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The elearn2work study of learning styles in the context of small to micro firms' (SMFs) and their perceived satisfaction has identified some important finding specific to e‐learning content design, delivery and international standards development.

The method of research adopts a deductive rather than an inductive approach via descriptive profiling and multivariate statistical analysis.

From the elearn2work study we have identified tentative findings that indicate e‐learning inequity for many SMF learners including employees and managers. From our research there is a clear gap between the profile of SMF learners, in the context of their learning style, and the typical content that is currently being designed for e‐learning provision. The sector is driven by analytic type educators/trainers who are frequently not a reflection of SMF learners.

It could be argued that many SMF workers are currently being socially excluded from e‐learning provision through pedagogy inequity when considering the lack of learning styles support in work‐based learning practice.

The paper focused on the design and development of the TimeXtra e‐commerce solution including: front end interaction, mid‐end integration and back‐end support infrastructure. Our focus in this paper is e‐commerce Web services enabling communities of transaction. The Web services by facilitating direct interaction between the customer and TimeXtra created an online transaction market. This connectivity has served to act as a powerful solution that has transformed the traditional value chain in creation of a successful Web services e‐commerce model.

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black Day to Freedom” came from an asylum seeker participating in a “free verse” workshop where all participants expressed their views on globalisation, social movement of people and identity. “Black Day to Freedom” his title, provides an insight into his perceptions of life and this framed a need to conduct further research into providing a voice for refugees and asylum seekers through informal multicultural education and associated visual arts expression.

The research follows a performance ethonographic perspective into the informal multicultural education project specific to exploring expressions of identity of refugee by migrant artists.

The informal multicultural education initiative specific to exploring expressions of identity of refugee by migrant artists was highly personalised and immersive in style with both educators and learners being co‐producers. This immersive, challenging, absorbing project required a passion by all to the mode of communications (visual arts) and the subject focus of refugee identity. The key implication of the informal multicultural education initiative is the unique insights provided by the migrant voices.

A key implication of this research into informal multicultural education practice in the context of supporting expressions of refugee indentity by migrant artists is the need for further research into pedagogy equity in the context of personalised learning design for non‐traditional learners. One key question for future studies would be how we can improve our understanding of the “bridge” between informal and formal education and as a consequence engage the non‐engaged from cultural diverse backgrounds in our educational institutions.

Provides insights into multicultural education initiatives.