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The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this paper is to gain insight into how a collaborative partnership reframed professional development to increase counselors’ capacities and enrich their role in addressing educational inequities in a local context.

The authors employed an action-oriented qualitative case study through the lens of social justice to critically consider how urban school counselors took action to address local educational inequities in the postsecondary process. Data were collected over a ten month period and consisted of semi-structured interviews, 17 hours of meeting transcriptions, meeting notes, field observations, numerous field notes, researcher reflections, weekly e-mail correspondence, electronic data, counselor demographic surveys, and document analysis.

The inter-agency networked learning community model encouraged the school counselors to take ownership for their professional development, starting small led to greater collaboration, the counselors engaged in collective learning and counselors took a responsibility for the broader school community.

Inter-agency partnerships can address social inequities and initiate transformative change but further research is needed to explore how to address what happens as actors move in and/or out of the partnership. Acknowledging and validating the experience of the school counselors empowered them to take risks, invite new ideas, and adapt the new idea to their local school site. Reframing professional development began to transform how the counselors were viewed by the broader school community. Further research is needed to explore how educational systems can be empowered to engage in conversations to embrace change.

This study illustrated the transformative power of school counselors in building community, collaborating, and constructing bridges between each other, school administrators, and postsecondary researchers. Unless the current devaluing of school counselors shifts, the benefits associated with networked collaborative partnerships will likely go unrealized. We call on policymakers to reconsider the role of school counselors and call on them to ensure these positions are mandatory in all K-12 schools.

This study demonstrated how an inter-organizational collaboration between a university and a K-12 local education agency initiated transformative change. The collective action of the network equipped counselors with tools to build community with each other, within their individual school sites, and in the local community. Many studies provide models regarding what school counselors should do but few explore how to empower them to use the models to enact change. The action-inquiry approach provided an opportunity to explore how urban school counselors experienced and understood the process of engaging in professional development designed to help them try something new in addressing educational inequities in underserved communities.

This paper examines how different configurations of societal impact are pursued by purpose-driven organizations (PDOs) and how these configurations align with the application of varying supply chain design (SCD) practices.

This multi-method study uses quantitative data from 1588 B Corps and qualitative data from 316 B Corps to examine how PDOs align SCD with the pursuit of diverse types of societal impact. The authors first conduct a cluster analysis to group organizations based on the impact they create. Second, qualitative content analysis connects impact with enabling SCD elements.

The analysis of the five identified clusters provides detailed empirical insights on influencers, design decisions and building blocks adopted by PDOs to drive a range of societal impacts. Specifically, the nature of the impact pursued affects (1) whether a PDO will be more influenced by a need in the political environment or an opportunity in the industry environment, (2) the relative importance of the design of social flows versus material flows and (3) the need to develop new relational resources with beneficiaries versus leveraging existing capabilities to manage inter-firm processes.

This study responds to calls to disaggregate different dimensions of societal impact and examines the relationship between SCD and a breadth of sustainability impacts for different stakeholders. In doing so, the authors identify four SCD pathways organizations can follow to achieve specific societal impacts. This study is also the first to employ a supply chain perspective in the study of certified B Corps.

A detailed strategic planning process is presented that entails several beneficial and effective strategies and goals for interdisciplinary academic, clinical and/or service departments. This strategic planning process emerged due to the need to adapt to organizational and structural changes within an institution of higher medical education.

A strategic planning framework was developed, along with an inclusive process that used an appreciative inquiry methodology, to examine past and present strengths and potentials in a diverse, interdisciplinary family and community medicine department.

The success of this strategic plan and relevant approaches is evidenced by the development of a community medicine course, student-run free clinic to meet the needs of underserved patients, an increase in primary care research and increase in student choice of family medicine as specialty choice.

The described strategic planning process serves as an illustration of the benefits and limitations of identified approaches and outcomes useful for other departments and organizations undertaking similar efforts.

The integration of multiple goals and a shared vision in a strategic planning process leads to successful program development and meeting the needs of future healthcare professionals and the patients and communities they serve. The authors have provided a model for such success.

Economic activity is typically provided by three distinct sectors. For-profit entities seek to maximize owner profit by providing various goods and services. The not-for-profit sector consists of private or quasi-public entities that provide goods and services without regard to making an explicit profit. Government entities extract resources from the economy and redistribute them to achieve certain public goods.

Recently a fourth or gray sector has developed that combines elements of the other three. As a corporate form that explicitly sacrifices profit maximization to advance some predetermined social good, benefit corporations are one example of this gray sector. Owners are aware of this dual mission but still invest as the social objectives are consistent with their personal goals. Thus, the benefit corporation can be viewed as a for-profit entity subject to an explicit social welfare constraint.

Since the late 1960s governments have spent trillions of dollars on a wide variety of social welfare programs. Nevertheless, poverty persists and government altruism may have made poverty more intractable in some respects. Economic logic suggests that providing social welfare transfer payments with few work or training requirements can make recipients dependent and enable dysfunctional behavior. Over time this may rob recipients of opportunities for labor and self-sufficiency.

Benefit corporations are typically viewed as a form of socially responsible investment that leverages the economic advantages of market-based systems. To date, however, little has been written about the benefit corporation’s potential ethical dimensions. The purpose of this paper is to provide a moral argument based in Catholic Social Teaching to support the use of benefit corporations as a substitute for some government service programs. Our arguments are centered on the primary principle of Human Dignity and will include, but not be limited to: Work, Solidarity and there role social and economic society as well as the Role of Government or Subsidiarity (including the Welfare State).

This chapter discusses some issues of diversity in hazard mitigation when just recovery is considered or not. Justice in hazard mitigation becomes crucial considering unequal distribution of resources, systemic racism, and social vulnerability to hazards. While there has been research on just recovery, there is little or no evidence of research that examines the issue of equity and justice in hazard mitigation, This chapter discusses what hazard mitigation is, the Disaster Mitigation Act of 2000 focusing on the planning process, public involvement in the planning process, some planning theories on vulnerability, and building the case for achieving and striving for justice and equity in promoting diversity in hazard mitigation. The chapter makes some recommendation on how to achieve diversity in hazard mitigation.

To understand how narratives used by entrepreneurial support organizations (ESOs) in Detroit's growing entrepreneurial ecosystem shape transitional entrepreneurs' social reality. We offer theoretical and practical insights to elicit critical support, formulate policies and programs and guide ongoing empirical examination of transitional entrepreneurship.

We adopt a multi-case study approach, looking at two ESOs in Detroit: one focused on promoting high-growth entrepreneurship and securing financial capital for technology entrepreneurs, the other focused on promoting everyday entrepreneurship (especially among underserved communities) and amassing a more diverse array of resources. We conduct a thematic analysis of organizational texts and interview data with ESO leaders.

ESO narratives shape Detroit's transitional entrepreneurs by constructing entrepreneurs' social identity, orienting them to the ecosystem and envisioning a collective future in which transitional entrepreneurs are key.

This study offers insight into the definition of transitional entrepreneurs by extending existing conceptions by highlighting the role of institutional actors, like ESOs, and the narratives they adopt in shaping opportunities and challenges for transitional entrepreneurs. Moreover, we push the boundaries of transitional entrepreneurship, including technology start-up entrepreneurs in the definition and call attention to the role of transitional entrepreneurs in post-industrial cities by showcasing their role in community and urban development.

Cultural competence is a continual process that is ever expanding. Cultural competence is defined as proficient knowledge, skill development, and the application of that knowledge and skills to demonstrate cultural awareness, understanding, sensitivity, and humility. The objective of a health science-related cultural competence seminar is to provide meaningful and in-depth discourse expounding upon cultural attitudes, expressions, and experiences that shape and direct interactions between patient and health providers, allied health professionals, medical and allied health students, and faculty. The current health care infrastructure is “ill-equipped to provide effective health care to underserved populations in the United States” (Roberts et al., 2015, p. 1408). As such, the Post Baccalaureate Seminar was developed to mitigate the gap between what students know upon entering medical studies versus what they need to know to provide culturally competent care, particularly in medically underserved areas. The Post Baccalaureate Seminar is a 15-week course given during the fall semester of the one-year program in preparation for matriculation into medical school. Students have required readings, small group didactics, and group activities which address professionalism, medical ethics and experimentation, informed consent, cross-cultural communication, Lesbian/Gay/Bisexual/Transgender/Questioning (LGBTQ + ) concerns, and other aspects of cultural diversity. The required texts were selected as a pedagogical strategy to introduce the constructs of valuing diversity in a holistic manner. Upon completion of the seminar, premedical students indicate increased knowledge and skills for displaying cultural awareness and a greater level of sensitivity for their medical studies.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.