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Facing the aging workforce but older workers’ vulnerability in the labor market, this chapter empirically explores factors and policy implications to enhance older workers’ entered employment rates (EER) after exiting the national workforce program. After reviewing older workers’ attributes and the unique methods to train them, the chapter examines demographic, socioeconomic, and program attributions to older workers’ EER, controlling for cyclical changes in the labor market. The chapter relies on three sets of models including logistic regression, multi-level mixed-effect regression, and multilevel mixed effect logistic regression models, as well as longitudinal Workforce Investment Act Standardized Record Data and Bureau of Labor Statistics unemployment data. Older dislocated workers and older adults are examined separately. Some Workforce Innovation and Opportunity Act training and related service combinations are identified to contribute to older adults and older dislocated workers’ EER and to inform strategic decision-making about future allocations of funds and policy efforts to serve older workers.

Morgan State University (Morgan) is a leading undergraduate institution for black science and engineering doctoral degree recipients. Morgan also is a leader in the production of black engineering degree recipients in the United States. This chapter provides a historic overview of the major programs with a tie to the impact on the institutional metrics, a discussion of the process for developing researchers in science and engineering, and alumni perspectives. The undergraduate research development models used in engineering at Morgan are compared and contrasted with the life sciences and physical sciences. The programs focus on developing communities of engineering practice and communities of science, thereby enhancing students’ self-efficacy and resilience, shaping disciplinary identity, and creating learning communities. These approaches are critical for the success of minority students and are supported by the social science literature. Best practices have been adopted at varying levels by the School of Engineering, the School of Computer Mathematics and Natural Science and the Behavioral Science departments that have netted these Ph.D. outcomes including multiyear mentored research, research training courses, and participation in professional meetings. Multiple approaches to student development, when matched with the disciplinary culture, are shown to result in national impact.

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

Addressing a gap in entrepreneurial training programs, the main objective of this study was to introduce a hybrid training model that provides training to entrepreneurs after they have started their operations and before they become large and/or well established. The presented model consist of a full entrepreneurship training program suited to serve entrepreneurs who have been operating for no less than 2 years, have 1–14 employees, and need basic training to further achieve their operational goals. This format allows for progressive learning while encouraging networking among participants. Using a case study, 5 years of data are presented describing this program and its value for its participants including urban entrepreneurs.

Entrepreneurship education and training are an increasingly widespread component of governmental and nongovernmental efforts to address the interrelated challenges of youth unemployment and poverty reduction. In the absence of consensus regarding how best to design learning opportunities that effectively prepare youth to improve their livelihoods, this chapter explores the central debates surrounding three components that are integrated into most entrepreneurship training initiatives: learning, earning, and saving. Drawing on existing literature and considering three entrepreneurship training programs underway in East Africa, the authors argue that the effectiveness of any particular youth entrepreneurship program is highly dependent on a variety of contextual considerations, many of which are beyond the control of individual youth and program managers. Implications of this are that (a) program managers need to be modest in their expectations of program effects and avoid overpromising, (b) training is needed to help prepare youth to recognize, understand, and cope with various contextual factors that impact their livelihoods, and (c) NGOs and other private organizations that implement such programs are in a position to address certain contextual factors. By highlighting key debates relevant to the design of entrepreneurship training programs, this chapter contributes to the development of entrepreneurship training initiatives that are responsive to contextual realities, thereby increasing the potential effectiveness of entrepreneurship training as a poverty alleviation strategy.

Purpose – In an attempt to enhance patient safety, health care facilities are increasingly turning to crew resource management (CRM) and other teamwork training interventions. However, there is still quite a bit about such training interventions that remain unclear. Accordingly, our primary intent herein is to provide some clarity by providing a review of the literature, in hopes of highlighting the current state of the literature as well as identifying the areas that should be addressed by researchers in this field going forward.

Design/methodology/approach – We searched various electronic databases and utilized numerous relevant search terms to maximize the likelihood of identifying all empirical research related to the use of CRM training within health care. Additionally, we conducted a manual search of the most relevant journals and also conducted a legacy search to identify even more articles. Furthermore, given that as a research team we have experience with CRM initiatives, we also integrate the lessons learned through this experience.

Findings – Based on our review of the literature, CRM and teamwork training programs generally appear beneficial to individual employees, the groups and teams within such settings, and overall health care organizations.

Originality/value – In addition to reviewing the literature that addressed CRM and teamwork training, we also highlight some of the more critical aspects of CRM training programs in order for such initiatives to be as successful as possible. Additionally, we detail various factors that appear essential to sustaining any benefits of CRM over the long haul.

Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.

This chapter explores the types and quality of jobs welfare recipients train for and mechanisms by which occupational gender segregation among low-wage workers persists. We report results from in-depth interviews with sixty-seven welfare case managers, employment service vocational counselors, job training administrators, and job training instructors in seven cities nationwide and short telephone interviews with one hundred and sixty-three students drawn from community colleges and other job training organizations where staff participated in the study. We look at gender-segregated patterns of referral to and enrollment in job training programs, female job training students’ interest in non-traditional training, and factors related to interest in non-traditional training. The results indicate that, while a minority of women in the sample are interested in any single non-traditional blue-collar job, a majority expressed interest in at least one non-traditional job, and 35% expressed interest in at least three non-traditional jobs. While women’s interest in non-traditional jobs seems limited, it is greater than that suggested by caseworkers’ perceptions and the pattern of caseworker recommendations and implies that reforms are needed in the welfare system to better tap women’s interest in non-traditional jobs and increase their enrollment in non-traditional training programs. Training is embedded in a larger system of gender-segregated labor markets that relegates women disproportionately to low-paying service and retail jobs. Improving opportunities for self-sufficiency for low-income women requires questioning and breaking down traditional gender norms that make women secondary economic actors.