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There is no one best way to teach management and organizational behaviour to MBA students; job demands force educators to consider multiple course objectives as well as multiple methodologies for achieving these objectives. Suggests desirable objectives or outcomes and then identifies instructional methods that are the most appropriate for achieving the various outcomes. A focus on managerial job demands resulted in the identification of six outcomes: content knowledge, self‐knowledge, diagnostic skill, application skills, teamwork skills and self control. These outcomes and 13 instructional methods are presented in a matrix showing which outcomes are impacted by the different methodologies. Implications for the implementation of this multi‐method approach are discussed.

A growing number of people are using tourism as an escape from the fiction of their daily lives. The purpose of this chapter is to explore a dimension of tourism where the outer search is the vehicle for an inner journey of spiritual development. The chapter introduces a novel concept, tourism of spiritual growth, which it perceives as a variety of spiritual tourism with an esoteric motivation. In this regard, the individual undertakes an intentional “voyage of discovery” for inner awareness and transformation. The term is conceptualized, and its central dimensions—meaning, transcendence, and connectedness—analyzed in relation to the motivations it involves.

The issues surrounding the scholarship on children-inclusive events management are explored in depth to provide a context for this chapter. Focus then turns to the city of Winchester in the United Kingdom as a case study for potential events aimed at this age group. Through a synthesis of the findings from a thorough new research study along with emerging theories in narrative and storytelling as experience co-creation, a proposed design for a new event is put forward. It is hoped that this approach in the academic literature will encourage other researchers to include innovative proposals in their synthesis and conclusions. Finally, additional considerations of integrating city branding with a wider regional branding are explored through ethnobotany. Lessons are drawn from an example of brand management based on a city event for children in Scotland.

Students with disabilities consistently underperform on academic achievement tests. In part, this is due to teachers being underprepared to provide the evidence-based instruction needed to help students with disabilities succeed. Historically, professional development (PD) has been provided to educators yielding disappointing results. In this chapter, what is known about the components of effective PD and how to evaluate a PD program will be discussed. In particular, the role of coaching and the use of technology in PD models will be explored. The next steps in improving PD will be discussed.