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Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.

The purpose of this paper is to examine the application of Thatchenkery's Appreciative Sharing of Knowledge (ASK) to a professional military college.

ASK is a seven‐step research and intervention methodology grounded in the positive psychology discipline. ASK uncovers behaviors and processes already in existence that are highly valued by stakeholders, and then applies a disciplined organizational development structure to develop action plans for improvement that have strong stakeholder support, in order to effect transformation within the organization.

The case study reports on a set of high‐payoff priorities that were nominated by students and faculty, and supported in principle and with resources by college leadership to transform the direction of the college towards a new vision of collaborative education.

The case study demonstrates that the ASK methodology can be very effective in traditional professional and educational organizations with strong hierarchical cultures.

The paper demonstrates the seven‐step ASK methodology in detail.

The paper describes how ASK can support initiatives to increase participation and commitment of stakeholders and improve the probability of successful implementation of transformational projects.

The paper provides unique insights into the application of ASK in a professional military educational setting among organizational level leaders; it shows how to incorporate organizational values and decision criteria effectively into transformation projects. The paper will be of interest to curriculum designers, education policy makers, teachers, and organization development specialists.

Academic freedom is a complicated issue for military service academies. As accredited institutions of higher learning, academic freedom is valued. At the same time, the academies are subject to regulations that guide speech and publishing by the Department of Defense. This chapter explores the balance between maintaining academic freedom while upholding the discipline contained in regulations concerning free speech. The chapter concludes with a view to the future and opportunities for further research.

This paper provides an overview of the Post 9/11 GI Bill and outlines the steps that the Obama administration has taken to provide for the educational and training needs of veterans and other eligible dependents.

This paper offers a policy analytic review of the extant literature on veterans’ education and regulations pertaining to the Post 9/11 GI Bill.

It is found that although the Post 9/11 GI Bill was enacted with the right intentions, several changes had to be made to protect both veterans and tax payers as well as the integrity of the GI Bill.

To help educators understand the role that the Obama administration has played in advancing veteran education and training.

The purpose of this paper is to review evidence about the role of education in supporting ex-service personnel to move to social care work with older people. Social care has long-standing, well-recognised problems of staff recruitment and retention in many jurisdictions. Within ageing societies, the need for more social care staff is predicted to rise. Therefore, policy makers and employers are exploring if there are untapped sources of potential employees. Some ex-service personnel may be interested in exploring a move to social care work with older people but may need to gain additional qualifications.

Databases and grey literature were searched systematically to provide an overview of the evidence on this topic. Six articles were included in the review.

A narrative analysis revealed two themes: preparing ex-service personnel for enrolment onto health and social care programmes, and supporting ex-service personnel during health and social care programmes.

This review was confined to English language studies published between 2008 and 2018. Few mentioned specific user or client groups.

This review identified evidence gaps relating to whether the skills, education, training and experience gained in the armed services are transferable to civilian social care work with older people; the types of support which are offered to ex-service personnel who are interested in completing qualifications necessary for social care roles and the views of ex-service personnel about their experiences of completing educational courses to facilitate a transition into social care work with older people.

The purpose of this paper is to analyse the divergence between the tasks and roles of convention bureaux (CB) in North America and Europe.

A survey among 55 CB’ managers was conducted. A total of 75% of respondents represented institutions operating in European cities, 25% – in North American ones. This research mainly focused on managers’ opinions about the importance of tasks and roles performed by CB and the degree to which the institutions manage to fulfil them. Therefore, importance-performance analysis was used in the study.

CB in North America and Europe broadly differ as to the characteristics of both groups of institutions. They include their time of operation, number of employees, annual budget and types of events that CB try to attract to the cities that they represent. There are no such differences when it comes to the importance and performance of institutions’ tasks and roles. The way in which managers evaluate them is quite similar because the respondents pay the closest attention to the roles of a marketer and an agent of a city played by a convention bureau. Differences lie in the meaning assigned by managers to the particular tasks of surveyed institutions.

The survey was carried out on a relatively small sample dominated by European institutions. However, the study attempts at investigating the roles and tasks of CB, with only few previous studies on this topic, including the ones comparing CB’ activity in different countries or on different continents. Moreover, proposed recommendations might be useful for a large group of managers and do not have to be limited only to institutions from Europe and North America.

This study aims to increase the understanding of the connection between effective leadership behaviours and information culture in the higher education institution (HEI).

A qualitative case study was conducted at one department of an HEI in Estonia. This study used semi-structured interviews and document analysis for data collection. The hypothesis-generating technique applying grounded theory analysis was used for data analysis.

The information culture of the department was a multiple culture with mixed attributes from the relationship-based culture and the risk-taking culture. Six main effective leadership behaviours within the department were identified, namely, communicating well about the direction the department is going, having a clear sense of direction and strategic vision, providing resources for and adjusting workloads to stimulate scholarship and research, making academic appointments that enhance department’s reputation, allowing the opportunity to participate in key decisions and encouraging open communication and creating a positive and collegial work atmosphere. The main hypotheses that illustrate the influence of effective leadership behaviours on information culture were generated.

The findings of this study can inform the training of future leaders in HEIs.

There is a lack of research in higher education that focuses on the relationship between leadership and information culture, and this research fills this gap.