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The European Forum for Enhanced Collaboration in Teaching (EFFECT, 2015–2019) (EFFECT, 2019), a project co-financed by the European Commission, through its Erasmus+ programme, has been exploring effective methods for university teachers’ development at the European level, including pedagogical staff development “modules” to support inclusivity and citizenship in teaching and learning practice. Throughout the project and in this chapter, the authors have taken “inclusivity” to convey an attitude and appreciation for principles which inform “inclusion” as a practice – in the context of reflective and reflexive practice the words become largely interchangeable.

The way academic staff teach is of critical importance in any reform designed to enhance inclusion and citizenship in higher education. Conveying these values-related topics in an academic context hardly lends itself to a traditional pedagogical training model. Promoting inclusion means stimulating discussion, challenging stereotypes and unconscious biases, as well as improving educational and social frameworks. The Change Laboratory methodology (Engeström, 2001) was chosen for the pedagogical staff development workshops under EFFECT, with a view to engaging teaching staff in a deeper reflection about the topics and about their teaching practice. Change Laboratory is an intervention-research methodology that aims at reconceptualizing activity: it intends to provoke authentic reactions, responses and disagreements among the participants and provides opportunity for them to work together to reimagine their activities and to identify “concrete” solutions that address persisting issues in their practice. The theory takes a broad conceptualization of “activity” and “practice,” which is not specific to the education sector or the “classroom.” The Change Laboratory is a methodology designed to support the “expansive learning cycle” described by Engeström and as such can be understood as a theory of change which the EFFECT project team applied to a pan-European higher education learning and teaching context.

In 2017, the project team designed and implemented four physical, face-to-face pedagogical staff development workshops on inclusivity and citizenship skills based on this methodology, attended by over 100 participants from across Europe. In 2018, the workshop model was adapted to a virtual learning environment and three online sessions on inclusivity and citizenship skills for higher education teaching staff were offered.

The pedagogical staff development workshops enabled participants to use open reflective questions to provoke discussion about the challenges faced in their own learning and teaching contexts, think about their pedagogical practices and identify their unconscious biases. Most of the participants rated the workshops as very good and innovative, and considered the methodology an effective vehicle for promoting meaningful open discussion.

In this chapter, the authors reflect on the design, implementation and lessons learnt from the pedagogical staff development workshops on inclusivity and citizenship skills. The authors propose a set of recommendations for individual teaching staff and institutional leadership to consider when addressing continuous professional development for inclusivity and citizenship.

This chapter proposes that enterprise education when applied to vocational education should be reconsidered according to a capability approach. This approach aims to improve students’ active participation and also their ability to make informed choices. Moreover, we believe that enterprise education needs an underpinning learning theory which can account for the collective nature of learning, innovation and movement across organisations. This new theoretical framework can be expansive learning. This chapter describes a case study carried out in 2014 in an Italian vocational course in hospitality. It documents the implementation of the theory of expansive learning for enterprise education within a series of workshops and evidences how a capabilities approach has been effectively utilised. During work experience, vocational students belong simultaneously to diverse activity systems such as school and work, which creates discontinuities in action and interaction. The basic principle of the workshops is that with the help of the researcher, vocational students, teachers and work tutors discuss the issues that students are having during work experience.

This chapter begins with a discussion on the role of enterprise education in vocational education, and continues by showing how the capability approach can contribute to education and entrepreneurship. The third section explains why and how the theory of expansive learning can underpin entrepreneurship education and how it was utilised in the model of workshops which incorporate enterprise education theory. Section four describes the case study in an Italian vocational secondary institute. The data presented includes excerpts of discussions during the fourth workshop, the student’s answer to the final questionnaire and the follow-up after two years. The conclusion draws out the learning mechanisms which characterised the workshops, what the students learnt in term of enterprise education and how the workshops are connected to a capability approach.

In this chapter, we discuss the Change Laboratory as an intervention-research methodology in higher education. We trace its theoretical origins in dialectical materialism and activity theory, consider the recommendations made by its main proponents and discuss its use in a range of higher education settings. We suggest that the Change Laboratory offers considerable potential for higher education research, though tensions between Change Laboratory design recommendations and typical higher education contexts require consideration.

Laboratories or “labs” outside science and technology have become increasingly popular in recent years. Their proliferation raises questions about what they have in common and the extent to which “lab” as a metaphor is still pertinent. We develop six criteria to assess these types of labs: (1) theoretical foundations; (2) experimentation; (3) collaboration; (4) boundaries; (5) governance; and (6) temporality. We identify a number of paradoxes in the operation of labs and explore their implications for research and practice.

The origin and nature of meaningful, persistent firm-specific differences is a central issue in the study of business strategy. I investigate in this paper the role of characteristics physically external to firms, but embodied in their local geographic areas, in driving differences in firms’ organizing strategies. Specifically, I examine the extent to which location-specific characteristics affect the organization of pharmaceutical firms’ research laboratories bringing both qualitative and quantitative evidence to bear on this issue. Analyses of the histories of several late 19th century drug makers suggest that differences in local institutions, labor markets, and demand structures played important roles in affecting case firms’ strategic evolution. For example, while Mulford (Philadelphia PA) exploited the strength of nearby universities and the city’s public health system in organizing around leading-edge capabilities in bacteriology, Sterling (Wheeling WV) found that its local environment rewarded investments in marketing and distribution. Panel data analysis on a sample of firms from the late 20th century provides complementary evidence, demonstrating that the scientific orientation of modern drug discovery laboratories is positively and significantly correlated with measures of the strength of the local scientific and technical base. Together, these analyses suggest that location-specific characteristics may be important in driving firm heterogeneity and, ultimately, competitive advantage.

The authors link High-Involvement Work Systems (HIWS) with social network research both theoretically and methodologically by conceiving of these work systems as networks and by using network methods to better understand and evaluate these arrangements. Their approach is to integrate the institutional perspective of industrial relations with the analytical methodology of social network analysis. They use a longitudinal data set collected before and after the introduction of an HIWS in a pharmaceutical company to measure the impact on patterns of employee communication as well as communication between the union and management. Improvements were found in customer satisfaction, and positive effects were seen in the pattern and structure of organizational communication with an increase in the density of lateral and vertical interdepartmental communication, and a decrease in hierarchy. These results were confirmed using survey data on employee perceptions of particular types of communication and interviews with employees at various levels of authority.

History helps us to better understand current practices, struggles, and potential solutions. This chapter provides a look back at the long, rich history of child development laboratory programs in the U.S. over almost 80 years. In particular, it explores the original vision of those involved in the early days of “child study” and the evolution over time of a sample of three child development laboratory programs. The struggles of today’s child development laboratory programs in the areas of funding, collaboration, research, training, and service are not unique to our times. Many of these same issues have plagued child development laboratory programs in the past. The historical perspectives were developed using a range of data sources: some period pieces (primary sources), some historical accounts, oral history interviews, and records of activity at various sites, with the intention of developing the historical foundation of the child development laboratory program in order to understand better the challenges we face today.

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive self-study, the results of which indicated several forms of discontinuity. The program was restructured through initiating structural changes and articulating missions congruent with those of traditional laboratory schools. Actions specific to educating and training students, conducting scientific inquiry and research, and implementing best practice and educational innovation also were taken in order to address the new missions and achieve higher levels of continuity. Throughout the chapter the difficulty and necessity of linking theory and research with practice and innovation are highlighted.

In this project, we propose and test a new device – wearable sociometric badges containing small microphones – as a low-cost and relatively unobtrusive tool for measuring stress response to group processes. Specifically, we investigate whether voice pitch, measured using the microphone of the sociometric badge, is associated with physiological stress response to group processes.

We collect data in a laboratory setting using participants engaged in two types of small-group interactions: a social interaction and a problem-solving task. We examine the association between voice pitch (measured by fundamental frequency of the participant’s speech) and physiological stress response (measured using salivary cortisol) in these two types of small-group interactions.

We find that in the social task, participants who exhibit a stress response have a statistically significant greater deviation in voice pitch (from their overall average voice pitch) than those who do not exhibit a stress response. In the problem-solving task, participants who exhibit a stress response also have a greater deviation in voice pitch than those who do not exhibit a stress response, however, in this case, the results are only marginally significant. In both tasks, among participants who exhibited a stress response, we find a statistically significant correlation between physiological stress response and deviation in voice pitch.

We conclude that wearable microphones have the potential to serve as cheap and unobtrusive tools for measuring stress response to group processes.

We study a microfounded search model of exchange in the laboratory. Using a within-subjects design, we consider exchange behavior with and without an intrinsically worthless token object. While these tokens have no redemption value, like fiat money they may foster greater exchange and welfare via the coordinating role of having prices of goods in terms of tokens. We find that welfare is indeed improved by the presence of tokens provided that the economy starts out with a supply of such tokens. In economies that operate for some time without tokens, the later surprise introduction of tokens does not serve to improve welfare. We also explore the impact of announced changes in the economy-wide stock of tokens (fiat money) on prices. Consistent with the quantity theory of money, we find that increases in the stock of money (tokens) have no real effects and mainly result in proportionate changes to prices. However, the same finding does not hold for decreases in the stock of money.