Dawn Forman works part-time at the University of Derby as a Professor of Academic Development and is a Company director for Interactive Leadership and Management Development. Dawn is an Adjunct Professor for Curtin University, Australia, and Auckland University of Technology, NZ and has over 120 peer-reviewed publications to her credit.Marion Jones is Dean of the Graduate Research School at Auckland University of Technology (AUT), NZ. She is also Director of the National Centre for Interprofessional Education and Collaborative Practice and a member of the Interprofessional Global Development team. She is a Professor of Interprofessional Learning at AUT.Jill Thistlethwaite is a professional health education consultant, general practitioner, and Adjunct Professor with the University of Technology, Sydney, and clinical chair of the hospital non-specialist programme at HETI (Health Education and Training Institute, New South Wales, Australia). She is the Editor of The Clinical Teacher and an Associate Editor of Journal of Interprofessional Care.

• Part I: An introduction to this book and an overview of the situation.- Chapter 1: Developing and maintaining leadership, resilience and sustainability in interprofessional collaboration.- Chapter 2: Leadership challenges when creating and sustaining cultural change for interprofessional collaboration.- Part II: Interprofessional centres and networks.- Chapter 3: The CAIPE journey – vision, resilience and sustainability.- Chapter 4: Consensus-based partnerships: The heart of effective interprofessional education and collaborative practice.- Chapter 5: Re-establishing the Malaysian Network.- Chapter 6: The resurgence of the global research interprofessional network.- Chapter 7: Qatar – Sustaining interprofessional collaboration in collaborative partnership with other universities.- Part III: Key drivers.- Chapter 8: Developing an Australia wide approach to IPE leadership and sustainability.- Chapter 9: Indigenous Health.- Part IV: Specific examples.- Chapter 10: Embedding interprofessional learning into undergraduate health science programmes: Developing an Interprofessional Learning Zone (IPLZ).- Chapter 11: The Linköping Journey.- Chapter 12: Developing and maintaining interprofessional teams in Rural and Remote Health.- Chapter 13: Sustaining interprofessional collaboration in Brazil.- Chapter 14: Building and sustaining student leadership in IPE: experience with the knowledge and skills exchange.- Chapter 15: Building and sustaining patient and community partnerships in interprofessional education.- Part V: Updates on previous developments.- Chapter 16: Interprofessional collaborative leadership in health care teams: from theorising to measurement.- Chapter 17: Leadership resilience in collaborative practice projects in mental health care in Sabah, Malaysia.- Chapter 18: Concluding reflections.- Index.

Dawn Forman works part-time at the University of Derby as a Professor of Academic Development and is a Company director for Interactive Leadership and Management Development. Dawn is an Adjunct Professor for Curtin University, Australia, and Auckland University of Technology, NZ and has over 120 peer-reviewed publications to her credit.Marion Jones is Dean of the Graduate Research School at Auckland University of Technology (AUT), NZ. She is also Director of the National Centre for Interprofessional Education and Collaborative Practice and a member of the Interprofessional Global Development team. She is a Professor of Interprofessional Learning at AUT.Jill Thistlethwaite is a professional health education consultant, general practitioner, and Adjunct Professor with the University of Technology, Sydney, and clinical chair of the hospital non-specialist programme at HETI (Health Education and Training Institute, New South Wales, Australia). She is the Editor of The Clinical Teacher and an Associate Editor of Journal of Interprofessional Care.

• Part I: An introduction to this book and an overview of the situation.- Chapter 1: Developing and maintaining leadership, resilience and sustainability in interprofessional collaboration.- Chapter 2: Leadership challenges when creating and sustaining cultural change for interprofessional collaboration.- Part II: Interprofessional centres and networks.- Chapter 3: The CAIPE journey – vision, resilience and sustainability.- Chapter 4: Consensus-based partnerships: The heart of effective interprofessional education and collaborative practice.- Chapter 5: Re-establishing the Malaysian Network.- Chapter 6: The resurgence of the global research interprofessional network.- Chapter 7: Qatar – Sustaining interprofessional collaboration in collaborative partnership with other universities.- Part III: Key drivers.- Chapter 8: Developing an Australia wide approach to IPE leadership and sustainability.- Chapter 9: Indigenous Health.- Part IV: Specific examples.- Chapter 10: Embedding interprofessional learning into undergraduate health science programmes: Developing an Interprofessional Learning Zone (IPLZ).- Chapter 11: The Linköping Journey.- Chapter 12: Developing and maintaining interprofessional teams in Rural and Remote Health.- Chapter 13: Sustaining interprofessional collaboration in Brazil.- Chapter 14: Building and sustaining student leadership in IPE: experience with the knowledge and skills exchange.- Chapter 15: Building and sustaining patient and community partnerships in interprofessional education.- Part V: Updates on previous developments.- Chapter 16: Interprofessional collaborative leadership in health care teams: from theorising to measurement.- Chapter 17: Leadership resilience in collaborative practice projects in mental health care in Sabah, Malaysia.- Chapter 18: Concluding reflections.- Index.