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With a storytelling tone, this chapter narrates different examples of service-learning programs at The American School of Barcelona. The opportunities for international schools to develop experiential/learning programs through partnerships with a variety of institutions from the local community such as hospitals, multinational corporations, local and international NGOs, business schools, and regional or national governments are described. Establishing these partnerships not only provides students with valuable opportunities for experiential learning and service-learning, but it also has a very positive impact on partner institutions and their constituents, enhancing the school’s image in the community. Processes, as well as problems and solutions, that arise when developing service-learning programs are examined. By reading this chapter, it is hoped that readers will be inspired and, if they are practitioners of service-learning, will be able to replicate some of these programs in their own contexts. The reader will be able to see the positive benefits both for those who are serving and those who are served.

Presents a simulation‐oriented product development method using expert ratings and factor analysis to arrive at a reliable description of the market situation. Reveals possible market gaps within a system of weighted factor combinations. Concludes that this method provides a better understanding of the relationship of available facts in the development of a product.

The transition of Lithuania from a centrally‐planned economy to a market system has presented managers of enterprises and their advisers with a cultural change from dependency and bureaucracy towards more autonomy and enterprise. Presents a training programme to assist advisors and consultants which has been developed with Lithuanian collaborators and synthesized from components of consultancy, enterprise and learning skills. Examines the context of the programme and the implications emerging from its delivery.

The improving global health (IGH) programme is a leadership development programme that aims to develop leadership skills and behaviours alongside quality improvement methodology in National Health Service (NHS) employees in a global health setting. Through collaboration, experiential learning and mentorship, the programme aims to produce both vertical and horizontal leadership development in its participants. This paper aims to describe the programme and its impact, in terms of leadership development, in a sample of participants.

Open coding and thematic analysis of leadership development summaries (LDS) completed by 39 returned IGH participants were conducted. LDS are written on completion of the overseas placement; participants reflect on their personal leadership development against the nine dimensions of the NHS Healthcare Leadership Model (2013).

These IGH programme participants have reported a change in the way they think, behave and see the world. A development in sense of self and experience in developing team members are the two most commonly reported themes. Adaptability, communication, overcoming boundaries, collaborative working, “big picture” thinking and strategic thinking were also identified.

The study is limited by the relatively low number of completed LDS. More work is needed to understand the long-term effect of this type of leadership development on the NHS. Other leadership development programmes should consider focussing on vertical and horizontal leadership development.

This more granular understanding of the leadership skills and behaviours developed and how it is the programme’s design that creates it, has not previously been described.

Senior CHAT (Consumer Health Awareness Training) improved health information literacy and promoted better health outcomes through basic computer instruction among senior citizens in a healthcare impoverished Louisiana parish. Librarians at a state university in southeast Louisiana partnered with senior citizen centers to promote National Library of Medicine databases in a project funded by National Network/Libraries of Medicine/South Central Region. This paper seeks to describe and discuss this initiative.

Librarians responded to a community assessment demonstrating the need for basic computer instruction and increased health information literacy among the 1,800 clients served by the Tangipahoa Voluntary Council on Aging (TVCOA). Senior CHAT included two series of hands‐on classes with 25 students. Seniors were instructed in the use of MedlinePlus and NIHSeniorHealth databases. TVCOA staff were trained to continue to assist seniors after the project's completion. A Senior Citizen Consumer Health LibGuide was created and is a project legacy. Participants also created updatable portable personal health profiles.

Pre‐ and post‐instruction surveys suggest seniors increased usage of the databases post‐instruction. Over 70 percent of senior participants were able to create a personal health profile.

The elderly are at risk of poor health literacy. As the USA moves to a consumer‐centric health care system, these individuals need technology skills to take an active role in health care‐related decisions.

The project promoted lifelong learning in the region and forged new community partnerships. Its value lies in its reproducibility in a variety of community settings and its alignment with US Healthy People 2020 initiatives.

Mention Sindelfingen to anyone involved in the electronics industry and they spontaneously refer to IBM, who have a major presence in the Sindelfingen/Böblingen area. To many others, it immediately springs to mind as the ‘home’ of Daimler‐Benz. The district is, however, far from totally industrialised, as coniferous forests clothing the hillside and lining a stretch of the Autobahn offer superb scope for weekend walks in the environs of this small town to the south‐west of Stuttgart.

Explores through a qualitative case study school administrators′ perceptions of the impact of an outcome‐based educational (OBE) model, five years after its adoption in a Washington State school district. Data were collected through open‐ended interviews with building principals and other administrators. Two major themes emerged from the data: OBE produced changes in practice for both teachers and administrators, and these changes in practice were linked to certain outcomes. Teaming was the most valued change in practice for teachers and administrators, and the OBE “vision” sustained through teaming was the most valued outcome. Surprisingly absent from the data was evidence of outcomes for students. Points out the irony of this finding, given OBE′s emphasis on student outcomes.

Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill.

This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement.

There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance.

This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors.

This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.

Innovation education has been identified as a key contributor to enhancing the innovative behavior of individuals, organizations and economies; yet very little literature exists on the development and assessment of innovation education programs (IEPs). This is particularly so in the higher education and vocational education domains. The purpose of this paper is to bridge the gap in the literature, by proposing a conceptual framework of a multi-dimensional IEP.

The paper employs a transparent and reproducible procedure and critical appraisal of the literature; coupled with emergent inquiry and case study implementation of a leading international IEP.

The study provides a framework by which innovation education facilitators may develop and evaluate their IEPs. The proposed framework provides a thematic appreciation of the multi-dimensional relationships between components.

Limited within the context of this case study, geographical context and scant literature on IEPs and reproducible procedure.

The study provides a conceptual innovation education framework, based upon a successful international innovation management program.

Reviews the history of advertising to children in the USA since the baby boomer generation of post‐World War 2 and the advent of television. Describes how toys were marketed in order to sell cereals, and sweetened cereals were introduced to appeal to children. Outlines the growth of regulation in the form of the National Association of Broadcasters, and subsequently of self‐regulation by the Children’s Advertising Review Unit (CARU). Shows how television has become the main commercial vehicle for children, based on the 30 second commercial and a variety of ways to appeal to them. Outlines concerns such as programme length commercials, i.e. TV programmes based on characters or products from commercials, and about reproducible violence in advertisements. Mentions the self‐defeating nature of advertising industry terms like “nag factor” and “pester power” and the way that CARU’S work has extended into other media like the Internet. Relates all this to the concept of responsible marketing: eating responsibly, playing responsibly, social marketing, and the responsibility of marketers and advertisers.