Staff Professional Development Research Articles

Commitment and efforts to maintain mentoring: Nurse managers' perceptions of structuring mentoring provision for new nurses in a hospital setting.

The aim of the present study was to describe nurse managers' perceptions of the provision of mentoring for newly graduated registered nurses (NGRNs) and its contribution to the work environment in a hospital setting. Nurse managers are responsible for the work environment and for supporting the staff's professional development, which includes giving NGRNs organizational support during their introduction to the workplace. Mentorship is one common way to provide support, but there is a lack of knowledge about how nurse managers view this support. This was a qualitative descriptive study, using a semi-structured interview guide. Fifteen individual interviews with nurse managers were performed in hospital settings. The interview transcripts were analysed using qualitative content analysis. The COREQ guidelines and checklist were used. The results describe the nurse managers' perceptions of the provision of mentoring in three themes: Ensuring and sustaining mentoring for new nurses' needs is a struggle in the harsh reality of healthcare, Identifying mentors who are willing and possess the necessary competence for the assignment and Promoting a secure and attractive workplace by mentoring new nurses. Our study confirms that nurse managers are important in the provision of mentoring for NGRNs' learning and professional development. Mentoring has a positive spillover effect on the entire unit as a sustainable approach to securing and improving the work environment. Our study also identifies challenges for nurse managers to structure mentoring provision. This study highlights the importance of investment in mentoring for the NGRNs' professional development and for patient care. Support is needed from the top level of the organization, but how mentoring should be structured and facilitated needs to be investigated further.

Staff-Family Communication Methods in Long-Term Care Homes: An Integrative Review

Context: Communication methods have been trialled to promote staff-family relations and facilitate person-centred care for residents living in long-term care homes. A review and synthesis of the common methods will inform the development of staff-family communication methods, policy and best practice guidelines. Objectives: 1) synthesise and summarise common communication methods, and types(s) of delivery, used for staff-family communication in long-term care homes; and 2) identify any challenges that impacted the implementation of the communication method(s). Methods: An integrative review was employed to incorporate papers with diverse research designs. It involved a comprehensive database and grey literature search, and study selection based on inclusion criteria. Data from included studies were extracted, coded and categorised by common communication method, delivery type(s) and challenges; studies were assessed for quality. Findings: A total of 3,183 potential papers were retrieved from seven international databases. Twenty-four original papers from six countries meeting inclusion criteria were reviewed and assessed for quality (M = 30; SD = 3.8). Common communication methods (structured education, meetings and takeaway resources) and challenges to implementation (confusion, misunderstanding and disagreement; lack of time; and technological difficulties) were identified and summarised. Limitations: The exclusion of papers published more than 20 years ago, geographical concentration of studies in high-income countries, and absence of stakeholder consultation may limit the generalisability and depth of the findings. Implications: Staff professional development and education, technology training and support, and accessibility of information in pamphlets and resources for family are crucial for facilitating staff-family communication in long-term care homes.

Us and IT: Capacity-building for blended learning

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning. In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.

FORMATION OF SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS: IMPLEMENTATION OF THE "INTEGRATED SOCIAL AND ARTISTIC COURSE «MY WORLD» WITHIN THE NATIONAL EDWEY PLATFORM

The article is devoted to the formation of social competence of children with complex developmental disorders (ASD, ADHD, cerebral palsy, intellectual disability, Down syndrome, childhood schizophrenia) and raising the level of professional, inclusive competence of specialists, social educators of rehabilitation centres and other special institutions working with this category of wards. The article highlights a number of legislative documents on professional development of pedagogical staff, identifies free Ukrainian learning platforms for representatives of the educational community (EdWey, EdEra, Prometheus, WiseCow, Ukrainian Google Team, EduHub, Coursera, PostNauka). Based on the analysis of educational content from these educational platforms, the main directions and topics of the curricula of in-service training courses covering aspects of inclusive practice, features of inclusive education, practice-oriented approaches to working with children with developmental disabilities, including in wartime, are presented. The article highlights training courses for parents and representatives of children with developmental disabilities that contribute to the development of inclusive competence, open up opportunities for expanding the correctional knowledge, skills and abilities necessary for correct and effective work with children with developmental disabilities. The deficit of advanced training courses for social workers and specialists working with children with complex developmental disorders is outlined. The content of the author's "Integrated social and artistic course "My world" for children with complex developmental disorders" as an opportunity for advanced training of pedagogical and social workers within the National Edwey Platform is revealed, the results of students' training / check for the period of study are highlighted.

Strategic Planning And Instructional Supervision As Determinants Of Quality Assurance In Public Universities In Cross River State, Nigeria

Quality assurance plays a crucial role within the university education system. It is determined by upholding elevated standards in teaching, research, and the overall educational experience. This study investigated the interplay between strategic planning, instructional supervision, and quality assurance in public universities in Cross River State, Nigeria. Two hypotheses framed the study. The correlational research design was adopted. Census approach was adopted in selecting the entire population of 169 departmental heads and deans of faculties from two public universities in Cross River State. An instrument titled Strategic Planning, Instructional Supervision and Quality Assurance in University Scale (SPISQAUS) was used for data collection. It was validated by three experts in the department of Educational Management, Measurement and Evaluation, University of Calabar. The reliability was established using Cronbach’s alpha and it ranges from .80 - .89 respectively. The null hypotheses were tested at .05 level of significance using Pearson Product Moment Correlation Coefficient (r) and multiple regression analyses of statistical package for social science (SPSS) version 26 for data analysis. It was discovered that there was a statistically significant relationship between strategic planning, instructional supervision, and quality assurance in public universities in Cross River State, Nigeria. The study recommended among others, the university administrators must establish a robust instructional supervision system, which includes ongoing professional development for staff, effective classroom observation measures, and a culture that promotes constructive feedback.

ІНТЕГРАЦІЯ БЛОКЧЕЙН-ТЕХНОЛОГІЙ У СИСТЕМУ УПРАВЛІННЯ КАДРОВИМ ПОТЕНЦІАЛОМ МЕДИЧНИХ ЗАКЛАДІВ

The article is devoted to the topical issue of applying blockchain technologies in managing the personnel potential of medical institutions. The authors emphasize the importance of using secure technologies that will prevent hacking communities from accessing confidential personal data, especially in the medical field, where comprehensive information about most citizens is concentrated.
 Despite the significant advantages of blockchain, this technology has been sporadically implemented in Ukraine, particularly in the medical sphere. Most scientific works focus on the advantages and disadvantages of using blockchain in other industries, while its applications in managing the personnel potential of medical institutions are insufficiently covered.
 The aim of the article is to reveal the peculiarities of using blockchain technology in the personnel management system of medical institutions. The article identifies several areas of blockchain application in personnel management of medical facilities: forming a database of patients assigned to specific medical professionals, creating databases of medical achievements, systematizing information about advanced medical practices, managing databases on the professional development of medical staff, optimizing internal communication systems, and improving decision-making algorithms. The advantages, disadvantages, opportunities, and threats of using blockchain in this area are discussed in detail. The risks of implementing the technology in wartime conditions are analyzed separately.
 The introduction of blockchain in managing the personnel potential of medical institutions is a promising direction, which will contribute to the consolidation of data on the professional career development of medical staff, optimization of internal communication systems, improvement of managerial decision-making, and more. The further prospect of using this technology requires the development of effective algorithms for its implementation, taking into account possible risks and challenges.

Corporate training is a mechanism for the reproduction of labor resources

The availability of professional skills adequate to the modern economic and technological paradigm among citizens forming the country’s labor resources is an important task for the sustainability of national economic and production systems. Corporate universities established in companies contribute to solving this problem in many ways. Organizations use the corporate university model to promote their learning initiative in order to effectively manage their large investments in professional development and staff development. Thus, corporate training has expanded its influence, and not limited to the functions of reproducing professional competencies within individual companies, it is currently a mechanism for implementing government programs and concepts for the formation and development of skills of the population, which corresponds to the policy of workforce development as one of the significant factors of state sustainability in the context of economic transformation and global challenges.

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

Developing a Digital Training Course for Enhancing the Professional Development of Omani Employees in the Workplace

This paper is part of a bigger research project investigating the impact of developing a digital training course targeting the enhancement of professional development of Omani employees, trainees, and new staff in the oil and gas industry and academy. Furthermore, the paper aims to explore to what extent mastering English language proficiency meets the needs of professional development in accordance with the updates of globalization and marketization. The study is designed and shaped by the qualitative approach utilizing semi-structured interviews to explore and provide deeper insights into the investigated subject. The findings showed that English proficiency was perceived as an important factor contributing to enhancing professional development in the workplace setting.

Community-Driven Civic Science: Relationship Building to Prioritize Public Needs

At a time of unprecedented emphasis and investment in civic science, policymakers must grapple with whether existing civic science practices deliver on intended public benefits. Civic science, if poorly managed, can exploit communities due to inherent power imbalances between researchers and the public. For community stakeholders to guide or lead civic science—an approach we call community-driven civic science—we must invest in the relational infrastructure and relational capacity for scientists to build authentic relationships with communities. Relational infrastructure investments should include modifications to criteria for academic advancement—like tenure, expansion of funding sources, and grant reporting structures redesigned to focus on ongoing evaluation of community stakeholders’ value gained. Relational capacity building should include financial stipends for community members, training resources, and staff professional development. These investments will cultivate a new generation of civic scientists and scientifically engaged communities to collaborate towards using science for public benefit.

Mentorship and Professional Development of Young Academic Staff in Some Selected Universities in North-West, Nigeria

This study sought to examine the relationship between mentorship and professional development of young academics staff in selected universities in Northwest, Nigeria. Using a quantitative approach, the study employed descriptive correlational design. The sample size of 185 respondents was used, which was selected using purposive sampling technique. The objectives were: to determine the level of mentorship; to determine the level of professional development of young academics; to examine the relationship between mentorship and professional development of young academics staff; and to examine the influence of mentorship on professional development of young academics in the selected universities. Data was collected using a questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.79 and 0.85 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The results revealed that the level of mentorship in the selected universities is good; the level of professional development is also good; the association between mentorship and professional development is positively significant; and mentorship is a significant predictor of professional development of young academic staff. The study concludes that professional development of young academics can be enhanced through mentor-mentee relationship. The study recommends among others, university managements should invest into mentoring programmes as a strategic priority for the development of quality human resource and capacity building needed for the achievement of their vision and mission.

Expectations of general practitioners on a practice based research network in Germany- a qualitative study within the Bavarian Research Practice Network (BayFoNet)

BackgroundDespite general practitioners' (GPs') key role in Germany`s primary health care, clinical research in general practice is scarce. Clinical research is mainly conducted at inpatient facilities, although their results are rarely transferable. German GPs have no extra time or funding for research, as well as limited research training. To support clinical research in German primary health care, practice-based research networks (PBRNs) are developed. As they will be based on an active involvement of GPs, we need more information on GPs` participation-readiness. The aim of this study was to explore facilitators and barriers to participation in the Bavarian Research Practice Network (BayFoNet) from the GPs`perspective before clinical trials will be performed.MethodsWe have performed semi-structured qualitative interviews with a purposive sample of 20 Bavarian GPs in 2022 under the application of the consolidated framework for implementation research (CFIR). Transcriptions were analysed according to Kuckartz` qualitative content analysis. The five domains of the CFIR framework served as initial deductive codes.ResultsN = 14 interviewees already agreed to participate in BayFoNet, whereas n = 6 interviewees opted not to participate in BayFoNet at the time of data collection. Main facilitators to conduct clinical research within BayFoNet were the motivation to contribute to evidence strength and quality in general practice, professional development and training of practice staff, as well as networking. Barriers for an active participation were bad experiences with previous clinical studies and lack of resources.ConclusionsPBRNS in Germany have to be promoted and the entire practice team has to be involved at an early stage of development. Professional training of general practice staff and a living network might enhance engagement. Participatory approaches could help to develop acceptable and feasible study designs. Furthermore, PBRNs should support patient recruitment and data collection in general practices and disseminate the results of their research projects regularly to maintain GPs` engagement.Trial registrationDRKS00028805, NCT05667207.

Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters

A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.

Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators

This practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional development resources for researcher/educators – both students and academics. The report outlines a series of writing workshops offered over 2021 and 2022 at Queensland University of Technology, based on Wendy Laura Belcher’s 2019 book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. The practice report describes the specific steps taken to “tweak”, or re-work the book-as-curriculum, to provide flexibility and a place for writing wellness for educators during over-crowded academic semesters. It also provides a case study of the usefulness of the writing program for educators in enhancing their writing wellbeing, and ends with lessons for other academic developers who may be considering using existing texts as the basis for professional development for already-overworked staff in the neoliberal academy.

Children's physical activity and sedentary behaviour in before school care: An observational study

ObjectiveIn Australia, less than one quarter of children aged 5–12 years meet national physical activity (PA) guidelines. Before school care operates as part of Out of School Hours Care (OSHC) services and provide opportunities for children to meet their daily PA recommendations. The aim of this study was to explore factors associated with children meeting 15 min of moderate-to-vigorous-intensity physical activity (MVPA) while attending before school care. MethodsA cross-sectional study was conducted in 25 services in New South Wales, Australia. Each service was visited twice between March and June 2021. Staff behaviours and PA type and context were captured using staff interviews and the validated System for Observing Staff Promotion of Physical Activity and Nutrition (SOSPAN) time sampling tool. Child PA data were collected using Actigraph accelerometers and associations between program practices and child MVPA analysed. ResultsPA data were analysed for 654 children who spent an average of 39.2% (±17.6) of their time sedentary; 45.4% (±11.4) in light PA; and 14.9% (±11.7) in MVPA. Only 17% of children (n = 112) reached ≥15 min MVPA, with boys more likely to achieve this. Children were more likely to meet this recommendation in services where staff promoted and engaged in PA; PA equipment was available; children were observed in child-led free play; and a written PA policy existed. ConclusionsBefore school care should be supported to improve physical activity promotion practices by offering staff professional development and guidance on PA policy development and implementation practices.

HR POLICY OF THE HIGHER EDUCATION INSTITUTIONS IN CRISIS CHALLENGES

The article is aimed at researching new strategies for management decisions focused on the development of human resources in the context of crisis challenges.
 It has been established that management decisions in the field of educational management are currently being implemented under conditions of financial constraints, and, accordingly, the further high-quality functioning of the education system and its strategic development, in the face of crisis challenges, requires modeling a new paradigm of the realized importance of human resources in the national higher education space, which in turn stimulates the search for new approaches to the implementation of management strategies in the field of higher education and the creation of new non-standard concepts of HR management in war conditions.
 It is proved that in the current conditions of increased risks, the strategy of HR policy of a higher education institution is aimed at maintaining the effectiveness of educational and scientific activities of participants in the educational process through modernization of the HR management system, ensuring a safe educational space, changing models of incentives and motivation for the professional development of research and teaching staff, creating internal financial resources by expanding the practices of providing additional educational services by a higher education institution, directing such revenues to the professional development of research and teaching staff and the creation of safe conditions for professional activity.
 It is determined that the main measures to manage the development of the scientific and pedagogical potential of a modern Ukrainian higher education institution in today's conditions should be concentrated in four key areas: creating safe labour conditions; forming a system of incentives and motives for high-quality professional activities, including material incentives; creating conditions for continuous staff development to ensure their psychological comfort; focusing on additional educational services, focusing on additional educational services, project activities and interdisciplinary programs as a strategic direction to compensate the financial constraints of educational institutions. These measures will help to increase the competitiveness of educational institutions and the quality of educational programs.

Impact of Achieving Hospital Accreditation on Assuring Quality in Clinical Laboratories: Experience of an Oncology Hospital in low middle income country

Abstract Introduction/Objective Shefaa Al-Orman Oncology Hospital (SOH) is a leading cancer care facility in Upper Egypt dedicated to providing specialized treatment to cancer patients for free. The General Authority of Healthcare Accreditation and Regulation (GAHAR, accredited from the International Society for Quality in Health Care) is the regulatory and accreditation body that ensures that healthcare facilities in Egypt comply with the highest standards of quality and safety. Here, we aim to assess the impact of GAHAR accreditation process on: Streamlining workflow, contributing to staff professional development and knowledge, increasing loyalty, and creating a more productive and fair work environment. - Optimizing turnaround time (TAT). - Compliance with the minimum retesting interval (MRI) guidelines. - Healthcare providers' satisfaction with the laboratory services. - Patients’ satisfaction. Finally, we aim to emphasize the role of building an integrated lab quality management system that addresses different lab processes/procedures as a basis for la accreditation. Methods/Case Report laboratory personnel, healthcare providers and patients responses were measured using questionnaire method to assess the impact of accreditation on various aspects of laboratory services. Comparative lab statistics were collected from laboratory information system. Results (if a Case Study enter NA) As shown by questionnaires, 95% of lab staff reported positive impact on streamlining of workflow, 100% reported in professional development and improvement in knowledge, and increased loyalty and created a fair work environment (80% in each). Healthcare providers satisfaction reached 88%, and patient satisfaction reached 93%. TAT optimization increased from 84.1% to 98.1%. Prior to accreditation, the lab had an effective internal quality control program. GAHAR mandated enrollment in External Quality Assurance Services (EQAS) to ensure reliable results. In addition, GAHAR mandated a policy/procedure to enforce minimum retesting interval. Application of this policy led to better utilization. Finally, pre and post-analytical processes were streamlined, leading to improved overall laboratory performance. Conclusion Achieving GAHAR accreditation had positive impact on laboratory workflow, staff professional development, compliance with guidelines, ensure reliable laboratory results, and overall laboratory performance. Laboratories should consider accreditation and implementing quality assurance measures to enhance the delivery of high-quality laboratory services and patient safety.

Identifying the Need for and Availability of Evidence-Based Care for Sexually Transmitted Infections in Rural Primary Care Clinics.

Increasing rates of bacterial sexually transmitted infections (STIs) may lead to increased HIV rates, as the STI and HIV epidemics are syndemic. Centers for Disease Control and Prevention guidelines recommend including extragenital (i.e., rectal and/or pharyngeal) STI screenings for certain populations at increased risk of STIs and concurrent infections with HIV. A descriptive study was conducted by interviewing staff members from 4 rural primary care clinics in areas of high need for STI and HIV services in South Carolina. Qualitative data about their clinical practices in 2021 were obtained. The primary outcome was to determine the awareness and availability of health care services associated with STI and HIV care in these locations. Clinics in target counties provided limited STI and HIV testing and treatment services, especially for populations at risk of infection, indicating the need for additional clinical training and professional development for all clinic staff. Specifically, only 1 of 4 clinics provided extragenital STI testing, and no clinics reported prescribing preexposure prophylaxis. Rural primary care clinics can fill important gaps in the availability of STI and HIV services with appropriate support and incentives. Findings from this study may aid in facilitating policy (state Medicaid agency) and program (state health department) decisions related to STI and HIV testing and treatment.

Transformation of Professionalism in the World of Education: Effective Management Strategies for Developing the Behavior and Competence of Educational and Teaching Personnel

This article discusses the importance of professional development and behavior management for educational staff and teachers in the field of education. A descriptive qualitative method is used to explore effective strategies in professional development and behavior. The analysis involves identifying individual needs and potential to formulate suitable development plans. Furthermore, integrated and sustainable training and development programs are outlined, aiming to enhance the quality of teaching and educational services. Active engagement of learners is emphasized, with a focus on ethics, attitudes, and effective communication in the educational environment. Collaborative approaches and team-based learning promote synergy among educational staff and teachers to achieve better educational goals. Continuous evaluation and feedback are crucial in enhancing program effectiveness. This article provides guidance for educational institutions and policy-makers in designing impactful professional development and behavior programs to improve the quality of education and address complex future demands.

Addressing anti-black racism in an academic preterm birth initiative: perspectives from a mixed methods case study

BackgroundGrowing recognition of racism perpetuated within academic institutions has given rise to anti-racism efforts in these settings. In June 2020, the university-based California Preterm Birth Initiative (PTBi) committed to an Anti-Racism Action Plan outlining an approach to address anti-Blackness. This case study assessed perspectives on PTBi’s anti-racism efforts to support continued growth toward racial equity within the initiative.MethodsThis mixed methods case study included an online survey with multiple choice and open-ended survey items (n = 27) and key informant interviews (n = 8) of leadership, faculty, staff, and trainees working within the initiative. Survey and interview questions focused on perspectives about individual and organizational anti-racism competencies, perceived areas of initiative success, and opportunities for improvement. Qualitative interview and survey data were coded and organized into common themes within assessment domains.ResultsMost survey respondents reported they felt competent in all the assessed anti-racism skills, including foundational knowledge and responding to workplace racism. They also felt confident in PTBi’s commitment to address anti-Blackness. Fewer respondents were clear on strategic plans, resources allocated, and how the anti-racism agenda was being implemented. Suggestions from both data sources included further operationalizing and communicating commitments, integrating an anti-racism lens across all activities, ensuring accountability including staffing and funding consistent with anti-racist approaches, persistence in hiring Black faculty, providing professional development and support for Black staff, and addressing unintentional interpersonal harms to Black individuals.ConclusionsThis case study contributes key lessons which move beyond individual-level and theoretical approaches towards transparency and accountability in academic institutions aiming to address anti-Black racism. Even with PTBi’s strong commitment and efforts towards racial equity, these case study findings illustrate that actions must have sustained support by the broader institution and include leadership commitment, capacity-building via ongoing coaching and training, broad incorporation of anti-racism practices and procedures, continuous learning, and ongoing accountability for both short- and longer-term sustainable impact.