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The Supreme Court order dated July 19,2004, ordering relief for Bhopal gas victims is a case of the long arm of justice 20 years after the event. The leakage of a poisonous gas, Methyl Isocynate (MIC) from the pesticide plant of Union Carbide India Ltd, Bhopal, on December 3, 1984,resulted in a loss of 10,000 lives and permanently disabled nearly 50,000 people. This tragedy raises some serious corporate social responsibility issues to be addressed by manufacturing Companies, in their responsibility towards the community and environment. This Case examines the Bhopal Gas Tragedy and explains what happened and why: The economic, legal and environmental aspects and addresses the wider issues facing the stakeholders and the players.

Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes.

The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program.

Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need.

This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs.

The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation.

This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.

In the spring of 2018, Abilene Christian University’s College of Education and Human Services created a task force to explore opportunities for an integrated program of interprofessional education through both curriculum and experiential learning. In the fall of 2019, the program was launched with a shared case study assignment and simulation across 13 courses from all five departments within the college and the School of Nursing, allowing students to develop important interdisciplinary practice skills. Over 400 students were involved in the experiential learning activity across two years. In the spring of 2020, the program launched three interdisciplinary courses, focused on developing interdisciplinary skills and knowledge in the areas of ethics, vocation, and practice skills through further simulation. In this chapter, the authors will describe the development, implementation, and outcomes of this innovative curriculum, along with the challenges and benefits of implementing an innovative curriculum across a college. Challenges discussed will include consideration of traditional higher education structures and the need for flexibility and adjustment to allow for innovation.

Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.

Data were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.

Roughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.

This study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.

Findings make a clear call for more research into online principal preparation program design and course delivery.

This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

Given the well-reported concerns over cost containment in public higher education, we believe performance should be measured based on cost efficiency and spending choices. This study develops three regression models linking presidential pay and public university performance with data for public universities that have no president change for fiscal year 2007 to fiscal year 2010. Analysis finds a statistically significant inverse relationship between presidential pay and resources devoted to instruction, the primary mission of most universities. A relationship for presidential compensation and enrollment is found for the individual fiscal years examined but not over time. Presidential compensation over time is positively related to spending on areas other than instruction.

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD).

The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD.

Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course.

The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching.

This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university.

This study aims to examine how public accounting firms can use developmental mentoring to increase knowledge sharing (KS) among employees directly and indirectly through affective organizational commitment.

This study uses a survey of public accounting professionals to elicit participants’ demographics and their perceptions of KS, mentoring relationships and organizational commitment in their workplace.

The findings support that two categories of challenges found in developmental mentoring, demonstrating dedication and resilience and career goal and risk orientation, are directly associated with increased KS and they, along with a third, measuring up to mentor’s standards, indirectly influence KS through their positive effect on organizational commitment. Applying social exchange theory, these challenges contribute to a reciprocal relationship between the protégé and mentor, which builds the relationship between the protégé and organization.

This study provides information about developmental mentoring that human resource professionals and managers in public accounting firms can use to address two persistent challenges facing them: increasing employees’ organizational commitment and encouraging employees to share their knowledge with others at work.

This study examines the concept of developmental mentoring, adopting three categories of mentoring challenges and applying them in the context of public accounting to examine their effect on KS.

International political economy is an emerging yet specialized field that combines political analysis with the study of markets, trade, and development. With the global economy having an interdependent effect on politics, environment, and society, and with several major economic events of the last 20 years, the authors perceived a need to provide a guide to the sources in this field. This paper seeks to address this issue.

The authors identified resources using WorldCat and standard reference sources, such as American Library Association's Guide to Reference Books; the annual American Libraries’ “Outstanding Reference Sources” articles; American Reference Books Annual (ARBA) volumes; Booklist's Editor's Choices articles; and Choice's “Outstanding Academic Titles”. Sources were selected from 2000 to the present, concomitant with development of the global economy in the twenty‐first century.

This guide contains reference works and internet resources that include or provide access to primary source documentation and statistical studies and tables, as well as handbooks, guides, encyclopedias and dictionaries that place the field in context.

Given the interdisciplinary nature of the field, focus was placed on sources that emphasize the core focus of international political economy. Related fields of study, including globalization, development, environmentalism and social movements, were largely excluded.

The authors found no other comprehensive bibliographies containing reference, primary and statistical sources that cover the field in its breadth during this time period.

This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.