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This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

The purpose of this paper is to introduce narrative distance as a phenomenon that can help create transformative learning experiences (TLEs). Narrative distance is defined as the cognitive or emotional space afforded by indirect communication that invites listeners to make sense of content. In ways similar to a book, movie or play, narrative distance invites participants to draw conclusions for themselves (Craddock, 2002).

After examining how other fields have discussed concepts related to narrative distance and its affordances, this paper illustrates how this phenomenon can satisfy many of Wilson and Parrish’s (2011) key indicators for TLEs.

Six principles are offered for incorporating narrative distance into instructional design.

Instructional design has not explored indirect communication that is similar to narrative in any significant way.

The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB).

Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects.

Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed.

The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes.

The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

The study aims to explore migrant entrepreneurship in a hitherto overlooked demographic, namely, migrants who have moved away from core-states and towards an economically less developed area. In particular, the study aims to critically evaluate to what extent mainstream theories and findings regarding migrants' ethnic division of labour are applicable in such an “upside down” migratory context.

The study qualitatively analyses 41 privileged core-state (UK, USA and Germany, among others) migrant entrepreneurs who have migrated to Wroclaw, Poland, and positions these findings against a second subject group of 24 migrant entrepreneurs from periphery-states (namely, Ukraine and Belarus).

The study finds that, while the situations of the periphery-state subject group largely lend support to the mainstream literature of migrant entrepreneurship, for those from the core-states subject group it is an altogether different story, whereby these migrants were found to be less likely to employ co-ethnic labour and, instead, were more likely to opt for native, Polish labour.

The study's findings begin to question the universality of migrant entrepreneurship theories which have been formulated within mainstream (semi-)periphery-to-core dominant-subordinate contexts. This, in turn, carries implications for policymakers outside of core-states who may need to carefully consider if such theories are applicable to their specific contexts.

This study not only helps to address a gap in the literature surrounding migrant entrepreneurship within Poland but also a gap within the wider literature in terms of migrant entrepreneurship outside of core-state contexts.

The purpose of this study is to empirically evaluate the relationship between learning culture, workforce level, human capital and operational performance in two diverse supply chain populations, aircraft maintenance and logistics readiness.

Drawing upon competence-based view of the firm and human capital theory, this paper analyzes data from two studies.

The results provide support for the hypothesized model. Workforce level moderates the relationship between learning culture and human capital, and human capital partially mediates the relationship between learning culture and operational performance.

The findings have implications for behavioral supply chain management research and implications for educating and training the supply chain management workforce. While the populations represent a diverse set of logistics functions and responsibilities, the participants are all military members, which may limit generalizability.

This study should help leaders understand the importance of learning culture and the perceived differences in its effect on human capital based upon workforce level.

This research is among the first to investigate the role of workforce level and answers a multitude of calls for research into the human side of supply chain management.