years (if any) involved in the massage field and education field, and various, generic affiliations (current and previous) such as massage or other field therapist, employer, or educator. Data were collected and used only to describe forum participants and attendees. See Supplementary Materials Appendix A for the full anonymous survey. Forum World Café Exercise The World Café-based exercise occurred during Part III of the forum and was allotted 1 hr and 40 min. Three, concurrent 30-min Breakout Group Sessions took place in three different, adjacent rooms. Each room was assigned an exercise facilitator, timekeeper, and framing topic: Continuing Education (CE), Schools, and Employment. Each of the concurrent 30-min Breakout Group Sessions had the following components, each led by the room facilitator: MUNK: MASSAGE EDUCATION STAKEHOLDER VIEWS Table 1. World Café Exercise Master Rotation Prior to the exercise, participants received a colored index card (green, purple, or yellow) with either a letter or number. For each Round I-III, participants followed the color and letter/number rotation on their card per the Master Schedule which was posted in each room. 32 International Journal of Therapeutic Massage and Bodywork—Volume 12, Number 1, March 2019 Tables contained up to two large Post-it® note charts, each accommodating 3–8 participants at any given time. Participants wrote their responses to each table’s question on the table’s large Post-it® note chart with a marker. As participants rotated through the four different table sets, they would review and add on to the previous groups’ comments on the charts. After four rounds, all participants had the opportunity to consider and comment on each of that room’s questions. For the time remaining in the 30-min session, participants were asked to add importance values to the various comments made for each of the questions in that room by placing weighted colored dots next the comments they felt were most important. Orange dots were of most importance and weighted with 3 points, while Blue dots were important and worth 1 point. Participants were issued 6 blue and 3 orange dots as they entered each of the three Round (topic) rooms; dots were not intended to transfer between rooms or Rounds and were intended to only be assigned to comments made within their distributed room. Author Munk moved from room to room throughout the World Café exercise to document room and per-table participant counts using a paper/pencil form developed Exercise procedures description Participants completed four rotations per exercise round following their rotation “map.” Within-Round rotations were between large tables, each assigned with a Different, More, Start, or Stop question to consider related to the room’s framing topic (Schools, CEs, Employment). Rotation durations were tapered to the “speed dating-like” schedule presented in Table 2. Table 3 outlines each room’s Different, More, Start, and Stop question; each table had its corresponding question noted on it for participants to consider and discuss amongst themselves. MUNK: MASSAGE EDUCATION STAKEHOLDER VIEWS Table 3. Room and Table Prompt Questions Question Type Continuing Education Room Questions Employer Room Questions School Room Questions Different What are the ways in which the massage and bodywork field currently conducts Continuing Education that should be done DIFFERENTLY to improve the field’s chance of future growth & prosperity? (tweaked or changed) What are the current Employment opportunities in the massage and bodywork field that should be done DIFFERENTLY to improve the field’s chance of future growth & prosperity? (tweaked or changed) What are the current SCHOOL related practices and policies that should be done differently with regard to training entry level massage and bodywork practitioners in the future? More What are the ways in which the massage and bodywork field currently conducts Continuing Education that should be kept and done MORE to improve the field’s chance of future growth & prosperity? (increase, expand or do even better) What are the Employment opportunities in the massage and bodywork field that we should have MORE of in the future to improve the field’s chance of future growth & prosperity? What are the current SCHOOL related practices and policies that should be kept and done more of with regard to training entry level massage and bodywork practitioners in the future? Start What are the things the massage and bodywork field should START doing that are currently not being done related to Continuing Education to improve the field’s chance of future growth & prosperity? What are Employment opportunities in the massage and bodywork field that we should START doing that we are currently not doing to improve the field’s chance of future growth & prosperity? What SCHOOL related practices and policies are currently NOT being done but should be started in the future related to training entry level massage and bodywork to improve the field’s chances of future growth and prosperity? Stop What are the ways in which the massage and bodywork field currently conducts Continuing Education that should STOP in the future to improve the field’s chance of future growth &