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The purpose of this paper is to describe a partnership, the Ryerson-Centre for Addiction and Mental Health Collaborative for Client-Centred and Family Sensitive Care Collaborative, between an urban university and tertiary care mental health facility to build capacity in using research evidence to support client-centred care. A cornerstone of the partnership was a study exploring the connection between effective interprofessional collaboration and the capacity to provide exemplary client-centred care in mental health.

The Collaborative brings together organizations with shared values and a commitment to client-centred interprofessional care. It is a strategic approach in amplifying opportunities for the uptake of research evidence and knowledge transfer. One of the principal deliverables for the Collaborative was a multi-phased study exploring the relationship between team collaboration and client-centred care.

Research findings identified a significant association between the level of team effectiveness and collaboration and the staffs’ perceived capacity to deliver client-centred care. Client and family member perspectives highlighted the importance of interprofessional team functioning and collaboration. The work of the Collaborative helped narrow the knowledge practice gap through: a research practicum to mentor graduate students; knowledge exchange and dissemination; and working with advanced practice staff to support change within the organization.

Inter-organizational relationships, such as the Collaborative, support initiatives that accelerate the use of clinically relevant research and bridge the knowledge practice gap. A university/tertiary care teaching facility partnership represents a promising model for advancing and disseminating evidenced-based knowledge.

This study's main goal is to explore how small and medium-sized enterprises (SMEs) in the food as well as beverage (F&B) area should evolve to survive in a bustled post-pandemic future.

Drawing on the knowledge-practice gap in the field of Entrepreneurial Orientation (EO) as well as Business Model Innovation (BMI), this study examines an integrated framework using the F&B sector as an empirical field of research. This study uses an empirical quantitative approach using the main information aggregated from a questionnaire administered during the study. The sample had 467 valid responses (71.08% response rate). This paper uses the Partial-Least Squares Structural Equation Model (PLS-SEM) to examine structural relationships because this technique is usually proposed for models with complex relations.

According to the research EO is directly and indirectly, correlated with BMI. The correlation is positive and significant. Simultaneously, corporate social responsibility (CSR) is partially mediated in the stated relation between EO as well as BMI, and CETA where it shows a positive moderation part in EO's influence on CSR. In particular, it elucidates how EO promotes CSR and BMI, alongside moderating part of circular economy principles adoption (CEPA).

These research findings suggest that SMEs in the F&B sector should transform the way they traditionally manage their businesses by applying circular economic principles into entrepreneurial orientation to promote CSR-based practices and acquire the resources obtained from internal and external stakeholders. Hence, their business can recover from post-pandemic effects and become resilient to future disruptions. Furthermore, this study suggests that adopting circular economy principles provides a key source of knowledge and insights that allows firms to sharpen their entrepreneurial orientation toward incorporating stakeholders and social environmental concerns into business models for sustainability, especially in the uncertain and drastic changing environment.

This study proposes a novel approach by which BMI is formed and evolved based on circular economy principles-oriented entrepreneurship and the synergies of stakeholders through undertaking corporate social responsibility practices. Drawing from the knowledge-practice gap, this research adds to the existing knowledge about EO as well as BMI with a conceptualized and operationalized empirical framework in a novel context that was not covered in current literature, especially in the context of uncertainties and disruptions experienced during COVID-19 outbreaks. The F&B sector was hit and how it should evolve to recover and build resilience is perceived as an urgent issue.

This study examined public knowledge and compliance with infectious disease preventive measures using COVID-19 as a case study. Exploratory research design was employed to collect primary qualitative data from 23 market-involved individuals through the use of in-depth interviews. Responses from the interviewees were audio-recorded, transcribed and categorised into themes before content analysis was used to decrypt fundamental cognitive processes and patterns. Results showed good public knowledge of the infectious disease signs and symptoms, mode of transmission as well as prevention. However, knowledge of how and why some of these preventive measures should be engaged was inadequate or lacking. Findings further showed knowledge-praxis gaps as expressed in the non-observance of face mask directives, disregarding social distancing requirements, and non-compliance to handwashing obligations. Lastly, results showed that observed preventive inactions were reportedly rooted in scarcity of proximate infectious disease cases, public distrust in government, leadership exemplar deficit, individual's poor responsibility mentality, and difficulties in adapting to preventive and control guidelines. Knowledge of this study is most beneficial to market-involved individuals affected by infectious disease policies. This empirical study has helped to unveil the need to bridge knowledge-praxis gap in order to curtail the spread of any infectious disease especially in market areas. The study concluded that unless health communication of infectious disease is adequately and properly disseminated, knowledge-praxis gaps remains inevitable. The need for detailed dissemination of health information, cum intervention strategies that bridge the observed knowledge-compliance gaps is highly imperative in a progressive and dynamic society.

The purpose of this paper is to use an experiential learning model in an introduction to events unit/module in partnership with Sport Canterbury (one of 17 regional Sports Trusts, throughout New Zealand). During this unit/module students explored the creation and manipulation of an event experience and gained real-life hands on experience. Through their engagement in this process, students were able to acquire skills and knowledge that helped them experience the whole event planning cycle in planning, implement and evaluating an event. Experiential learning approaches are a valuable tool to overcome the knowledge-practice gap recognised in many vocationally orientated disciplines, including event management.

This paper uses a mixed methods approach including an on-line questionnaire, a number of interviews with students enrolled in the unit/module a survey involving the evaluation of those involved in the events organised by the students and a review of critical reflection diaries, written by students.

This paper highlights that an extensive range of event skills both personal and team based were acquired, developed and practised during the unit/module and students were able to relate the theory of event studies to the practice of managing an event. In particular students reported that they were able to utilise, record and reflect on their experience and adapt their learning to organising a real-life event. The experiential learning model used in this study resulted in students being actively engaged in their learning through involvement and active participation in an actual event, where they were able to apply what they had learnt in the classroom to the real world. The connection between theory and practice is therefore, pivotal and is a prevailing theme of this paper.

This paper demonstrates how students of event management were provided with the skills and knowledge to run events, by personal involvement in a real-life event in a student centred learning environment. Students enrolled on this unit/module were made responsible for every aspect of managing the annual Rebel Kiwisport Challenge (a series of recreation-based events held over a half day period for primary schoolchildren based in the Canterbury region). Balancing the theoretical input with the practical aspects of events in the introduction to events module/unit enabled students to become multitasking and as a result gain highly portable skills that will help them succeed in their future careers in events. Indeed, in a survey involving 1,100 employers in Australia Neilsen (2000) reported that the five most important skills needed for graduate employment were oral business communication skills, creativity, problem-solving skills, independent and critical thinking skills and flexibility. Similar research undertaken by Greenan et al. (1997) in the UK and Braxton et al. (1996) in the USA, report the same findings. Although, there is a dearth of literature in the social sciences on experiential learning, the same debate within event management education is sadly lacking and it is hoped that this study will help fill a gap in the literature.

The purpose of this paper is to evaluate the effectiveness of the dialectical behavior therapy (DBT) training which was provided to community agency staff (N=18) implementing DBT in the community with street-involved youth.

Staff participated in a multi-component approach to training which consisted of webinars, online training, self-study manuals, and ongoing peer consultation. To evaluate assess the effectiveness of the training, questionnaires assessing evaluating DBT skills knowledge, behavioral anticipation and confidence, and DBT skills use, were completed at baseline, immediately post-training, four to six months post-training, and 12-16 months post-training. Additionally, the mental health outcomes for youth receiving the DBT intervention are reported to support the effectiveness of the training outcomes.

Results demonstrate that the DBT skills, knowledge, and confidence of community agency staff improved significantly from pre to post-training and that knowledge and confidence were sustained over time. Additionally, the training was clinically effective as demonstrated by the significant improvement in mental health outcomes for street-involved youth participating in the intervention.

Findings suggest that this evidence-based intervention can be taught to a range of staff working in community service agencies providing care to street-involved youth and that the intervention can be delivered effectively.

These findings help to close the knowledge-practice gap between evidence-based treatment (EBT) research and practice while promoting the implementation of EBT in the community to enhance positive youth outcomes.

Standards of care and care pathways for younger people with dementia vary greatly, making clinical development and service planning challenging. Staff working in dementia services identify that they use biographical knowledge of families to influence clinical decision making. This information is not collected or implemented in a formal manner; highlighting an important knowledge-practice gap. The paper aims to discuss these issues.

The development of a family-centred assessment for use in dementia care has three core components: first, thematic development from qualitative interviews with younger people with dementia and their families; second, clinical input on a preliminary design of the tool; and third, feedback from an external panel of clinical and methodological experts and families living with young-onset dementia.

The 12-item Family Assessment in Dementia (Family-AiD) tool was developed and presented for clinical use. These 12 questions are answered with a simple Likert-type scale to determine areas of unmet need and identify where families may need additional clinical support. Also included is a series of open-ended questions and a biographical timeline designed to assist staff with the collection and use of biographical and family functioning information.

A dementia-specific clinical family assessment tool, which also collects background biographical data on family units may be a useful way to document information; inform clinical decision making; and address otherwise unmet needs. Family-AiD has potential to improve clinical care provision of people with dementia and their families. Evaluation of the feasibility and acceptability of its implementation in practice are now required.

The purpose of this paper is to clarify recent research on knowledge development in Facility Management (FM); identify types of knowledge and its degree of importance in the FM field within the Malaysian environment; and how does it benefit Hospitality Management (HM) in terms of managerial competency.

The nature of this study is quantitative. Data were gathered through questionnaires distributed to various practitioners in the FM field in the private sector and government sector in Malaysia.

The analysis results support that all types of knowledge, which was considered important, are required to develop a conceptual model of training syllabus for an intensive training program. The analysis results will be discussed in the context of hospitality management. In addition, a decision-making tree model was created to facilitate the training program in the future with the aim of developing a competency model.

Most of the participants have experience with the FM field. Future research is recommended to include the conceptual model of training syllabus in analysis information relating to managers directly involved with the orientation of HM.

This paper presents a quantitative survey regarding the importance of knowledge in the FM industry in Malaysia and generally discusses the link between FM and Hospitality managerial competency. Further, this research delivers useful information for FM and HM managers who intend to further develop the practical training program based on the proposed decision-making tree model.

This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale.

This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments.

This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences.

This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts.

Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development.

Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach.

This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.