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In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies.

While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

The geographic information systems (GIS) sector is witnessing significant growth in recent times at the global level and in the Kingdom of Saudi Arabia at the same pace. In this research, the authors aim to measure the GIS market employability in the Kingdom of Saudi Arabia, the required skills of those seeking GIS employees, existing knowledge and abilities of graduates of relevant academic programs and gaps, if any, between the graduates and the labor market requirements in terms of GIS. Research on GIS education and GIS employability from an information system perspective is scarce; thus, this study is needed.

In this study, a questionnaire was distributed manually and electronically to a specific group of GIS students, teachers and employees. The questionnaire was prepared in Arabic and English language. It was distributed manually to the attendees of the 12th GIS Symposium, organized by Imam Abdulrahman Bin Faisal University at Dammam city, Saudi Arabia in April of 2018. The event is a yearly one that gathers local GIS community and outside speakers and guests. An electronic version of the questionnaire was also available and distributed via personal contacts. Responses were received until the end of 2019.

The results of 107 respondents indicates good GIS foundation (for example in topology, geospatial data processing and cartography); however, programming and business skills (namely cost benefit analysis, organizational perspective and business understanding) are lacking from Saudi GIS graduates. About 67% of respondents acknowledge directly that it is difficult to find locally qualified GIS graduates. Moreover, 55% of respondents classify GIS job candidates as underqualified. This research identifies under qualification in business competencies and computer programming skills for GIS students and workers in Saudi Arabia. This research did not find a statistically significant different response between GIS teachers and GIS employees/employers; however, students’ response was significantly different from these two groups.

Research on GIS education and GIS employability from an Information System perspective is scarce; thus, this study is needed. Moreover, research about this topic in Saudi Arabia and the Arabian Gulf is almost nonexistent.

Design, implementation, and evaluation are all important for integrated care. However, they miss one critical factor: education. The authors define “integrated care education” as meaningful learning that purposefully supports collaboration and the development of adaptive expertise in integrated care. The ECHO (Extensions for Community Health Outcomes) model is a novel digital health solution that uses technology-enabled learning (TEL) to facilitate, support, and model integrated care education. Using ECHO Concussion as a case study, the authors describe the effects of technology-enabled integrated care education on the micro-, meso-, and macro-dimensions of integrated care.

This case study was constructed using data extracted from ECHO Concussion from video-archived sessions, participant observation, and internal program evaluation memos. The research team met regularly to discuss the development of relevant themes to the dimensions of integrated care.

On the micro-level, clinical integration occurs through case-based learning and the development of adaptive expertise. On the meso-level, professional integration is achieved through the development of the “specialist generalist,” professional networks and empathy. Finally, on the macro-level, ECHO Concussion and the ECHO model achieve vertical and horizontal system integration in the delivery of integrated care. Vertical integration is achieved through ECHO by educating and connecting providers across sectors from primary to quaternary levels of care. Horizontal integration is achieved through the establishment of lateral peer-based networks across sectors as a result of participation in ECHO sessions with a focus on population-level health.

This case study examines the role of education in the delivery of integrated care through one program, ECHO Concussion. Using the three dimensions of integrated care on the micro-, meso-, and macro-levels, this case study is the first explicit operationalization of ECHO as a means of delivering integrated care education and supporting integrated care delivery.