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This paper aims to demonstrate how skills taxonomies can be used in combination with machine learning to integrate diverse online datasets and reveal skills gaps. The purpose of this study is then to show how the skills gaps revealed by the integrated datasets can be used to achieve better labour market alignment, keep educational offerings up to date and assist graduates to communicate the value of their qualifications.

Using the ESCO taxonomy and natural language processing, this study captures skills data from three types of online data (job ads, course descriptions and resumes), allowing us to compare demand for skills and supply of skills for three different occupations.

This study illustrates three practical applications for the integrated data, showing how they can be used to help workers who are disrupted by technology to identify alternative career pathways, assist educators to identify gaps in their course offerings and support students to communicate the value of their training to employers.

This study builds upon existing applications of machine learning (detecting skills from a single dataset) by using the skills taxonomy to integrate three datasets. This study shows how these complementary, big datasets can be integrated to support greater alignment between the needs and offerings of educators, employers and job seekers.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

After reviewing the literature focused on real-world course–client marketing projects as well as the literature regarding teaching entrepreneurial marketing (EM), the current paper assesses a census population (N = 106) of course–client projects selected by the current author via Riipen – an online course–project matching hub – for marketing courses taught from Spring 2018 through Spring 2023. The purpose of this paper is to uncover and explore the degree of EM teaching relevance of said course projects over the five-year span indicated.

All Riipen-sourced course–client projects selected by the current author for marketing courses taught from Spring 2018 through Spring 2023 (N = 106) were reviewed so that broad project-level and firm-level characteristics and trends – especially EM relevance – could be excavated and assessed over the five-year/10-semester span. In addition, an in-depth qualitative primacy-recency/bookend approach was taken with regards to the first semester (Spring 2018) and the most recent semester (Spring 2023).

The main finding is that Riipen-sourced course–client projects exhibited an increasingly high degree of EM relevance between Spring 2018 through Spring 2023. Project representatives at the founder/co-founder level or the equivalent made up only 20% of the pool in Spring 2018 yet constituted slightly over 94% of the pool by Spring 2023. Similarly, whereas only 33% of firms sourced and selected in Spring 2018 were in startup mode, fully 100% of firms selected in Spring 2023 were in startup mode.

The population of 106 Riipen-sourced-and-selected course–client projects do not represent a statistically valid basis for “apples-to-apples” comparisons because: the population of projects was spread across multiple courses and across multiple semesters over a five-year span where many shifts and trends were ongoing – including impacts to course-delivery modality due to COVID-19, and it is likely that unconscious idiosyncratic biases of the current author were operant during selection. Moving forward, researchers are encouraged to pursue questions such as the following: are there statistically significant EM-related learning outcomes that differ for students paired to projects that vary across the preliminary project taxonomy detailed?

Many practical teaching recommendations regarding effective ways to source, select and integrate high-EM course–client projects into otherwise standard-issue marketing courses are made. The paper also serves as something of a primer on how best to source and adapt Riipen marketing projects. Cautionary teaching notes and recommendations based on the current author’s observations are also shared.

Over the course of the five-period (Spring 2018 through Spring 2023), it was observed that a rapidly increasing percentage of firms on the Riipen platform self-identified as female-owned, minority-owned and/or LGBTQ-owned. Similarly, a moderately increasing percentage of marketing projects with “social entrepreneurship” and/or “social impact” and/or “environmental impact” elements were posted to the platform.

To the best of the author’s knowledge, this is the first peer-reviewed journal article to explore the EM value of real-world course–client marketing projects sourced via Riipen.

Creating a mindset for research, including the development of professional research skills and critical thinking, is of the utmost importance in preparing students for the business world. To help faculty with this mindset, we discuss novel approaches for incorporating professional research and interactions into the undergraduate classroom, although the recommendations can apply to the entire curriculum. We describe three scenarios where our recommendations might apply – research/financial, tax, and accounting information system courses. Using a professional accounting research course and a financial course as examples, we start out broadly discussing a practitioner-coauthored professional case study approach that is applicable to any course, at any level. We then present a capstone undergraduate tax research course followed by an introduction of a specific project in an accounting information systems course. We include suggested syllabi, projects, and assessment rubrics throughout the discussion.

This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving).

This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation.

The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders.

To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

Organizational initiatives to address diversity, equity, inclusion, and belonging (DEIB) have multiplied with many different courses and training programs in the last three decades. Despite these efforts, some recent studies have pointed out that disadvantages among minoritized social groups continue to persist, and thus far, organizations have failed to address them. University graduate leadership programs are, at least theoretically, able to respond in a way that better prepares future formal and informal organizational leaders with the knowledge, skills, and dispositions needed to be inclusive individuals in the 21st century committed to social change and social justice. This study aimed to understand how some graduate programs were currently teaching DEIB issues; more specifically, to understand if universities implementing DEIB programs were using a critical lens in their program design and to assess if these programs were indeed intended to be transformative. The review of 40 graduate programs in the United States indicated that the majority of them view diversity training and the work of DEIB leadership as “managing diversity” to keep the status quo and for economic profit contributing to the commoditization and tokenism of people; there was no mention of power in terms of asymmetries but rather a legitimizing of the accumulation of power with the leader at the top; and, finally, except for five programs, there was little attention given to DEIB as a transformative project committed to social justice.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

This chapter considers how to ensure that both knowledge preservation and curation are well supported in the architecture and infrastructure of any organization. Support at the enterprise architecture is critical if the business goals of use, reuse, curation, and recuration in the business context are to be achieved. Enterprise architecture is explained – its vertical and horizontal approaches. Preservation is aligned with the information and data architecture. Curation is defined as a new element in the business architecture layer. The authors explain how this approach supports variations in practice across the organization.