Antioch University is a private university with multiple campuses in the United States and online programs. Founded in 1852 as Antioch College, its first president was politician, abolitionist, and education reformer Horace Mann. It changed its name to Antioch University in 1977 to reflect its growth across the country into numerous graduate education programs. It now operates four campuses located in three states, as well as an online division and the Graduate School of Leadership and Change. All campuses of the university are regionally accredited by the Higher Learning Commission. Campuses are located in Los Angeles, California; Santa Barbara, California; Keene, New Hampshire; and, Seattle, Washington. Additionally, Antioch University houses two institution-wide programs, the Graduate School of Leadership and Change and Antioch University Online. Antioch University suspended operations of Antioch College in 2008, and later sold the campus and a license to use the name "Antioch College" to a new and independent non-profit corporation in 2009. Since then, the college has had no affiliation with the university.
This practitioner-based article explores the challenges and successes of designing and delivering an international, virtual faculty development workshop on immersive reality (XR) technologies. Drawing on the lived experiences of instructional designers and both American and Russian faculty, the piece details key design choices—such as selecting accessible, web-based XR tools—and highlights the collaborative problem-solving required to bridge institutional, technological, and cultural divides. Reflections from participants reveal both the promise of XR for engaging pedagogy and the persistent barriers to sustainable adoption. Actionable strategies for practitioners include the importance of contextual readiness, playful engagement, and ongoing support. Insights gained from this workshop offer a flexible, scalable model for integrating emerging technologies—not only XR, but also new frontiers such as artificial intelligence—into diverse higher education contexts.
Background:The Kingdom of Saudi Arabia and the Kingdom of Bahrain are transforming their health care systems toward more self-sustained, autonomous systems. Effective leadership at all management levels, particularly middle management, is critical for operational success. Objective:The study aimed to develop a feasible, reliable, and valid scale for measuring leadership and managerial competencies of middle managers in health care and medical education in the Gulf region. Methods:A mixed methods approach was adopted. Semistructured interviews were conducted with top management, middle management, and lower management staff (N=27). Reflexivity of coders and thematic saturation were considered to ensure the reliability and transparency of qualitative findings. Thematic analysis informed scale item creation. A total of 202 participants from medical education and health care sectors completed the scale. Cronbach α, exploratory factor analysis (principal axis factoring), and confirmatory factor analysis validated internal consistency and factor structure. Responses marked as "6=unable to assess" were treated as missing data during quantitative analysis. Results:Seven themes emerged: personality, agility, attitude, managerial skills, work ethics, mental ability, and interaction. Three constructs were identified: professionalism and problem-solving, team management and adaptation, and time management and expertise. A validated scale with 17 competency measure points and 16 characteristic items was finalized. Only competency measure points underwent exploratory factor analysis and confirmatory factor analysis, while characteristic items were retained for descriptive evaluation. Conclusions:The Leadership and Managerial Competency Scale for Middle Managers in the Gulf Region reflects perceived competencies valued at all management levels. The scale measures perceived importance, not actual performance; the conclusions align with the validated scope.
OBJECTIVE This case presents the evaluation and management of a 15-year-old male multi-sport high school athlete. The athlete initially sustained a turf toe injury that progressed into a sesamoid fracture. This report showcases the clinical findings, treatment progression, and outcomes within a disablement model framework.
