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This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

History classrooms are not neutral: They are contested arenas where legitimacy and hegemony battle for historical supremacy. The representation of marginalized groups within history classrooms is dependent upon the willingness of individual teachers to present material that accentuates contributions, challenges historical givens, empowers the marginalized, and, above all, raises awareness of and reflection upon race and racial images and the impact they have on the historical interpretations of American history. By using Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, social studies teachers can create classrooms that challenge historical dogmas and offer counter narratives to historical events. This article defines and situates Critical Race Theory and uses the Indian Removal Act of 1830 to illustrate how history and the historical events of “others” can be recognized and valued.

How health care managers make sense of stakeholders and act strategically within these inter-organizational relationships has significant impact on organizational survival and performance. Existing research on stakeholder management has focused on managing dyadic relationships with individual stakeholders. We propose, based on serendipitous findings from a prior research study, that organizations exhibit distinct configurations — stakeholder management styles — in the ways in which they manage their kwy stakeholders. To explicate this notion, we review potential theoretical configurations of stakeholder management styles, including a well-known stakeholder typology, which focuses on the concepts of threat and cooperation. Based on this review, we develop a typology that shifts the focus from individual stakeholders to a focus on the organizations and their orientation toward managing a portfolio of stakeholders. We use secondary data analyses of a national sample of 686 medical group executives to conduct an exploratory study of how and whether stakeholder management styles are likely to impact multiple indicators of organizational performance. We conclude with propositions for future research, as well as implications for managerial practice.

The purpose of this paper is to propose guidelines for business enterprises engaging with indigenous communities to protect their intellectual property rights, particularly indigenous art works produced for the souvenir industry.

Literature on indigenous art and souvenirs demonstrating exploitation of indigenous communities’ intellectual property was facilitated by a lack of knowledge of how to otherwise behave. The proposed guidelines for commercial entities wishing to engage ethically with indigenous communities draws on international exemplars.

A twelve‐point framework for ethical commerce in indigenous souvenirs between indigenous communities and businesses is proposed to ensure populations lacking economic and social power are not disenfranchised by limited experience in a market society.

The proposed guidelines contribute to achieving reconciliation between mainstream and indigenous people in various countries throughout the world.

This paper assists development of guidelines enabling ethical decision‐making in the souvenir industry applying a critical approach to the principles of corporate responsibility.

In this chapter, we report findings from a three-year, survey- and interview-based study involving 538 families bringing up children with disabilities in Alberta, Canada. The focus of the study was on the everyday challenge and accomplishment of sustaining a routine of daily life. The families who participated in this study were diverse, yet they struggled with many of the same questions and challenges. Four over-arching and inter-related challenges emerged from our analysis of the interview data. These are difficulty balancing the competing needs and wants of their children; tension between wanting to protect and wanting to integrate their child and family into the community; conflict between earning and care giving activities; and, trouble accessing and navigating supports and services. This chapter includes a small sample of illustrative family stories. The study findings suggest that parents are striving but struggle to meet normative expectations, that is, to simultaneously do all they can to help their disabled child and create a routine that balances the needs and interests of all their children. One conclusion is that service systems and professionals can help and or hinder families as they strive to create and maintain a daily routine that is fitted to the local ecology and family resource-base, and congruent with their values and goals, and with the needs, interests, and competencies of family members.

Self-monitoring has become one of the most widely employed self-control procedures in special education for students with learning disabilities and emotional or behavioral disorders. Although its success has been documented across age groups, settings, and diverse applications, researchers have continued to study the question of whether focusing self-monitoring on certain target behaviors – particularly attention to task or academic performance – will yield superior outcomes for students. We review 11 available studies that have examined this issue, classifying each study according to the ways in which the researchers had students monitor their own behavior. The results show only small differences among the different methods and indicate a need for teachers to continue exercising professional judgment in planning the use of self-monitoring.