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University of Utah has created various partnerships to improve health literacy and health outcomes among patient populations, employees and community members. Health sciences librarians have been key members of these partnerships. This paper aims to describe and share several of these partnerships, including training programs, research efforts and advocacy initiatives, to encourage others to engage in similar activities.

Case studies include outreach projects and partnerships to foster health literacy and promote healthy living such as: highly visible information resource provision and associated outreach for patients and families; community health fairs; research on providing point-of-need information for vulnerable community populations; health literacy awareness and resources for professionals; health literacy education for interprofessional students; and a competition for interprofessional students to create health videos to address a variety of topics in multiple languages.

Partnerships and outreach efforts lead to improved awareness by institutional personnel of the importance of health literacy. Research on using health literacy to empower patients and increase patient satisfaction can demonstrate how to lower institutional costs and improve guideline compliance, as well out health outcomes.

Librarians’ instructional skills create personal health educational content for patients and professionals; engaging colleagues to address health literacy lowers health care costs, institutional costs and increases patient compliance and satisfaction.

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

The purpose of this paper is to understand local perceptions on climate change and its impacts on biodiversity, rangeland, agriculture and human health.

A household survey with 300 interviewees and focus group discussions with key stakeholders were conducted and validated at two steps, using the climate data from the nearest weather stations and reviewing literatures, to correlate the local perceptions on climate change and its impacts.

Majority of the respondents reported an increase in temperature and change in the precipitation pattern with increased hazardous incidences such as floods, avalanches and landslides. Climate change directly impacted plant distribution, species composition, disease and pest infestation, forage availability, agricultural productivity and human health risks related to infectious vector-borne diseases.

Because of the remoteness and difficult terrain, there are insufficient local weather stations in the mountains providing inadequate scientific data, thus requiring extrapolation from nearest stations for long-term climate data monitoring.

The research findings recommend taking immediate actions to develop local climate change adaptation strategies through a participatory approach that would enable local communities to strengthen their adaptive capacity and resilience.

Local knowledge-based perceptions on climate change and its impacts on social, ecological and economic sectors could help scientists, practitioners and policymakers to understand the ground reality and respond accordingly through effective planning and implementing adaptive measures including policy formulation.

This research focuses on combining local knowledge-based perceptions and climate science to elaborate the impacts of climate change in a localised context in Rakaposhi Valley in Karakoram Mountains of Pakistan.

Proposes to provide a description of the factors that underlie retention and to develop a model of the process of retention.

A qualitative study was conducted in a selected number of occupational areas. Interviews were conducted with apprentices and trainees employed under a contract of training; apprentices/trainees who had recently completed their contract of training; employers/workplace supervisors and teachers/trainers.

Provides information about a range of factors and how they combined to shape the process of retention. Recognises that some of the identified factors are more amenable to interventions to enhance retention than others.

The study did not attempt to cover all occupations in which apprentices are employed, or to provide any ranking of importance of factors in relation to the retention process. The study encourages a holistic understanding of the process of retention and emphasises the dynamic nature of this process over the period of a contract of training.

A useful source of information for those concerned with designing interventions that target factors that are most amenable to promoting enhanced retention in apprenticeships.

This paper addresses the often neglected process of retention and offers some guidance in the design of interventions to promote retention in apprenticeships.

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).

The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.

Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.

The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.

We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he or she was responsible for changing someone else’s behavior or attitude, and the perceptual, motivational, and cognitive factors that are likely to impact whether an influencer’s claims of responsibility are excessive, insufficient, or accurate.

We first review classic work on social influence, responsibility or blame attribution, and perceptions of control, identifying a gap in the literature with respect to understanding how people judge their own responsibility for other people’s behavior and attitudes. We then draw from a wide range of social psychological research to propose a model of how an individual would determine his or her degree of responsibility for someone else’s behavior or attitude.

A potential influencer’s beliefs about the extent of his or her influence can determine whether he or she engages in an influence attempt, how he or she engages in such an attempt, and whether he or she takes responsibility for another person’s behavior or beliefs.

For decades, scholars researching social influence have explored how one’s behavior and attitudes are shaped by one’s social environment. However, amidst this focus on the perspective of the target of social influence, the perspective of the influencer has been ignored. This paper addresses the largely neglected question of how much responsibility influencers take for the impact their words, actions, and presence have on others.

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

This paper aims to compare the performance of building trades apprenticeship programs in the USA, sponsored jointly by employers and unions, with those sponsored unilaterally by employers. It reviews enrolment and graduation rates, including participation of women and minorities. The article also looks behind the numbers to examine the operation of apprenticeship. It reviews the evolution of joint programs, including institutional arrangements and recent innovations to cope with the challenging characteristics of construction labor markets.

Statistical comparisons by type of program sponsor are carried out using individual‐level data on registered apprenticeship for the period 1996‐2003. Evolution of apprenticeship programs is discussed in a historical perspective.

Joint programs (with union participation) were found to have much higher enrolments and greater participation of women and ethnic/racial minorities. Joint programs also exhibit markedly better performance for all groups on rates of attrition and completion. Joint programs have developed various innovations, including college credit for training and scholarship loans to expand apprenticeship and improve quality and retention, although there are no quantitative evaluations of the effectiveness of many of these specific measures.

Statistical information includes about 65 percent of all registered apprentices in the USA.

The paper shows that alternative forms of training sponsorship have substantially different effects on enrolment and graduation. Identification of the practices, that improve enrolment and retention, and their widespread adoption would enhance the effectiveness of training programs.

The dataset used in this paper has not yet been used in any publications. The findings regarding joint programs are notable, in view of the skilled labor shortages facing the construction industry in the USA.

The effect of the transition toward digital technologies on today’s businesses (i.e. Industry 4.0 transition) is becoming increasingly relevant, and the number of studies that have examined this phenomenon has grown rapidly. However, systematizing the existing findings is still a challenge, from both a theoretical and a managerial point of view. In such a setting, the knowledge management (KM) discipline can provide guidance to address such a gap. Indeed, the implementation of fundamental digital technologies is reshaping how firms manage knowledge. Thus, this study aims to critically review the existing literature on Industry 4.0 from a KM perspective.

First, the authors defined a structuring framework to highlight the role of Industry 4.0 transition along with absorptive capacity (ACAP) processes (acquisition, assimilation, transformation and exploitation), while specifying what is being managed, that is data, information and/or (actual) knowledge, according to the data-information-knowledge (DIK) hierarchy. The authors then followed the systematic literature review methodology, which involves the use of explicit criteria to select publications to review and outline the stages a process has to follow to provide a transparent and replicable review and to analyze the existing literature according to the theoretical framework. This procedure yielded a final list of 150 papers.

By providing a clear picture of what scholars have studied so far on Industry 4.0 transition, in terms of KM, this literature review highlights that among all the studied digital technologies, the big data analytics technology is the one that has been explored the most in each phase of the ACAP process. A constructive body of research has also emerged in recent years around the role played by the internet of things, especially to explain the acquisition of data. On the other hand, some digital technologies, such as cyber security and smart manufacturing, have largely remained unaddressed. An explanation of the role of these technologies has been provided, from a KM perspective, together with the business implications.

This study is one of the first attempts to revise the literature on Industry 4.0 transition from a KM perspective, and it proposes a novel framework to read existing studies and on which to base new ones. Furthermore, the synthesis makes two main contributions. First, it provides a clear picture of the different digital technologies that support the four ACAP phases in relation to the DIK hierarchy. Accordingly, these results can emphasize what the literature has looked at so far, as well as which digital technologies have gained the most attention and their impacts in terms of KM. Second, the synthesis provides prescriptive considerations on the development of future research avenues, according to the proposed research framework.