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Literacy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures.

By analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored.

Findings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures.

Limitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions.

Greater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position.

Given that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

Inclusion Alberta and Concordia University of Edmonton share a long history of providing students with intellectual disabilities fully inclusive post-secondary education through active participation in university courses and campus life; enhancing the learning environment for all. The chapter begins with a synopsis of the partnership between Inclusion Alberta and Concordia University of Edmonton described by a senior university administrator, an overview of Inclusion Alberta and their innovative approaches to enabling children, youth, and adults with intellectual disabilities and their families to be fully included in community. Inclusion Alberta works to deeply embed individuals with disabilities in the natural pathways of life while capitalizing on community capacity, with inclusive post-secondary education as one example of how many young people normatively transition into adulthood. An Inclusion Alberta coordinator will detail her work supporting the inclusion of students at Concordia University of Edmonton. A current faculty member, and former inclusive post-secondary student, will share their experience with academics and co-curricular inclusion. The chapter provides a diversity of perspectives on inclusive post-secondary education within Alberta; this range of perspectives and deep partnership is critical for successful inclusive learning experiences.

Sustainability partnerships are a key component of Agenda 21. Drawing on theoretical and empirical research of relevance for eco‐strategy and enviropreneurialism, this paper contends that it is unlikely that there will ever be “shelf” models for sustainability partnerships. Existing interdependence and responsibility strategies, however, should inspire an ongoing learning process for businesses that are interested in contributing to the achievement of Agenda 21. Four “L”s of eco‐strategy – learning, legal compliance and beyond, leadership and leverage – are suggested as optimising sustainability strategies for businesses involved in business‐business partnerships and value chain extensions of these, as well as broader global, sectoral and localised government‐community‐business alliances. While the ultimate poetic partnership – a global “natural world‐human world” partnership – may be beset by Utopian paradoxes and ambiguities, it remains a powerful vision for decision makers who are concerned about unsustainable legacies of conflict.

By combining consumer culture theory and service dominant logic, this study proposes that value might be understood as value-in-acquisition, such that value outcomes result from the acquisition process in which broader social forces shape the exchange process.

This study addresses low-income consumers, for whom societal arrangements strongly determine service interactions. Qualitative interviews reveal service value processes and outcomes for low-income consumers during acquisition processes.

For low-income consumers, inclusion, status, resource access and emotional relief represent key value outcomes. Important value processes shape those value outcomes, reflecting broader societal arrangements at macro, meso and micro levels. Marketing constitutes an institutional arrangement that establishes an empowered “consumer” role. Value processes are hindered if consumers sense that their agency in this role is diminished, because marketing interactions give precedence to other social roles.

Marketing should be studied as an institutional arrangement that shapes value creation processes during acquisition. Micro-level value processes have important implications for service quality and service value. Value outcomes thus might be designed in the acquisition process, not just for the offering.

The acquisition process for any good or service should be designed with its own value proposition, separate to the core product or service. Careful design of value processes during acquisition could mitigate conflict between social roles and those of consumption.

There is value in the acquisition process, independent of the value embedded in the goods and services.