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This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

The Morgan Library at Colorado State University in Fort Collins suffered catastrophic flooding as the result of a historic rain storm and flood that swept through the town on July 28, 1997. This study examines this single library's organizational disaster response and identifies the phenomena that the library's employees cited as their motivation for innovation.

Purpose – This study provides an example of a library where a pre-disaster and post-disaster organizational environment was supportive of experimentation. This influenced the employees’ capacity and motivation to create a new tool meant to solve a temporary need. Their invention, a service now called RapidILL, advanced the Morgan Library organization beyond disaster recovery and has become an effective and popular consortium of libraries.

Design/methodology/approach – This is an instrumental case study. This design was chosen to examine the issues in organizational learning that the single case of Morgan Library presents. The researcher interviewed employees who survived the 1997 flood and who worked in the library after the disaster. The interview results and a book written by staff members are the most important data that form the basis for this qualitative research.

The interviews were transcribed, and key phrases and information from both the interviews and the published book were isolated into themes for coding. The coding allowed the use of NVivo 7, a text analysis software, to search in employees’ stories for “feeling” words and themes about change, innovation, motivation, and mental models.

Three research questions for the study sought to learn how employees described their lived experience, how the disaster altered their mental models of change, and what factors in the disaster response experience promoted learning and innovation.

Findings – This study investigates how the disruptive forces of disaster can influence and promote organizational learning and foster innovation. Analysis of the data demonstrates how the library employees’ feelings of trust before and following a workplace disaster shifted their mental models of change. They felt empowered to act and assert their own ideas; they did not simply react to change acting upon them.

Emotions motivate adaptive actions, facilitating change. The library employees’ lived experiences and feelings influenced what they learned, how quickly they learned it, and how that learning contributed to their innovations after the disaster. The library's supervisory and administrative leaders encouraged staff members to try out new ideas. This approach invigorated staff members’ feelings of trust and motivated them to contribute their efforts and ideas. Feeling free to experiment, they tapped their creativity and provided adaptations and innovations.

Practical implications – A disaster imposes immediate and often unanticipated change upon people and organizations. A disaster response urgently demands that employees do things differently; it also may require that employees do different things.

Successful organizations must become adept at creating and implementing changes to remain relevant and effective in the environments in which they operate. They need to ensure that employees generate and test as many ideas as possible in order to maximize the opportunity to uncover the best new thinking. This applies to libraries as well as to any other organizations.

If library leaders understand the conditions under which employees are most motivated to let go of fear and alter the mental models they use to interpret their work world, it should be possible and desirable to re-create those conditions and improve the ability of their organizations to tap into employees’ talent, spur innovation, and generate meaningful change.

Social implications – Trust and opportunities for learning can be central to employees’ ability to embrace change as a positive state in which their creativity flourishes and contributes to the success of the organization. When leaders support experimentation, employees utilize and value their affective connections as much as their professional knowledge. Work environments that promote experimentation and trust are ones in which employees at any rank feel secure enough to propose and experiment with innovative services, products, or workflows.

Originality/value – The first of its kind to examine library organizations, this study offers direct evidence to show that organizational learning and progress flourish through a combination of positive affective experiences and experimentation. The study shows how mental models, organizational learning, and innovation may help employees create significantly effective organizational advances while under duress.

An original formula is presented in Fig. 1.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1. Explanations of the design strategies that are used to demonstrate each attribute in a differentiated manner are included. The evaluation process provides an evaluation methodology to demonstrate the effectiveness of each model of a curriculum in a credible and trustworthy way.

In the previous chapters, the individual parts of the curricula were configured, aligned, and interconnected to deliver specific outcomes in each learning module. In this chapter, the components of each curriculum are assembled into one table to exhibit the order contained within each learning module within the overall curriculum. The standards for curricular attributes adopted at the beginning of the design process are the criteria for the evaluation of the completed curriculum. The strategies used to configure the components of each curriculum provide evidence of the curriculum’s characteristics, which demonstrate compliance with each criterion.

The evaluation of these attributes within a curriculum serves several purposes. First, they provide a checklist to guide the design process toward curricula that reflect these standards as developed by the profession of curriculum design in higher education. Second, they provide a measurement of the attributes of the curriculum to demonstrate the compliance of each curricular design with conventional standards. Third, these measurements can be compared with other institutional data to uncover correlations between the design assumptions and learner performance. These correlations often reveal unanticipated results, which inform the effectiveness of the instructional system.

These criteria are applied to the evaluation of the curriculum for each module to demonstrate the diverse manner in which each can be achieved in a discipline-specific manner. The compliance with these criteria is explained to be a matter of demonstration, as used in the discipline of qualitative research. These qualitative evaluations can then be compared with other operational data to understand the effectiveness of the design assumptions for each curriculum.

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

The expansion of marketing data is encouraging the growing use of deep learning (DL) in marketing. I summarize the intuition behind deep learning and explain the mechanisms of six popular algorithms: three discriminative (convolutional neural network (CNN), recurrent neural network (RNN), and Transformer), two generative (variational autoencoder (VAE) and generative adversarial networks (GAN)), and one RL (DQN). I discuss what marketing problems DL is useful for and what fueled its growth in recent years. I emphasize the power and flexibility of DL for modeling unstructured data when formal theories and knowledge are absent. I also describe future research directions.

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.

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.