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The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students.

The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017.

In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products).

The literature review may have excluded important and relevant work from the sample.

This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability.

Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems.

This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.

The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.

The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.

The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.

This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.

Most studies have focused on the impact of the application of AI on management attributes, management decisions and management ethics. However, how job demand and job control in the context of AI collaboration determine employees' learning process and learning behaviors, as well as how AI collaboration moderates employees' learning process and learning behaviors, remains unknown. To answer these questions, the authors adopted a Job Demand-Control (JDC) model to explore the influencing factors of employee's individual learning behavior.

This study used questionnaire survey in organizations using AI to collect data. Partial least squares (PLS) predict algorithm and SPSS were used to test the hypotheses.

Job demand and job control positively influence self-efficacy, self-efficacy positively influences learning goal orientation and learning goal orientation positively influences learning behavior. Learning goal orientation plays a mediating role between self-efficacy and learning behavior. Meanwhile, collaboration with AI positively moderates the impact of employees' job demand on self-efficacy and the impact of self-efficacy on learning behavior.

This study introduces self-efficacy as the outcome of JDC model, demonstrates the mediating role of learning goal orientation and introduces collaborative factors related to artificial intelligence. This study further enriches the theoretical system of human–AI interaction and expands the content of organizational learning theory.

This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.

The purpose of this study is to identify the learner characteristics attributable to the likelihood and the duration of programme completion in the Bachelor of Science (BSc) and Bachelor of Technology Honours in Engineering (BTech) degree programmes of the Open University of Sri Lanka (OUSL).

Data were gathered from the re-registrants for the degree programmes in the academic year 2020/2021, using a questionnaire developed as a Google form. The sample consisted of 301 and 516 re-registrants from the BTech and BSc programmes respectively. Influential factors were identified using Kruskal Wallis test (for duration of completion), binary logistic regression (for likelihood of completion) and Chi-squared test (associations between presage and process factors).

Entry qualification, age and time management skills at entry had significant effects on duration of completion. Attendance at academic activities, organizing time for self-studies and the competency in English at enrolment had significant effects on the likelihood of completion. Prior open and distance learning (ODL) experience had no significant effect on any of the product factors considered.

Inaccessibility of dropouts and using only the responses from the first administration of the questionnaire are limitations. Active learners are more likely to respond, in the first administration and may bias the results.

Findings are useful for designing future studies to identify at-risk students and thereby enhance the programme completion and reduce prolonged time for completion.

Effective strategies to control the identified factors will uplift programme completion and reduce drop-out rates.

Decision making using inferential techniques makes the study distinct among studies undertaken on the same population. The study enriches the limited current research on factors affecting programme completion in ODL mode.

There is a growing demand in industry for engineering graduates who can think “sustainably.” However, there are many barriers to developing assessment that fosters sustainability learning in engineering classrooms. There is no consensus on the definition of sustainability and its key competencies and teaching resources are limited.

Staff are unclear about what to teach, how to teach, and how to assess learning. Assessment is an integral part of teaching and learning and should be planned from the earliest stages, but this is rarely done. Engineering relies heavily on traditional assessments such as tests and examinations, but these are known to encourage surface learning. Sustainability is complex, multidisciplinary, and needs context, which requires higher-order thinking characteristic of deep learning.

Current assessment types for sustainability include examinations, case study, concept maps, and project-based learning. However, more research is needed to develop best practice assessments. Recommendations for teaching approach are to use a rigorous approach to instructional design, use a systems approach, and use a teaching model that promotes deep learning, incorporates context, and promotes alignment of learning objectives and assessment. Community-oriented assessments are recommended that feature the interdisciplinarity and complexity of sustainability and promote higher-order thinking.

The purpose of this paper is to report on an interprofessional (IPE) student training scheme recently conducted in three care homes across the Northwest of England. The intervention was designed as a feasibility study to explore the impacts such schemes have on residents, students and care home staff. Additional lessons emerged that contribute to the design and direction of future IPE initiatives in other care homes and care settings.

This case study outlines how the intervention was designed and implemented and the findings from its evaluation. This paper uses Biggs’ (1993) presage–process–product framework to evaluate the process of setting up care homes as a site of collaborative learning.

Collaborative working between stakeholders is necessary for the successful implementation of IPE in care home settings. The process is complex and requires communication and commitment across all levels of engagement. For this model to grow and have a beneficial impact on older people’s lives, there are layered factors to consider, such as the socio-political context, the characteristics of the individuals who participate and diverse approaches to learning.

This case study reports the subjective views of the research collaborators. While this raises the potential for bias, it presents an “insider” perspective of the research process and offers learning that might be beneficial in efforts to run future IPE training schemes.

To the best of the authors’ knowledge, no other research studies or published interventions have been identified that explicitly address the experiences of implementing an IPE training scheme in UK care home settings. This paper will therefore be useful to academic researchers, individuals managing student placements and to health and social care staff who wish to learn about of the value of IPE learning schemes.

This study examines the critical elements that contribute to the effective adoption of educational digital resources (EDRs) in schools, with a focus on school principals and their leadership, from a strategic pedagogical standpoint.

Using survey data from 200 school principals, measurement and structure models are tested through structural equation modeling to quantify the impact between constructs.

The findings indicate that the most important factor influencing how effectively schools are transforming digitally is how beneficial school principals believe EDRs to be. Other important elements include the environment of the school, the technical assistance and service provided for the EDRs, and the professional and personal background of the principal.

Principals should be a fundamental component of educational plans for digital transformation, considering things like their age, leadership and teaching experience. Other components include contextual elements like school size, complexity and digital culture. A school principal's ability to promote an open dialogue – that enables educational communities to view the integration of EDRs into pedagogical models as an opportunity to improve outcomes – can assist a digital culture transition, rather than via the principal's authority or bureaucratic influence.

This research is among the pioneer to study the role of school principals in the UAE towards understanding the direction for digital transformation.

The purpose of this paper is to examine the impacts of instructor capability and learning motivation on learning performance of business students in Vietnam. It also explores the moderating effect of personal development competitiveness on the roles of instructor capability in both learning motivation and learning performance.

Two phases of study were undertaken. A pilot phase was used to preliminary assess the measures and a main survey with a sample of 1,278 undergraduate business students was conducted to validate the measures and to test the models.

Instructor capability was found to have a positive impact on learning motivation and, subsequently, on learning performance. The results further show that the impacts of instructor capability on both learning motivation and learning performance are greater in the group of students which has a higher level of personal development competitiveness.

A key limitation of this study is the examination of the roles of instructor capability and learning motivation in learning performance. There can be several other antecedents of learning performance of business students.

The results of this study suggest that university administrators should design suitable recruitment and training policies in order to have instructors with appropriate knowledge and teaching skills. Also, students' personal development competitiveness in learning should be encouraged.

The findings enhance one's understanding of key antecedents of learning performance, as well as the moderating role of personal development competitiveness in the learning of business students in a transition market, Vietnam.

This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong.

An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented.

An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode.

Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.