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Higher education and student affairs professionals have a very important, active role in the lives of their students. The issues college students face are complex and higher education professionals must be properly trained to be able to address them (Franklin-Craft, 2010). Projections that by 2030 most college students in the United States will be non-White increase the responsibility of those working in higher education to truly understand the developmental issues of a diverse student body (Karkouti, 2015; Rankin & Reason, 2005; Torres, Howard-Hamilton, & Cooper, 2003).

This chapter highlights findings of a study that examined the multicultural competence of graduate students in a higher education program. Employing a snowball sampling method, completed surveys were received from 28 master and doctoral students out of 45 surveys distributed (response rate = 62%). Responses on the Multicultural Competence in Student Affairs – Preliminary 2 Scale (MCSA-P2) were also examined by race, gender, and other pertinent variables. The findings from this research indicate the need for infusing diversity into the curriculum and requiring diversity courses to increase the cultural competence of graduate students in higher education programs. The findings also support the need and call for additional research and analyses to be conducted on multicultural competence of higher education/student affairs professionals. Implications for graduate programs in higher education and reflexivity of the researcher conclude the chapter.

In recent years, increased use of all-aspect infrared (IR)-guided missiles based on the long-wave infrared (LWIR; 8–12 µm) band has lowered the probability of aircraft survival in warfare. The lock-on of these highly sensitive missiles is difficult to break, especially from the front. Aerodynamically heated swept-back leading edges (SBLE), because of their high temperature and large area, serve as a prominent LWIR source for aircraft detection from the front. This study aims to report the influence of sweep-back angle (Λ, based on the Mach number [M_∞]) on aerodynamic heating and the LWIR signature of SBLE.

The temperature along SBLE is obtained numerically as radiation equilibrium temperature (T_w) by discretizing the SBLE length into “n” number of segments, and for each segment, emission based on T_w is evaluated. IR radiance due to reflected external sources (sky-shine and Earthshine) and radiance due to T_w are collectively used to determine the IR contrast between SBLE and its replaced background in the LWIR band (i_{cont-SBLE,LWIR}).

The results are obtained for low subsonic turboprop aircraft (Λ = 3°, M_∞ = 0.44); high subsonic strategic bombers (Λ = 35°, M_∞ = 0.8); fifth-generation stealth aircraft (Λ = 40°, M_∞ = 1.6); and aircraft with supercruise/supersonic capability (Λ = 50°, M_∞ = 2.5). The aircraft with supersonic capability (Λ = 50°, M_∞ = 2.5) reports the maximum LWIR signatures and hence the highest visibility from the front. The results obtained are compared with values at Λ = 0° for all cases, which shows that increasing Λ significantly reduces aerodynamic heating and LWIR signatures.

The novelty of this study comes from its report on the influence of Λ on the LWIR signatures of aircraft SBLE in the frontal aspect for the first time.

Intangibility has long been studied in marketing, especially its physical aspect. This paper seeks to verify whether a branding strategy is efficient in reducing the risk perceived by customers.

A sample of university students answered the measurements considering both perspectives (brands and product categories). The paper uses a three‐dimensional approach of intangibility and explores its relationships with evaluation difficulty (ED) and perceived risk (PR). These relationships were tested in two different perspectives: brands and product categories.

Two analyses were made to test the hypotheses which were generally supported. Several relationships between the variables were found, but three should be highlighted. First, it was shown that brands are more mentally intangible than product categories, which may lead to a difficulty to evaluate. Second, it was found that evaluation difficulty increases the perceived risk in the product category perspective. Third, it was found that higher involvement generates a stronger relationship between evaluation difficulty and perceived risk for the product category perspective.

Theoretical and managerial implications to the literature are discussed along with examples of how managers could use the findings.

The research incorporates prior knowledge and involvement as moderating variables of the proposed framework and reinforces their relevance to the field. The results not only show the importance of branding, but also support the argument of considering evaluation difficulty in future research.

As a sector, higher education is at the low end of innovation rankings. The challenges we face – demographic, technological, political, and pedagogical – will require sustained innovation at a strategic level. Recent research with mature companies has identified exemplars in strategic innovation (e.g., O’Connor, Corbett, & Peters, 2018). This work explores whether – and how – higher education institutions might adapt insights from the corporate sector for strategic innovation in teaching and learning.

The introductory section provides an overview of the nature of strategic innovation (and why it is hard to sustain), strategic issues facing higher education, and the status and challenges of sustaining strategic innovation for teaching. The next two sections describe insights from research with corporate exemplars of sustaining strategic innovation. Each section uses a scenario from higher education as a proof-of-concept test to explore the application of the corporate sector insights for strategic innovation in higher education teaching and learning.

The final section of the chapter discusses the planned next steps to prototype and test adaptation of these corporate sector insights with institutional innovation leaders in higher education, as well as additional potential sources of insights (from other research in the corporate sector and from strategic innovation in the public sector).

As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.