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Throughout the early 1980s, schools of business struggled with ways to internationalize their faculty, students and curriculum. In the face of an increasingly global economy, it was necessary for schools to meet this challenge. Various strategies were employed: infusion of global topics into the classes, creation of International Business departments, the implementation of the CIBER program (Center for International Business Education and Research) and faculty exchanges. Although the Kelley School of Business tried all of these, our most successful efforts to internationalize students has been by facilitating overseas experiences through organized study abroad programs.

To increase support for teacher education programs in colleges and universities through the development of the curriculum materials center (CMC).

Through statistics drawn from a student survey and departmental records of the C.W. Post CMC, along with the perspective of the author, the development of a CMC as support for a teacher education program is explored. The paper provides insight into various necessary collections and services that the center should offer.

General historical information is offered. The paper also provides information on key collections found in a CMC. Successful approaches to development and creative application of instruction are discussed.

This paper provides clear and useful information, including but not limited to suggested author lists, a professional collection bibliography, and software ideas. The objective is to improve the development, functionality and service in a CMC.

Arguably, this study is the first to examine and promote in detail the CMC as support for teacher education programs in colleges and universities.

Risk assessment is a fundamental part of clinical practice in mental health and learning disability services in the UK. Most services use a tool or framework to structure their clinical judgments, but there does not appear to be a consensus on which risk assessment tool should be used. This paper aims to describe the development, implementation and evaluation of an evidence-based formulation informed risk management (FIRM) framework in mental health and LD services.

The development of FIRM and evaluation was based on the model for improvement, with an emphasis on co-production broken down into three distinct yet interdependent phases of co-production: co-design, co-create and co-deliver. Following the implementation of the FIRM framework, a post-implementation survey was distributed to a sample of clinical staff to capture experiences in the first three months post-implementation.

The three co-production stages were pivotal for successful implementation in clinical practice. The key ingredients for success seemed to be acknowledging human factors and varied responses to change, communication, engagement and involvement of stakeholders. Early evaluation post-implementation demonstrated the benefits in terms of confidence in use, formulation of risk, risk management and communication. Further quality improvement initiatives are underway to evaluate impact up to 12 months post-implementation and to improve the quality of FIRM in practice. Future research is planned to look at enhancing personalised risk assessment and management.

This paper describes and demonstrates the value of co-production with clinicians and stakeholders in service development. The FIRM has improved the clinical practice of risk assessment, formulation and management and use of digital technology.

The purpose of this paper is to conduct a preliminary evaluation of a Violent Offender Treatment Program (VOTP) adapted for use in a medium secure unit (MSU). The patient population is adult male mentally disordered offenders.

Patient outcomes are explored using the Reliable Change Index and Clinical Significance Criterion. Outcomes are assessed using VOTP facilitators violence risk assessment (VRS), multi-disciplinary team violence risk assessment (HCR-20 and GAS-V), and patient self-report using two measures (FAVT and STAXI-2).

There was evidence of improved outcomes for some participants in some areas related to risk of violence.

Consideration is given to using varied risk assessments to evaluate outcomes of an adapted VOTP for a MSU.

There is limited development and evaluation of psychological treatment programmes that aim to reduce risk of violence for male offenders within MSUs. Outcomes of this evaluation could influence treatment delivery and evaluation in other services.

Special education teachers and paraeducators who generated and analyzed metaphors to describe their relationships uncovered insights into how they perceive their roles and responsibilities, and identified models for a more effective collaboration. The metaphors generated by 67 special education teachers and paraeducators indicate that they value relationships characterized by compatibility (e.g., “peanut butter and jelly”) and coordination of effort (e.g., “well-oiled machine”) and have diverse views on the relative contributions paraeducators make to the instructional program (e.g., “my right arm” vs. “icing on the cake”). Notably absent is acknowledgment of the teacher’s critical role as team leader, responsible for directing the work of paraeducators; metaphors like “two peas in a pod” far outnumber those like “architect and builder.” The chapter includes a description of a process that teachers and paraeducators can use to generate and analyze metaphors to serve as models for a more effective collaboration; examples are provided.

The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage.

An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature.

The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices.

This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting.

The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab.

This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

Reflecting on professional learning networks (PLN) in rural and equity-seeking spaces, the authors foreground the importance of “relational space” in studying PLNs in this commentary. The authors argue that while the complexity of taking a relational approach is challenging, it offers an important and necessary perspective, one which is often implicit in the studies featured in this book but not explicitly considered. The chapter is organized around three broad concepts from social network theory – boundedness, connectedness, and mutuality – which serve as starting points for shifting our gaze from formal system structures to more deeply interrogating the informal relational spaces within PLNs. The authors conclude with a call to make use of network theory and methods on their own, and in complement to other literatures, to do so.

The purpose of this paper is to review the change process that is required to support CANDO, a business improvement technique primarily associated with the manufacturing sector. It reviews the transferability of CANDO to a health setting and examines the effectiveness of this tool through the eyes of the change agents and implementers. The study draws on an ongoing empirical research study in the NHS.

The methodology is a case study, combining semi‐structured interviews, observations and reflexive accounts.

The results show that this improvement tool is an appropriate mechanism as a foundation for developing change agents and for creating change in health care. The capability and competence of the change agent is critical to the success of a change programme. Specific skills include developing people outside of their normal functional boundaries, redefining values and norms, motivating and energising others, translating terminology, setting the initiative within the wider agenda for change, and designing and communicating solutions and new systems as a result of CANDO activities.

As the research focuses on one NHS Trust within the UK this limits the generalisibility of the results. However, the results provide an important insight into developing change agents, their role while identifying enablers and inhibitors to the change process.

This paper records the early stages of what is a large‐scale and long‐term improvement programme from the perspective of the change agent. This is an important perspective that is often overlooked when examining change programmes.

This chapter explores how data-driven methods such as Artificial Intelligence pose real concerns for individual privacy. The current paradigm of collecting data from those using online applications and services is reinforced by significant potential profits that the private sector stands to realize by delivering a broad range of services to users faster and more conveniently. Terms of use and privacy agreements are a common source of confusion, and are written in a way that dulls their impact and dopes most into automatically accepting a certain level of risk in exchange for convenience and “free” access. Third parties, including the government, gain access to these data in numerous ways. If the erosion of individual protections of privacy and the potential dangers this poses to our autonomy and democratic ideals were not alarming enough, the digital surrogate product of “you” that is created from this paradigm might one day freely share thoughts, buying habits, and your pattern of life with whoever owns these data. We use an ethical framework to assess key factors in these issues and discuss some of the dilemmas posed by Artificial Intelligence methods, the current norm of sharing one's data, and what can be done to remind individuals to value privacy. Will our digital surrogate one day need protections too?

The purpose of this paper is to explore the lived experiences of learning disability nurses working within forensic services, and their views on their practice as a speciality.

A qualitative, semi-structured interview-based design was used and participant's voices were examined through interpretive phenomenological analysis.

Nurses explored a range of topics related to their practice and overall, five superordinate themes were developed. Forensic nursing as being both the same and different to generic nursing, the journey, and the emotional challenge of forensic nursing, the balancing act of everyday practice and the role of language within forensic nursing practice.

Very little research has examined the views of learning disability nurses within the forensic field. This study gives both a voice to these nurses and suggests areas of interest both for research and for clinicians to consider in their practice.