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The WHO Eastern Mediterranean Regional Office has emphasized health system strengthening among the top five strategic priorities. One of the integral elements of health systems are the hospitals. The purpose of this paper is to review the need for formalized training in hospital management to improve the quality of care.

Literature review and hands on experience of conducting a regional training in hospital management for Eastern Mediterranean Region (EMR) countries.

Majority of patients in EMR bypass Primary Health Care facilities due to inadequate quality of services and prefer seeking specialized care at a tertiary level. There is mounting evidence of mediocre to poor patient satisfaction due to inefficient health care practices in hospitals of EMR. Strengthening the management capacity of the hospitals through a formal training programme is therefore necessary for improving the performance of health care delivery and the overall health system. Hospital management encompasses hospital planning and operational activities including development and implementation of organizational strategies to ensure adequate numbers and quality of trained human resources and effective financial management, disaster management, health management information system utilization, support services, biomedical engineering, transport and waste management. Such training will prepare health care professionals with leadership skills to deliver quality hospital services.

This is one of the first papers emphasizing the need for a formal structured regional training in hospital management for the countries of EMR. A modular incremental training approach developing an EMR Credit Transfer and Accumulation system is proposed.

This paper aims to assess the empirical utility and conceptual significance of distributed leadership.

Three main sources of evidence are drawn on. The paper reviews some neglected commentary of an early generation of distributed leadership theorists. It also discusses a strand of social science writings on emergent small number management formations. An alternative interpretation of the findings of three recent empirical studies of distributed leadership is provided. Some unresolved issues are considered.

Distributed leadership arose in reaction to understandings of leadership that emphasised heroic‐like individual behaviour. It has achieved a high level of theoretical and practical uptake. This paper, however, argues for reconsideration. Distributed leadership is shown to be largely unremarkable, especially in light of the continuity between current writings and those of early generation scholars. This claim is also reinforced by the inability of most current scholars to develop the emergent potential of a tradition of writings on the division of labour in small groups (emanating mainly from the work of Georg Simmel). Finally, the paper argues that a more appropriate descriptor for recent leadership analyses may be “hybrid”, rather than “distributed”.

Conceptually and empirically, there is still work to do. First, leadership's distributed status now aligns it with power and influence, each for some time recognised as distributed, although the preference for leadership as a vehicle of analysis ahead of power and influence still lacks sufficient justification. Second, while distributed leadership is sometimes thought of as synonymous with democratic organisational leadership, the latter is shown to be conceptually distinct.

This chapter focuses on theories and methods for policy studies in higher education, in an era of accelerating globalisation. Policy is increasingly conceived as a complex process which extends from global to local levels, and is contested at all levels. At the same time, higher education has assumed a more central role in the development of a so-called ‘global knowledge economy’. Thus, the re-conceptualisation of ‘policy’, along with the repositioning of the role of higher education in globalising times, call for a rethink on theory and method for higher education policy studies. With attempts to cover a broad global-local span, single theoretical framings are often insufficient, and theoretical eclecticism potentially offers more comprehensive insights into dynamic policy processes than single theories alone. In particular, the combination of critical theory and post-structural theory has presented a fruitful way to build policy ‘trajectory’ and ‘network’ analyses across multiple levels and sites.

To consider Simone De Beauvoir's account of woman as Other, and particularly the appropriation of sexual difference, with reference to the gendered bifurcation and hierarchical organization of change management.

Through a review of relevant managerial texts, as well as a discussion of De Beauvoir's The Second Sex and related scholarship, the paper explores some of the ways in which men and women are “situated” within change management discourse.

Argues that within managerial discourse men are constructed as “effective” managers of change, whereas women are relegated to an “affective” support function, and that this can be understood as an appropriation of women's ascribed Otherness.

The paper contributes to the ongoing development of a critical, feminist approach to the study of management. While acknowledging the many limitations of her work, it makes the case for a reappraisal of De Beauvoir's thinking in this respect.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.

This chapter describes two courses in which university students were involved with community partners, in one case a local school system and in the other, a local nonformal educational institution. The authors begin with a discussion of the benefits of civic engagement through service learning in an academic setting and describe the integration of socio-scientific issues of local importance and a service-learning aspect into the courses. The authors follow with a discussion of the impacts the project has had on each of the partners involved in the collaboration. The authors conclude with lessons learned as a result of the project and future plans for the partnership.

Humanitarian logistics is critical to providing relief to people in regions affected by hardship and disaster. This study examines literature on humanitarian logistics and service-learning and evaluates the integration of concepts.

An exploratory case study approach was used to understand the integration of service-learning and humanitarian logistics. This was achieved by exploring current literature, piloting courses, providing relief, and documenting factors that facilitate successful service-learning experiences.

Findings from this information-oriented work demonstrate the applicability of service-learning methods in humanitarian logistics education and contributes to current research by addressing urgent global needs.

This case has practical relevance for logistics educators, humanitarian agencies, and service-learning leaders as it outlines various challenges and steps to developing a humanitarian logistics course with potential pathways for research. By integrating the theories and principles of service-learning with major logistics and supply-chain management concepts, colleges, and universities in collaboration with relief agencies can facilitate an impactful humanitarian logistics learning experience that provides needed support to disaster response.

There is a scarcity of literature that connects humanitarian logistics and service-learning. This case shows that the service-learning movement shares a common purpose with many humanitarian organizations that work to foster citizenship, education, and community well-being. This paper is a first of its kind to study the efforts necessary to create a successful humanitarian logistics course that benefits students, faculty, communities, and institutions through applying service-learning principles.

The purpose of the current research seeks to understand what role supply chain (SC) collaboration plays in effectively managing customers of a firm. The research also investigates what role industry competitive intensity plays on SC collaboration formation.

The current research utilizes empirical survey data from professionals whose companies collaborate within a SC. Structural equations modeling is employed to assess the relationship of collaborative process competence on SC collaboration as well as the moderating impact of industry competitive intensity. A further boundary condition is examined with the partner interdependence SC collaboration relationship. Additionally the SC collaboration account management relationship is also investigated.

The paper provides empirical insights on how SC collaboration contributes to focal firm customer account management. Additionally, results suggest that collaborative process competence and its relationship with SC collaboration works differently in the presence of partner interdependence and the moderator of industry competitive intensity.

While the findings help to promote the generalizability of the new research, future research could seek to understand how firms could develop specific account management value propositions through SC collaboration in specific contexts.

The main contributions of the work include empirical analysis of a proposed theoretical model, a better understanding of the role collaborative process competence plays on SC collaboration formation and the discussion of customer account management as an outcome of SC collaboration.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

Numerous scales have been developed and utilized in the tourism and hospitality field, yet, their psychometric properties have not been systematically reviewed and evaluated. This gap compromises researchers' ability to develop better measures and improve measurement decisions. In this current study, 56 scales were identified and evaluated in terms of their psychometric properties. It was found that most scales were imperfect in measuring tourism and hospitality domains, and most scales did not provide explicit information about the scale development procedures that were adopted. The scale development procedure and psychometric properties of the reviewed scales are summarized, evaluated, and recommendations are made for future tourism and hospitality scale development.