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This paper introduces a new instructional design for executive programs that combined a flipped classroom methodology and experiential learning to address the challenge of teaching highly technical material in a compressed time frame. In practice, when decision-making executives lack technical expertise and face a highly technical problem, they contract for subject-matter expertise (SME) within the firm or through hiring consultants. The authors show how this can be done in a classroom setting to enhance the learning experience.

The classroom approach utilizes students from other programs as analysts for executive MBA (EMBA) teams faced with case analysis that involves technical issues in finance. The analysts act as subject-matter experts for the EMBA students.

Executive student learning is not eroded by relying on the analysts, and, moreover, the use of analysts enhances EMBA student understanding

Executives are able, in a short time frame, to produce high quality analysis by utilizing the subject-matter experts. Executives also learn how to ask the right questions and evaluate the quality of the analysis created by the subject-matter experts. The subject-matter experts, who are also students, derive added benefits of an employment experience in finance, learning how to interpret instructions about the analysis and how to respond to feedback.

The paper illustrates a new course design where the course's technical analysis aspects mimic work environments enhancing student learning.

This paper aims to present several common scenarios that occur in most libraries regarding interpersonal conflict between employee and employee and/or employee and library director. The paper then offers several proven practical conflict resolution strategies that any library can use to either avoid conflict or to mediate it when it occurs.

This paper used a literature search as well as the personal experience of the author, a library consultant who has worked with over 40 different libraries including academic, public, and special libraries.

This paper focuses on the concepts of collegiality and positive interpersonal communications as well as the team approach to accomplishing goals. Among the strategies this paper discusses are the adherence to mandatory policies and procedures, peer mediation, open communication, and sensitivity training. Strategies for coping with internal jealousies between and among staff members as well as fair hiring practices are also discussed.

This paper helps the library director, the library department manager, and the staff librarian better understand and appreciate the importance of conflict resolution for the good of the organization.

To examine how public servants are depicted in film, I discuss the changes over time of Batmanʼs Commissioner Gordon, particularly his character arc in the contemporary The Dark Knight trilogy. An important aspect of Gordonʼs evolution is in contrast to the filmsʼ other prominent public servant, District Attorney Harvey Dent. The Gordon-Dent contrast illustrates aspects of the Friedrich-Finer debate over administrative discretion, a classic debate in public administration. The trilogyʼs verdict on public service is mixed: the flawed, rule-bending, expedient public servant survives while the fabricated hero is a sham. Commissioner Gordon is far more interesting than he had been for decades, but is he just an expedient bureaucrat ultimately pursuing self preservation? In contrast, the (pre-villain) Harvey Dent, who refuses to compromise his principles, is ultimately undone by his absolutism. For the complexity of his character and its centrality to the plot, I judge the depiction of Commissioner Gordon-warts and all-to be better than simplistic caricatures of bureaucrats and promising for future public servants in film.

The paper outlines the contemporary field of virtual universities in the US and UK, and discusses potential future issues that may affect this educational market. The authors contend that there is no such thing as a ‘model’ virtual university, and the composition of a successful virtual educational environment will depend very much on factors such as the courses being delivered, the nature of the student body (both local and remote), and a range of institutional issues. Certain issues, however, will always apply to the processes of virtual education regardless of the audience and institution. The authors outline these generic elements that will contribute to a successful virtual university.

This chapter considers some of the divergent outcomes of youth mobilization and participation in offline spaces, particularly in the youth nonprofit. Critics of youth online political participation detail several shortcomings of online activism as compared to offline activism, but in so doing, these critics venerate offline activism as a utopic alternative. Based on qualitative research in three organizations that mobilize youth around issues of education reform, this chapter demonstrates that the offline youth activist nonprofit fosters political power among some youth while burning out other youth. For teenage activists, these nonprofit organizations offer political education, institutional leverage, and foster political efficacy. At the same time, older youth organizers who are paid staff in these same organizations struggle with having to reign in the radicalism of the youth they mentor, while performing invisible labor around the demands of their organizational funders. These organizational pressures work to burn out youth organizers and steer them away from politics. Online forms of youth activism bring about outcomes that both enhance the political capacities of youth as well as hinder their potential to transform social injustices. Far from utopic, offline movement contexts also foster these contradictory outcomes and should be considered more critically in the debates over the merits of offline versus online activism.

The purpose of this paper is to draw attention to the unique characteristics of Millennial librarians. These characteristics are related to larger issues having current and future relevance to Millennial librarians, colleagues of other generations, as well as library administration.

The paper explores training, leadership and work‐life balance in relation to Millennial librarians.

Certain defining characteristics of the Millennial generation need to be recognized and discussed by library administration and librarians of all generations.

Surveying the literature related to Millennial librarians' possible implications can assist in creating increased awareness of this group.

Much research focuses on engaging and teaching Millennials as library users. Infrequently discussed, however, is the concept of Millennials as librarians and the paper attempts to fill this gap.