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The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development.

Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA.

The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals.

This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning.

This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.

The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm.

This research was conducted through a mixed methods investigation that involved participant observation and semi-structured interviews and focus groups. Data were analysed and grouped into themes that are discussed in the paper.

This research reveals that personal values and professional identity were the two driving factors for continued engagement in a collaborative peer learning initiative. Despite institutional challenges and a lack of success of growing membership in the community of practice, participants found a level of job satisfaction and personal connection to the initiative and to each other that has sustained action and impact for this group.

This work contributes an alternative voice to the professional development discussion around EfS. While most professional development activities are aimed at transferring knowledge to individuals and groups that are identified to lack awareness or capacity in a topic, this work highlights the need to include and foster safe learning spaces for continued professional learning. Particular attention is paid to the value of peer learning to support the professional development of sessional staff engaged in EfS.

The purpose of this paper is to focus on mapping the ways in which HE institutions enhance faculty members’ professional development. More precisely, by introducing a case from one of the well-established universities in Iran, the authors aim to examine the focus of faculty development (FD) activities and how FD is conducted, with a view to shedding light on the challenges of and disparities between faculty roles and areas of FD in higher education (HE) in Iran as a developing country.

In order to explore and map the characteristics of FD and analyse the trends that Iranian HE institutions are experiencing in this area, a sequential explanatory multiple sources design, consisting of two distinct phases, was implemented (Creswell, 2012). In this design, the documents regarding the faculty professional development (decisions, agreements, The Job Structure Memorandum, and relevant documents and policies at the Iranian Ministry of Science, Research and Technology and the studied HE institution) were analysed first. Next, field records were collected by means of a series semi-structured interviews with faculty members in the given HE setting.

The analysis of the collected data brought to the surface three themes, namely, FD: policies and procedures, faculties professional development in practice, and associated challenges and future prospects. These initial findings helped to understand if and how FD activities occur as well as map the challenges and complexities in faculties’ CPD in Iranian HE. Further, it discusses possible solutions to develop relevant and practical professional development.

This case study is partly limited to a group of faculty members’ experiences and reflections on FD in one Iranian HE institution. Conducting additional surveys and observations with a large sample of the faculties and students may verify and consolidate the findings of the study and contribute to further insights on the ways faculties’ professional development can be transformed.

Taking into account the findings of the study, a dynamic framework for continued professional development of faculties in Iran is developed.

The findings of the study present valuable insights into the FD procedures, challenges and paradoxes that seem to shape FD in Iranian HE institutions. Moreover, the findings indicated much-needed structural modifications to simplify and harmonise the policies and procedures to harness profession development. To conclude, the initiatives and action plans that may contribute to FD and reshape the Iranian HE landscape is discussed. The applications and implications are also relevant for similar HE systems in developing countries.

The increased demands for access to and accountability for mastery of social studies curriculum by all students, including students with disabilities (SWDs) and diverse learning needs, is a current reality within secondary schools. Research has suggested classroom implementation of evidence-based instructional practices to improve content literacy. However, the lack of descriptive data related to classroom implementation of instructional practices seems to be an area of concern, especially following professional development (Correnti & Rowan, 2007). Research related to the context and conditions of classroom implementation is needed. This manuscript describes a district-wide professional development initiative within secondary social studies classrooms, outlines qualitative research, reports findings related to teacher perceptions of classroom implementation, and describes the considerations and implications related to implementation of professional development as part of comprehensive school reform.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The main aim of the research conducted was to identify whether the particular country environment of today's professional librarian impacts upon his/her skills capabilities as well as upon his/her access to opportunities for continued development.

Data was sourced by means of a survey administered to professional librarians mainly from the developing Caribbean Region and the developed North American countries. Firstly, the satisfaction level of librarians with regard to six recommended skills and characteristics was measured. These areas are detailed as follows: communication; training; information technology (IT); managerial; commitment and subject knowledge/profiling. Secondly, professional development opportunities were measured via skills, services and attitudes, key areas also recommended for staff development and training.

Findings demonstrated that librarians' perceptions showed noteworthy similarities and fewer differences than expected between the respective country categories. Both perspectives reflected similar zones of “skills insecurity”.

The greatest challenge faced by the researchers was to source a sample size that could yield meaningful results in relation to the hypotheses.

A comparison of librarians from a geo‐economic position (i.e. in relation to geographic location and world economic order) appears to have been largely unexplored. The study is intended as well to encourage key players from both country contexts to unite for the enhancement of librarians' professional development.

This chapter examines the similarities and differences in teacher education between Botswana and Lesotho to unravel “best fit” strategies specific to the needs of teacher education in different locals or populations within these two countries. We begin with an overview of the social, political, and economic contexts of each country as a lens by which to understand some of the current challenges teachers face within each country. We review the research literature to understand what teacher preparation looks like at the tertiary level and how teachers in the field maintain current knowledge and pedagogical skills in regard the content they teach. We will argue that when teaching pedagogy at the tertiary level maintains an authoritarian model of teaching with content centered, didactic instruction, and teacher-centered pedagogy there is little ability for national change in education. Likewise, if teacher education does not embed the concept of life-long learning and is not supported by both a national and local commitment to support teacher’s continued professional development the ability to sustain any change in education is thwarted.

The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement?

The standardized protocol for this study was to send a developed questionnaire to 50 directors of state school board associations. An inductive analysis was made of the state school board directors' responses on whether they felt professional development had a positive effect on student achievement. Their responses were then compared with Education Week's 2009 rating of state education systems.

From the response from the 26 responding state directors, the study found that most states do not require professional development for school board members. State board directors did feel that school board professional development had a positive effect on student achievement. Of the states that did require school board professional development, they received an overall rating of B or C according to the Education Week 2009 rating, while those states that did not require professional development received a rating of C or D.

Mixed research such as this adds to the conversation of the need for required school board professional development but the findings need to be re‐analyzed with all 50 states responding.

The practical implications are profound in that it is desired that children should succeed and learn in quality schools. School board members' lack of education (i.e. they only require high‐school diploma or GED) has an effect on student achievement. School board members need to take required professional development in all areas of public schooling so that quality decisions can be made for children's education.

The social implications are that school board member professional development sends a message to students that continued adult learning is necessary in all walks of life for the USA to continue its leadership in the world.

School board members with the barest qualifications are elected to, in essence, run public schools. Little research has been done about the effects of school board member education on student achievement. This paper explores the voices of state directors in relation to professional development for school board members in US public school discourse and fills some of the gaps in the research.

The private club industry is undergoing major change as it forges new links with academia in the areas of research, teaching and management development. This bodes well for hospitality management programmes. Indeed, the primary mission of most hospitality programmes in North America includes the dissemination of information in ways that will translate into tangible benefits for the greater hospitality industry. This article examines the context within which changes are taking place in the relationship between private clubs and hospitality education in North America, discusses the current research agenda on club management and reports the results of a survey of club managers about the nature and importance of industry/education linkages. It concludes by proposing a framework for continued collaboration that would strengthen both academic and industry partners while emphasizing a renewed and refocused research agenda.

The need for a lifelong education programme for accounting students and practising accountants is reflected and emphasized in reports and statements issued by various accounting groups and commissions. Primarily proposes to: (1) suggest and examine methods for meeting the life‐long, university‐based continued professional development (CPD) requirements of internal auditors; and (2) discuss the benefits that can be attained by the proper implementation of these methods. Suggests five university‐based educational activity methods to fulfil the CPD requirements for CIAs. When these methods are accepted and implemented, practising CIAs will be better able to integrate their plan for CPD into their overall career plan. Quality standards for CPD will be enhanced, courses might be less expensive and more conveniently located. Facilities would be properly constructed and maintained for educational purposes. Universities could receive a stream of revenue to supplement faculty income as well as provide needed new funds to the schools. The ongoing contact with the profession would open research and other funding opportunities.