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The purpose of this article is to detail the importance of providing structured learning solutions and to give an overview of the Alcatel‐Lucent University.

The article looks into the Alcatel‐Lucent University itself, its approach, the benefits to employees and customers and its future.

This article shows that a structured, comprehensive approach to learning, such as a corporate university, can bring company‐wide benefits.

The corporate university solution of the Alcatel‐Lucent University has brought a number of benefits to both employees and customers and proved the best solution to Alcatel‐Lucent's learning needs.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

To explain the effectiveness, and otherwise promote, Alcatel‐Lucent University as a training institution for partners, clients, and employees.

Review of the organization and supporting reviews/awards.

Alcatel‐Lucent University is a highly successful, internationally spread organization that mixes a global with a regional approach to learning and training.

It will help corporations to recognize the importance of acknowledging, learning, and utilizing the strengths of local/regional cultures and best business practices within a global organization.

Not a great deal of new evidence, its value is primarily promotional and informative of Alcatel‐Lucent University, its operations, and its success.

The purpose of this paper is to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Organizational learning has always been vitally important. If anything, it is even more crucial today. New technologies and innovations constantly emerge and help to make an already competitive business environment even tougher. Only the strong survive and that's invariably those companies able to equip their employees and customers with the key skills and knowledge needed to meet current and future challenges. Given this scenario, corporate universities have a significant role to play. Leaders at Alcatel‐Lucent are clearly aware of this fact. This university is a product of the merger between Alcatel and Lucent Technologies and is considered vital in the company's quest to succeed. And so far, so good. It has taken the Alcatel‐Lucent University just two years to create the added value necessary to provide a competitive advantage for the organization.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

This paper explores breakthroughs or ‘lift‐off’ moments in learning involving several teacher/researchers and their students in China. The data come from teaching and research situations centring on teaching and learning English as a foreign language (EFL). An analysis of the language features of the data and their effects explores learning by tracing movement from initial impasses to breakthrough moments, as participants interact, shift ground and discover new learning. Definition of these lift‐off moments and ways of knowing centres in a sense of discovery that pushes learning forward and simultaneously pulls together life experiences in new directions for specific pedagogical insights, self‐assessment and identity conclusions, and recognition of the power of inquiry. In particular, the paper explores the potential contribution of narrative forms of collaborative inquiry in learning, as evident in two contrasting exemplars, the first coconstructed in face‐to‐face interviews or conversational settings, and the second, thesis supervision by the distance learning one‐to‐one format of emailing. These documented interchanges between two Chinese postgraduate EFL teachers and their research coursework teacher and supervisor come from a wide data bank of exemplars collected over many years, and from linguistically diverse contexts.

The purpose of this paper is to respond to racial injustice and white supremacy, within the context of ongoing Black Lives Matter activism against police brutality through public protests.

In this paper, the authors consider the work of organizing institutions of higher education so that Black Lives Matter.

The authors offer a number of practical insights and suggestions in order to deal with racial injustice and white supremacy and better support Black faculty, staff and students on college campuses.

In addressing issues of racial injustice and white supremacy on college campuses, the authors bring together our experiences and perspectives as diversity officer and faculty member, respectively.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history.

The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities.

Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility.

The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so.

This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.