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This study aims to investigate creativity‐related determinants of learning in the context of business‐to‐business services and client‐agency relationships.

The research model includes client encouragement, agency creativity, campaign creativity, and perceived performance. The study involved conducting a questionnaire survey in 150 publicly‐traded companies in South Korea.

The results show that client learning from agency services is the result of the creative process of the agency and the creativity of the service outcome itself. Client learning from marketing services also varied depending on different performance ratings.

The study elucidates client learning as the central process of value co‐creation in the brand value chain. It produces several unique findings and managerial takeaways for building up better co‐creation environments in the context of business‐to‐business services.

This study aims to summarize the critical issues in medical federated learning and applicable solutions. Also, detailed explanations of how federated learning techniques can be applied to the medical field are presented. About 80 reference studies described in the field were reviewed, and the federated learning framework currently being developed by the research team is provided. This paper will help researchers to build an actual medical federated learning environment.

Since machine learning techniques emerged, more efficient analysis was possible with a large amount of data. However, data regulations have been tightened worldwide, and the usage of centralized machine learning methods has become almost infeasible. Federated learning techniques have been introduced as a solution. Even with its powerful structural advantages, there still exist unsolved challenges in federated learning in a real medical data environment. This paper aims to summarize those by category and presents possible solutions.

This paper provides four critical categorized issues to be aware of when applying the federated learning technique to the actual medical data environment, then provides general guidelines for building a federated learning environment as a solution.

Existing studies have dealt with issues such as heterogeneity problems in the federated learning environment itself, but those were lacking on how these issues incur problems in actual working tasks. Therefore, this paper helps researchers understand the federated learning issues through examples of actual medical machine learning environments.

This paper aims to investigate the characteristics and parameters of salesperson learning within client relationships, thereby filling a noticeable gap in the knowledge of individual learning in a sales context. It also aims at advancing the discussion on the nature of learning and knowledge in sales and marketing.

A grounded theory approach is used to investigate salesperson learning in a relational context. Data collection methods include interviews with 36 business‐to‐business sales personnel, reflexive exercises and field observations.

The investigation shows that salesperson relational learning is personal, that it occurs in action, that it is contextual, natural, open‐ended, and often unconscious. Antecedents of learning are personal dispositions such as openness to changing contexts and situated learning mechanisms; consequences of relational learning are personal methods of knowledge transfer as well as the transformation of the learner and the client relationship. Thus, a framework of salesperson relational learning is proposed.

Sales managers should emphasise the continuity of learning, train people in situ and minimise turnover of sales personnel. They might also do well to acknowledge how these alternative modes can complement traditional, more formal sales management methods.

This paper presents a grounded model that aids both researchers and practitioners in understanding salesperson learning in client relationships, thus advancing a new theoretical perspective on learning in sales and marketing.

The purpose of this paper is to review live-client learning activities in higher education, highlighting a lack of multi-stakeholder evaluation of “learning by doing” pedagogies in current literature. It extends existing discussion of employability outcomes, dominated by findings from larger organisations, towards arguably, a more meaningful concept: “employagility”; whereby graduates engage in “agile” life-long skills development, through exposure to learning within small- to medium-sized enterprise (SME), enhancing potential to contribute to local and wider economies.

Findings from in-depth, semi-structured interviews and reflective learning journals, captured from triangulated perspectives, presented as the “3Es”: employers, educators and engagers (in this case, undergraduate marketing students).

Students identified involvement in “real” live-client projects, applying knowledge learned in the classroom to solve a business problem, enabled them to develop skills demanded by employers. Clients noted how student work exceeded expectations, providing tangible outputs and innovative ideas for their business, even through limited periods of interaction. Educators explained how relatively simple changes to curricula and extra-curricular activities can enable the development of SME-relevant “agile” graduates.

With SMEs at the forefront of government programmes to lead economic recovery, it is imperative higher education institutions recognise the need for development of appropriately “agile” graduates. This paper contributes a new 3Es model illustrating mutual benefits of collaboration, proposing a “competence-employagility” continuum.

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.

Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.

The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.

This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?

This paper examines how small firms that produce “e‐learning” materials collaborate and communicate with their clients, external agencies and end users. Our premise is this: given increased demands for more sophisticated and “learning‐led” products, it is becoming increasingly crucial for e‐learning firms to source and exploit content, education, knowledge and expertise that is extrinsic to the traditional boundaries of the “firm”. These shifts raise a set of problems related to how firms can effectively interact and collaborate with others in order to create, distribute and evolve effective e‐learning tools and products. Based on our own case study research and building on the existing literature on “communities of practice”, we argue that the formation of new “learning communities” is a strategy now being undertaken by leading firms in order to meet demands for “learning‐led” products.

The paper explores the role of construction industry “partnering” ‐ the development of closer collaborative links between firms ‐ in stimulating organisational learning. Drawing on case studies of partnering relationships involving large clients (British Petroleum, NatWest Bank, McDonald’s, Selfridges, Safeway) and over 40 of their contractors and suppliers, discusses the factors which influence the transfer of knowledge between organisations, the different levels at which learning takes place (e.g. individual, team, organisational) and the extent to which double‐loop learning can be observed.

Examines assistance to economic and social development as a problem in knowledge management (KM) and focuses on how the World Bank promotes developmental learning in developing countries. Since much of the knowledge about successful practices is tacit and local, the best model for knowledge transfer is less hub to spokes, or North to South, and more South to South, with the development agency in more of a broker role (instead of a “high priest” disseminating truths). The communication of the context of knowledge requires narrative modes of communication to supplement abstract forms of thought. Concludes that the complexity and uncertainty of development work entails that projects be designed in a highly adaptive learning mode as opposed to a blueprint mode. Shows how the best laid KM plans can be frustrated by organizational “imperatives” and identifies some of those barriers to knowledge‐based development assistance.

The purpose of this paper is to present an example of action learning in marketing – the unique postgraduate programme in marketing called the marketing development programme (MDP). This uniqueness arises in three main ways. First, the MDP is open only to those students with no work experience. Second, it employs action learning as the central pedagogy rather than an add‐on. Finally, it is a rolling programme with overlapping intakes and as such appears to have no beginning and no end. There are two important streams of learning to be harvested from such a programme. First, the MDP has for more than 20 years educated young marketers through affording them the opportunity to learn from marketing action within a supportive learning environment. The second is that there can be no action without learning, that is, the MDP has learned from its experience and created new learning for participants as a result. The paper concludes by considering the implications of the MDP for marketing education, theory and practice.

This paper reports on a pilot study on how women with a learning disability access a mainstream rape crisis centre, used by women who had been sexually abused at any time during their lives. It examines how the pilot was set up, criteria for inclusion, monitoring and evaluation, the outcomes for the women who accessed it and its benefits. The paper also looks at issues raised by the work and future ways of helping other providers to make their services inclusive and open to this group, and makes general recommendations.