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Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

Purpose – In this chapter, I present a systematic discussion of the relationship between social work (SW) and library and information science (LIS) and explore how SW can contribute to the education of LIS practitioners so that they become more than information facilitators and grow professionally to be true agents of change.

Design/Methodology/Approach – Using engagement with immigrant communities as a case in point and building on the empirical comparative study of public librarians in the Greater Toronto Area and New York City, I outline the current gaps and deficiencies of LIS curricula that can be rectified through blended education. I also integrate the potential contributions of SW into LIS through the case study of an immigrant member of a library community.

Findings – Building on the case study, I introduce a four-tiered model that can be applied to a wide array of courses in LIS programs and conclude with suggestions for taking steps toward blending SW perspectives into the LIS curriculum.

Originality/Value – I position the potential fusion of SW and LIS as “professional blendedness,” which serves as a catalyst for change, and also examine the concept of the blended professional as a change agent. I introduce the rationale for adopting theoretical, practical, and pedagogical approaches from SW in the field of LIS and focus on four specific contributions that can most benefit LIS:

• the person-in-environment approach;

• the strengths perspective and empowerment;

• the interrelated notions of cultural competence, diversity, and intersectionality; and

• the theory-mindedness approach (including theory and practice models).

the person-in-environment approach;

the strengths perspective and empowerment;

the interrelated notions of cultural competence, diversity, and intersectionality; and

the theory-mindedness approach (including theory and practice models).

This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators' professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and ongoing education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is understudied and undersupported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators' professional development.

This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators’ professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and on-going education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is under-studied and under-supported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators’ professional development.

Fostering the development of professional character in student physicians remains the most essential, yet challenging and sometimes elusive goal of those in medical education. Current understandings and contemporary approaches to learning and teaching can provide perspectives that may inform our thinking. In this chapter, learning with and from others is explored along with approaches that form the foundation for the development of professional character that integrates moral conduct into professional practice. The implications for both teaching and learning and the importance of the learning environment are discussed. Education as a moral endeavor and values-based practice is emphasized.

Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

Cosmopolitanism represents a complex, multilevel, multilayer phenomenon manifested in a variety of social spheres, including moral, political, social, and cultural. Yet, despite its prominence in other disciplines, cosmopolitanism has received relatively scant attention in international management research. Furthermore, the understanding of cosmopolitanism as an ever-present social condition in which individuals are embedded lags significantly behind.

In this chapter, we develop a conceptual framework for cosmopolitanism as an individual-level phenomenon situated at the intersection of the moral, political, and sociocultural perspectives. The framework explicates the interrelations between macrolevel dynamics and individual experiences in a globalized world. We conceptualize cosmopolitanism as an individual disposition manifested and enacted through identities, attitudes, and practices. We also highlight the diversity of individuals who can be considered cosmopolitans, including those who may not possess the classic cosmopolitan CV. Finally, the chapter explores the implications of cosmopolitanism for global organizations and global leadership.