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The purpose of this paper is to give a successful example of how universities can work with business to identify and address skills needs through a context-engaged approach to developing learning to meet the needs identified.

Using a case study approach the business-university collaboration to introduce work-based learning programmes is explained. The paper sets out how learning interventions were researched, designed and introduced to meet identified skills needs throughout the organisation. It highlights the practicalities of the management approach adopted and the benefits achieved through partnership working.

Key to the success of the collaboration was the recruitment of a “Training Centre Facilitator” (TCF) who was co-managed by the company and the university and who was located within the company. The TCF was able to fully understand the company’s and learners’ requirements and thus propose a context-engaged solution that met the needs of the individuals and the organisation. The work-based learning programmes introduced reflected the organisational requirements, individuals’ needs and took into account constraints and restraints on their design and implementation.

The paper presents a case study that investigates an innovative approach to partnership working between HE, FE and a private business organisation. The appointment of a TCF, employed within the company to undertake research and implement identified training interventions is an unusual and original approach to bringing together the three organisations to achieve the planned business improvements. The process used and the key principles for achieving a successful partnership are presented and could be applied in other business-education collaborations to develop in-company work-based learning.

The purpose of this paper is to describe a new tool that can be used to help in the design and evaluation of work-based elements within programmes or to evaluate whole programmes.

This paper takes a case study approach to describe the development of the mapping tool. The tool is based on a matrix which enables users to map four variables: teacher-centred delivery, employer-centred delivery and students outcomes in terms of knowledge and skills.

The mapping tool provides a useful approach to evaluating the outcomes for work-based learning activities.

The mapping tool provides tutors with a useful, easily used way to visualise the nature of their work-based learning activities.

This paper presents a novel, practical and useful tool that has wide applicability in the field of work-based learning.

Concentrated ownership implies greater alignment between ownership and control, mitigating the agency problem. However, it may also engender governance challenges such as funds appropriation through related party transactions and the oppression of minority shareholders, especially in the context of weak legal systems. We draw from legal theory (the tradeoff controlling shareholder model and private benefits of control) and from organization theory (socioemotional wealth), to suggest that concentrated ownership can be beneficial in both robust and weak legal systems for different reasons. We advance theory on the effects of controlling shareholders and suggest that the longer-term outlook associated with engaged concentrated ownership can aid the shift of the corporation toward Berle and Means' (1932, p. 355) “third possibility” of corporations serving the interests of not just the stockholders or management but also of society.

US universities are increasingly addressing issues of equity and social justice through global learning programs with international partners. Growing numbers of universities now prioritize the development and implementation of international programs such as study abroad, and service learning to fulfill components of missions and visions focused on educating global citizens. This chapter discusses how global citizenship goals intersect with social justice education through global learning programs such as study abroad and global service learning. It also describes the conceptual frameworks that inform teaching and learning in this domain and highlights current examples of partnerships and overseas institutions that focus on goals of social justice and developing the global citizen. Finally, this chapter will discuss future challenges for US universities in further developing international partnerships for social justice.

Small social entrepreneurs (SSEs) who operate in resource-constrained environments frequently use entrepreneurial bricolage (EB) to overcome such limitations. Research in social entrepreneurship mainly focuses on the outcomes of bricolage, with little knowledge about individual mechanisms that lead SSEs to use this approach. The authors fill this gap by investigating the role of entrepreneurial passion in fostering bricolage and the mediating effect of the sense of community.

To validate the theoretical model, the authors surveyed 279 SSEs operating in 7 African countries. The authors assessed the risk of common method bias, internal reliability and the validity of constructs and tested the hypotheses by performing linear regression analysis.

This study’s results demonstrate that passionate SSEs operating in resource-constrained contexts develop a sense of community by perceiving it as a valuable resource provider and that sense of community moves them to engage with EB.

Within the field of social entrepreneurship, this study examines the importance of a sense of community among SSEs; this evidence opens new avenues for research on drivers of small businesses operating in developing economies.

This study has practical implications for SSEs on implementing bricolage, and guidelines for governments, policymakers and NGOs in better developing their policies and programs considering the role of communities.

This study contributes to the literature by highlighting individual-level drivers of bricolage for SSEs operating in resource constraints, and revealing the relevance of the subjective view of the role of the community.

The purpose of this short reflection is to allow for an informed use of both phenomenography and phenomenology in information studies and cognate fields.

The paper apprises uses of phenomenography found particularly in accounts of information literacy commonly describing phenomenography as distinct from phenomenology.

Both phenomenography and phenomenology continue to hold much credence in methods applied across scores of academic fields, with information studies being among those in the vanguard. Claims displaying differences of phenomenography from phenomenology are misleading and incomplete descriptions of phenomenology.

The paper presents newer materials on the origins of phenomenography and phenomenology to advocate for tighter relationships between and clearer applications of these methods in information studies and beyond.