geography graduates for those careers. We begin by summarizing the research goals and design of EDGE, highlighting the roles and contributions of geographers and educational researchers, and noting the interplay and synergy between disciplinary and interdisciplinary methodologies and practices. To date, research has focused on: (1) assessing contemporary workforce competencies in professional geography and (2) examining the role of department climate and culture on student experience and faculty development within masters and doctoral programs. Although the EDGE research efforts are still underway, we present some preliminary research findings and discuss the implications of those outcomes for professional development in geography and related social and environmental sciences. Also discussed is the complementary nature of disciplinebased and interdisciplinary professional development efforts.

The purpose of this paper is to describe the development and experience of the Mental Health Professionals’ Network (MHPN) in building and supporting a national interdisciplinary professional development platform in community mental health to enhance practitioner response to the needs of consumers.

The key components of the MHPN model are described highlighting effective ways of engaging practitioners and supporting interdisciplinary practice. The MHPN has two key programs – Face-to-Face Interdisciplinary Practitioner Networks and an Online Professional Development Program.

The MHPN model has had significant uptake in communities across Australia and continues to grow. Practitioners report positive outcomes in engaging with other practitioners, improving their professional knowledge and having gained increased confidence in the provision of mental health care to patients.

The progress and learnings to date offer some useful insights that can be applied to other settings to support integrated care for patients with mental health problems through enhancing collaborative care among practitioners at the primary care level.

MHPN is a unique, national, successful platform delivering opportunities for interdisciplinary professional development in the primary mental health sector. The model is cost effective, practitioner driven, and transferable to other settings.