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In the spring of 2018, Abilene Christian University’s College of Education and Human Services created a task force to explore opportunities for an integrated program of interprofessional education through both curriculum and experiential learning. In the fall of 2019, the program was launched with a shared case study assignment and simulation across 13 courses from all five departments within the college and the School of Nursing, allowing students to develop important interdisciplinary practice skills. Over 400 students were involved in the experiential learning activity across two years. In the spring of 2020, the program launched three interdisciplinary courses, focused on developing interdisciplinary skills and knowledge in the areas of ethics, vocation, and practice skills through further simulation. In this chapter, the authors will describe the development, implementation, and outcomes of this innovative curriculum, along with the challenges and benefits of implementing an innovative curriculum across a college. Challenges discussed will include consideration of traditional higher education structures and the need for flexibility and adjustment to allow for innovation.

The role of information and communication technology (ICT) in education is increasingly gaining importance in institutions of higher education. Operationally, ICT has helped to cut costs and speed up transactions by streamlining and automating processes. Pedagogically, it has enabled online, hybrid, and technology enhanced learning as well as a host of other capabilities, from learning management systems to student information system, and from student affairs to academic affairs. ICT is now embedded in every aspect of university life. The role of ICT is found to increase the value of classroom delivery, it has helped in the growth of research, expanding horizons for students mainly with limited accessibility to education and it has created an overall positive impact in the teaching–learning environment in general. There are always two sides to the coin and in this case inaccessibility, economic disparity, and ineffective implementation of ICT has also created impediments for effectively adopting and diffusing integration of ICT into pedagogy. This volume is a collection of interventions and collaborative practices across the world that showcases the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology and how it is equipping our future generation with the skills required to face a changing job market.

This paper describes several structural models and a process model as tools for understanding decision‐making in universities. The validity of each is discussed in terms of the results of a case study of faculty decision‐making in a large university, and some perspectives for describing, analysing and understanding faculty decision‐making are proposed.

Argues that many blueprinting efforts are short‐term in focus and lead to the wrong response. Analyses examples in a range of industries, offering planning approaches and tactics for a successful serviceblueprint. Concludes that service blueprinting constitutes a major effort, therefore the result should be optimized in terms of value the customer receives, the service mix from the customer′s point of view and consistent signals to the organization.

During the first half of this year the Association has continued to expand its exhibition programme by increasing its presence at overseas shows. Two DTI sponsored joint venture groups have been formed, one to Nepcon West, the other to Nepcon Beijing. Anaheim saw the biggest UK group for over 10 years, with CEMA taking three separate blocks in different sectors of the show. There is no doubt from the reception we received that CEMA is now firmly established at Nepcon West. We enjoyed tremendous support from both the British Consulate and the British‐American Chamber of Commerce with their President making several visits to the CEMA booth.

This paper is devoted to the topic of how mathematics might be more efficiently used in educational administration. The position taken here is that mathematics is a branch of philosophy whose subject matter is a set of abstract entities and identified operational rules. It is a vocabulary of symbols that can be used to label objects and, more importantly, a set of grammatical rules for using the vocabulary. The paper begins with a review of some recent developments reported in the social science literature on the uses of mathematics in political science, sociology and economics, and ends with some illustrations of how these developments could lead to similar applications in both the practice and theory domains of educational administration.

This paper aims to address the concept of customer advocacy through storytelling, urban legends and folklore. The main purpose of the paper is to identify firms that are frequent subjects of positive customer storytelling, and to examine these firms for common practices.

Following an assessment of various literature, this paper incorporates a two‐stage design. The first stage identifies a set of companies that are frequently the subject of customer service storytelling. The second stage takes a grounded theory approach, utilizing a thematic analysis of data collected in relation to the exemplar firms.

Ten exemplar firms were identified. Themes and sub themes were drawn from data about the firms and categorized into ten theme clusters. A single theme – related to customer and employee obsession – was determined to be the common thread. An assessment of customer and employee practices from the exemplar firms is provided to give illustrations of specific practices and beliefs.

When customers and non‐customers engage in positive dialogue, narrative and storytelling about a business, it is seen as the ultimate marketing outcome. By understanding some of the practices of firms that are subjects of customer service folklore, managers can gain insights into how customer and employee treatment strategies can be incorporated into their businesses.

Storytelling and myths have been examined (and utilised) from the perspective of organizational culture, communication and change – but rarely from the perspective of customer‐to‐customer communications.