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The study discovers a crisis of authority and administration in Catholic mission of Taiwan during 1910 and 1920s. It aims to discover the reasons and the significance of the problem.

The author works on the reports and correspondence of Jean de Guébriant, apostolic visitor of China missions in 1919–1920. He received some reports from the Dominican Prefect Apostolic of Formosa, Clemente Fernandez.

The author discovers a severe problem of authority brought about some conflicts between the Prefect Apostolic Clemente Fernandez, o.p. and some Dominican missionaries in the mission, conflicts reflecting ambiguous status of this prefecture apostolic with regard to not only the Dominican Provincia del Santo Rosario, headquarters of Dominican missions in East Asia, but also the Dominican apostolic vicariate of Southern Fujian in China, and even the Japanese Catholic church, because Taiwan had been conceded to the Japanese empire since 1895 until 1945.

The author has not yet consulted the archives in Propaganda Fide in Vatican circle and in Dominican archives. Still, some questions remain unanswered for lack of related archives. This study calls for further works in the future.

Very few relevant studies are found on the Dominican mission in Taiwan during 1860–1949. This study reveals a serious problem on the structure of Catholic mission due to an unclear status of Taiwan. It reflects, in fact, the delicate situation in ecclesial and political aspects between China, Japan and Spanish missions in Manila, Philippines.

The purpose of this paper is to refract March’s views on leadership to re-frame them within an authentic model that understands optimistic failure and mindful resilience as likely byproducts of enabling ambiguous innovation. An analysis of March’s theories of slack, and the concepts of exploration and exploitation, as well as that of foolishness, are used to support the adoption of authentic and ethical leadership as an intelligent practice and, more concretely, to portray the leader as a resilient “juggling fool.”

This paper makes use of primary data by focusing on March’s published works, as well as on interviews and other materials written about him, or those discussing his contributions. A post-hoc practice of “appreciation” facilitated a fresh refraction of the “evidence” to identify or recognize new perspectives and/or challenges to March’s conceptualization of leadership, while relying on literature and metaphor to engage in “polymorphic research.”

This paper presents March as a complex thinker, whose thoughts on leadership have received, perhaps, less attention for being thought to be more refractive and less empirical. Nonetheless, his reflections on leadership re-discover him as a solid leadership philosopher. His use of literature, his theories of slack and the concepts of exploration and exploitation, as well as that of foolishness, may help leadership scholars to understand the essence of authentic and ethical leadership as an intelligent practice.

This paper proposes to extrapolate March’s vast insights about organizational theory to further develop the framework of authentic leadership. This re-framing of the leader as a “juggling fool” constitutes an empowered view of leadership that comes closer to balancing the complementary purposes of leadership and management; an effort that rests at the core of the future of leadership.

Despite the ostensible popularity of leadership over management as a desired organizational outcome, March’s phenomenal insights remind current and developing leaders of just how much the two fields must overlap in constant tension. It is, perhaps, the conceptualization of a leader as an authentic and resilient “juggling fool” what adds depth of meaning to March’s contributions to the field of leadership beyond that of management.

The Food Systems Leadership Institute (FSLI) is a 2-year leadership development program consisting of 3 intensive in-person immersion retreats, and a robust and customizable distance-based program. Participants come primarily from land-grant and public universities and learn about personal, organizational and system leadership with a focus on food systems as an organizing theme. For this study, program graduates from FSLI Cohorts 4-6 (n=60) were asked to complete an online retrospective pre- and post-test of skill competency and skill use for 20 competencies addressed in the program, with 47 (78%) completing the survey. Data indicate participants’ ratings of skill competency increased significantly across all 20 targeted areas.Participants further noted that they used these skills more after completing the program as compared to prior to the Fellowship training. Data suggest the FSLI model of leadership development can have a significant impact on participants’ perceived skill level in and use of important skills in both personal and organizational leadership in academic and food system settings.

Launched in 2005, the Food Systems Leadership Institute (FSLI) is a 2-year leadership development program primarily focused on academic leaders. As of spring 2020, FSLI has enrolled 15 Cohorts, training a total of 347 Fellows. In 2020, a review of the graduated cohorts was undertaken to understand both the range of institutions served by FSLI and the career trajectory of the 319 graduated Fellows who participated in Cohorts 1-14. A total of 78 different organizations have enrolled FSLI participants, including 79% of the 1862 Land Grant Universities, 68% of the 1890 Land Grant Universities, and 12% of the 1994 Institutions, in addition to fewer participants from non-Land Grant public universities, government institutions, industry, and institutions located outside of the U.S. FSLI has served participants from 84% of the US and Territories. The review showed that 46% of Fellows in Cohorts 1-14 advanced into higher positions of academic administration and they filled 169 new hierarchical positions, including college-level, university-level and system-level administration positions in higher education. Similar trajectories were found in industry-organizations, although in smaller numbers. In all, 470 administrative and leadership positions have been filled in these organizations by the 319 members of the cohorts reviewed. While career progression is a limited measure of leadership success, this brief review supports the hypothesis that participation in the FSLI program contributes to the careers of the enrolled participants.

In Spain, despite the increase of initiatives that promote the institutionalization of the Service-Learning (SL) methodology in the university sphere, the development of SL has been slow. The academic literature has noted this normative support, and in recent years there has been a proliferation of publications collecting research results, teaching innovation projects, and theoretical reflections on the benefits of SL. However, a current situation analysis of SL in Spain is still to be performed. Hence, this chapter aims to provide an overview of the current situation of SL in Spanish universities. A qualitative systematic review of the Spanish literature on SL in higher education is carried out by searching for original articles in English and Spanish in several databases. The principles established by PRISMA declaration for systematic reviews were followed.

The study reveals an increasing trend in the number of publications on the subject, although with significant differences between territories. Likewise, most of the studies used descriptive methods. In relation to the categories analyzed, the interest of the literature in the benefits obtained by university students through their participation in the experiences stands out, compared to the benefits obtained by the target group, the university–community relationship or the promotion of university social responsibility. The 50% articles included in the review refer to the effect of SL on the curriculum through teaching practices. Others evaluate the impact of the service, analyze dissemination actions of the experiences carried out, the future challenges for research on SL in Spanish universities, and the obstacles in the implementation of the experience.

Since 2009, different challenge-based learning (CBL) activities have been implemented at Universidad Politécnica de Madrid (UPM), with a shared objective: provide the students a learning experience that covers the acquisition of technical knowledge, soft skills, and other generic competences, while bringing them closer to the current technologies and industry. The shared background of these activities is the participation of Master's students of aerospace engineering in the preliminary design of a space mission. During the 18/19 academic year, the UPM participated in the 2018 ESA Concurrent Engineering Challenge (ESA CEC), where the students complemented their technical knowledge with dedicated training in Concurrent Engineering and learnt how ESA assesses the feasibility of real space missions. This experience further motivated the organization of the UPM CEC, which was first executed in the 19/20 academic year (and is expected to be carried out in future courses). After a decade implementing CBL, different research methodologies and instruments have been used to evaluate its impact on different aspects of the learning process. In this chapter, we describe the main CBL activities performed, focusing on the instruments used to evaluate them. We draw attention to the main advantages and disadvantages of implementing CBL from a learning perspective, as well as the associated impact in the student's motivation and student–teacher relationship. In many cases, different teaching scenarios are assessed, thus making it possible to compare CBL against traditional methods.

This chapter contributes to a better knowledge of the role played by the collective entrepreneurship of networks of scientists and doctors in the transfer and adaptation of ideas on hospital organization and management for modern hospitals with new technology, from Western Europe and above all the United States. Literature about new medical technology has demonstrated how medical innovations required changes in human capital and organization in hospitals, to benefit patients in the private and the public hospitals after World War II. The chapter provides an analysis about the origins of the modern North American ideas about professionalization and hospital accreditation, in the consolidation of a modern hospital management and organization. In particular, the focus is in demonstrating how networks of scientists’ entrepreneurs were fundamental drivers in the process of knowledge transfer and the dissemination of these ideas to the large Western European hospitals. More specifically, the chapter studies the diffusion of the new ideas about the large hospital organization and management from the United States to the Western Europe, applied to the Spanish context. Informal networks of doctors applied new ideas developed in the United States to new clinics and hospitals in Spain. Some of them occupied official positions in the key public health administrations and were crucial to introducing the hospital accreditation systems and the US ideas in Spain.

The subject of the paper is haptic technology considered as a tool for improving the performance of libraries. The purpose of this paper is to determine the potential of this technology in the design of innovative library services. Specific goals include description of the ideas and features of haptic technology, identification of the main areas of application of haptic technology and outlining the possible uses of haptic technology in library services.

The method of analysis and criticism of literature was used. The state of research from the period 2008–2018 on the use of haptic technology in libraries was established based on a systematic search of selected sources, such as resources indexed by Google Scholar, the Worldcat catalogue and the LISTA database.

Haptic technology is a topic that should be covered more often in library and information science because it has a great potential to improve library services and make them more attractive. The two most important areas in which haptic technology could be applied in libraries are education and services, especially for disabled users that have special educational and service needs. Although it could be very helpful for disabled users, haptic technology can also be used in various contexts to provide more responsive and intuitive user interfaces for electronic library services.

The purpose of this paper is not to exhaust the topic but to continue and complement the problems pointed out by P. Fernandez and to initiate further discussion on this topic.

The results can be widely used in practice as a framework for the implementation of haptic technology in libraries.

The paper can help to facilitate the debate on the role of implementing new technologies in libraries.

The problem of haptic technology is very rarely addressed in the subject literature in the field of library and information science.