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The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning.

The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries.

Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius.

This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research.

The findings have implications for accounting for culture in designing and delivering online courses.

This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering.

This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers.

Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons.

There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

Globally, the COVID-19 pandemic took institutions of learning and the workplaces by surprise. Offering online learning was an alternative for institutions of higher learning. Were the Kenyan institutions adequately prepared for this? The present study had three specific objectives: (a) to establish the status of policy preparedness of online teaching and learning in Kenyan universities; (b) to explore the infrastructural preparedness of the universities; and (c) to find out the level of competency preparedness of lecturers and students in embracing the facilities for online teaching and learning. The study had an embedded mixed method research design. Data were gathered using an online questionnaire, from 112 lecturers and 372 students, who were conveniently sampled, representing 34 universities and university colleges. Findings suggest that almost all represented institutions have a policy on online teaching and learning, though 50% of participants’ report that the policy did not exist prior to the onset of COVID-19. On the level of infrastructural preparedness, the personal ownership of digital devices among participants is very impressive, though 50% of institutions do not provide any device. Thirdly, the level of competency in the use of the three sets of online platforms for teaching and learning is far below the expected average, but this is improving since the onset of COVID-19. Lecturers have statistically more perceived competence than students (p<0.01). The implication of these results is discussed. And we conclude that the period of forced online teaching and learning need not be considered as a stop-gap measure during COVID-19, but as a way forward for improved self-learning and lifelong learning.

The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness.

This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented.

This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women.

This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system.

Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome.

This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

This paper is part of the ERASMUS+-funded Strengthening University Enterprise Collaboration for Resilient Communities in Asia (SECRA) project. This study aims to map collaborative architecture between partner universities and the public/private sectors to provide a contextualised collaboration framework for disaster resilience (DR) in South-East Asia.

Documentary reviews were conducted in partner countries to establish the current context of university enterprise collaborations (UEC) in South-East Asia. A concept-centric approach permitted the synthesis of concepts from each country review, allowing for comparisons between collaborative practices that impact the success of DR collaborations.

The review identified that funding, continuity, long-term strategic plans and practical implementation are lacking in partner countries. However, each country demonstrated good practices and identified enablers and barriers that impact DR collaborations.

The synthesis revealed a lack of a practical understanding of real-world barriers. Further research is needed to understand real-world experiences in DR collaborations and to provide insights into barriers, enablers and good practices in DR collaborations. Gaining an “on-the-ground” perspective will provide detailed insights and the feasibility of implementation.

The findings provide the foundations for developing a heuristic UEC framework that can inform policies and practices for DR in partner countries.

The findings can inform various stakeholder policies and practices and promote the exchange of ideas between stakeholders to enhance DR in South-East Asia.

The results are relevant within the South-East Asian, as governments have intensified the adoption of measures to encourage UEC for DR.

The purpose of this paper is to explore notions of career success from a process-oriented perspective. The authors argue that success can be usefully conceptualized as a subjectively malleable and localized construct that is continually (re)interpreted and (re)shaped through the interaction between individual agency and macro-level structures.

The paper employs a qualitative methodology drawing on 32 in-depth semi-structured interviews with female academics from eight countries in the Arab Middle East.

Findings of this study provide an empirical validation of the suggested Career Success Framework and moves toward an integrative model of objective and subjective career success criteria. More specifically, the findings showed that women's definitions of success are: first, localized in that they capture considerations relating to predominant institutions in the region (i.e. family and gender ideology); second, subjectively malleable in that they capture women's agency embedded in specific macro-level structures; and finally, process oriented in that they reflect a dynamic interaction between the structure agency as well as the subsequent actions, strategies, and behaviors women adopt to alleviate tension and reach their personal notions of career success.

The authors suggest that there may be value in customizing human resource management policies in the region around the salience of family and community service. Moreover, organizations can play a pivotal role in supporting women to work through the experienced tensions. Examples of such support are mentoring programs, championing female role models, and designing corporate social responsibility initiatives geared toward shifting mandated gender structures in the region. Finally, the authors argue that organizations could benefit by supporting women's atypical patterns of career engagement to allow for interactions with wider circles of stakeholders such as the community. This requires organizations to rethink their career success criteria to allow for the integration of non-traditional elements of career.

Adopting a more process-oriented view of career success avoids reification by drawing attention to local macro-level structures as well as individual agency. It also suggests that existing norms for how “success” is understood are only one element in a wider process of what it means to be “successful”, thereby opening space for more diverse and localized conceptualizations.

This paper provides a more process-oriented consideration of career success, highlighting the importance of understanding how perceived tensions shape an individual's behaviors, actions, and career strategies. The value of this contribution is that it allows us to better understand the complex interaction of structure and agency in shaping an individual's notions of career success.

The Covid-19 pandemic closed most educational institutions covering all world and academic calendars are threatened. In this situation keeping academic activities live, most institutions adopted learning via online platforms. However, the question about online learning effectiveness especially in developing countries like South Africa is still not clearly or evidently recognized, as in developing countries due to technical constraints of availability of bandwidth and device suitability is a serious challenge. The authors focus is to obtain the perception and insights of business and commerce students towards online learning education in order to improve an effective online learning environment.

The research study is based on an online survey of 415 students. The research study also explored a mixed-method and numerous explanatory attributes which helped the authors to discuss the results.

Results find out that 73 percent of students were ready to manage online learning and the majority of them prefer curriculum learning through smartphones during this pandemic. Some of the students have an attractive opinion due to the convenience and flexibility of online learning while some students in rural areas face many challenges in online learning due to the connectivity of broadband.

Research has been uniquely limited to students of tertiary level and vocational training in the field of commerce across some educational institutions from South Africa. Some students were not cooperative in providing answers on time as per the questionnaire.

The insights of this research study will be very helpful in curriculum designing for the next academic session.

Its findings will help to improve the online learning method so that it can be socially inclusive to all the students no matter their condition on data bundle accessibility background and location.

One of the few case studies done during this pandemic era and its findings will help understand how students perceive online learning in order to improve the learning environment.

This chapter updates earlier research that analyzed mergers, collaborations, and similar trends in LIS education, and provides a more comprehensive current summary of those trends. Three distinct patterns are beginning to emerge in both organizational structure and collaboration: changes in the nature of LIS program partnerships within parent educational institutions; the impact on LIS education by prominent academic associations that are not reliant on ALA accreditation recognition; and the growth in the number and type of academic offerings in LIS schools themselves. Among some notable changes are the establishment of the Consortium of iSchools Asia Pacific (CiSAP), continued growth in the iSchool caucus and its increasing international membership. Additionally the number of dual degree master’s programs in which LIS departments partner is on the rise, as is the number of degrees now being offered at LIS schools (both at the undergraduate and graduate levels) that are not “traditional” MLS degrees. Inter-institutional collaborative MLIS programs are also emergent, evident in such programs as the Web-based Information Science Education (WISE) consortium. The data presented here seem to suggest that the face of LIS education continues to change as the 21st century gets underway.

The purpose of this research is to provide a systematic insight into corporate social responsibility (CSR) and corporate citizenship (CC) in supply chain development, by analyzing the current literature, contemporary concepts, data and gaps for future discipline research.

This research identifies information from existing academic journals and investigates research designs and methods, data analysis techniques, industry involvement and geographic locations. Information regarding university affiliation, publishers, authors, year of publication is also documented. A collection of online databases from 2001 to 2018 were explored, using the keywords “corporate social responsibility”, “corporate citizenship” and “supply chain” in their title and abstract, to deliver an inclusive listing of journal articles in this discipline area. Based on this approach, a total of 164 articles were found, and information on a chain of variables was collected.

There has been visible growth in published articles over the last 18 years regarding supply chain sustainability, CSR and CC. Analysis of the data collected shows that only five literature reviews have been published in this area. Further, key findings include 41% of publications were narrowly focused on four sectors of industry, leaving gaps in the research. 85% centered on the survey and conceptual model, leaving an additional gap for future research. Finally, developing and developed nation status should be delineated, researched and analyzed based on further segmentation of the industry by region.

This research is limited to reviewing only academic and professional articles available from Emerald, Elsevier, Wiley, Sage, Taylor and Francis, Springer, Scopus, JSTOR and EBSCO containing the words “corporate social responsibility”, “corporate citizenship” and “supply chain” in the title and abstract.

This assessment provides an enhanced appreciation of the current practices of current research and offers further directions within the CSR and CC in supply chain sustainable development.