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This paper seeks to highlight the role of entrepreneurship education in encouraging the growth of graduate entrepreneurship in the UK to help overcome the over‐supply of university graduates in a very difficult employment market. This paper aims to discuss the design principle for entrepreneurship education that facilitates graduate entrepreneurship, and the design methodology that allows multi‐faculty collaboration in the provision of entrepreneurship programmes.

This paper begins with the conceptualisation of design principles and frameworks based on current concepts found in the literature, followed by practitioner‐based reflection to shed insights into the process of developing entrepreneurship education in higher education institutions (HEIs).

The authors have developed the “30/70 methodology” to guide the future design of entrepreneurship education, and the “80/20 methodology” to support cross‐faculty entrepreneurship programmes to serve non‐business students. Factors that impede or support academic entrepreneurship and effective integration of entrepreneurship programmes in HEIs are discussed.

This paper shares the authors' experiences, and their unique design principles and methodology to support the development of education for entrepreneurship.

This paper aims to explore some initial and necessarily broad ideas about the effects of the world wide web on our methods of understanding and trusting, online and off.

The paper considers the idea of trust via some of the revolutionary meanings inherent in the world wide web at its public conception in 1994, and some of its different meanings now. It does so in the context of the collaborative reader‐writer Web2.0 (of today), and also through a brief exploration of our relationship to the grand narratives (and some histories) of the post‐war West. It uses a variety of formal approaches taken from information science, literary criticism, philosophy, history, and journalism studies – together with some practical analysis based on 15 years as a web practitioner and content creator. It is a starting point.

This paper suggests that a pronounced effect of the world wide web is the further atomising of many once‐shared Western post‐war narratives, and the global democratising of doubt as a powerful though not necessarily helpful epistemological tool. The world wide web is the place that most actively demonstrates contemporary doubt.

This is the starting place for a piece of larger cross‐faculty (and cross‐platform) research into the arena of trust and doubt. In particular, the relationship of concepts such as news, event, history and myth with the myriad content platforms of new media, the idea of the digital consumer, and the impact of geography on knowledge that is enshrined in the virtual. This paper attempts to frame a few of the initial issues inherent in the idea of “trust” in the digital age and argues that without some kind of shared aesthetics of narrative judgment brought about through a far broader public understanding of (rather than an interpretation of) oral, visual, literary and multi‐media narratives, stories and plots, we cannot be said to trust many types of knowledge – not just in philosophical terms but also in our daily actions and behaviours.

This paper initiates debate about whether the creation of a new academic “space” in which cross‐faculty collaborations into the nature of modern narrative (in terms of production and consumption; producers and consumers) might be able to help us to understand more of the social implications of the collaborative content produced for consumption on the world wide web.

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE).

This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives.

Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives.

A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for.

Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.

Studying at university today is a complex undertaking. Not only have the characteristics of the student cohort changed significantly in recent years, but the exponential growth of technological innovation has also impacted markedly on the study environment. Issues such as student transition and retention are receiving considerable attention, and the quality of learning and teaching has become an important consideration. While support for students from outside the faculty is still seen as useful, it is recognised that contextualised support facilitates deeper learning. This case study aims to focus on a virtual learning environment (VLE) designed through collaboration between the Library, Learning and Teaching Support and the Faculty of Business and Law at the University of Southern Queensland.

The implementation of the VLE followed a design‐based research methodology focusing on an iterative approach which responded to student and staff feedback. An analysis of usage data, coupled with student feedback from reference interviews form the core of the information used to shape each evolutionary design cycle.

The results of two‐and‐a‐half years of usage data indicate that students from all disciplines within the Faculty of Business and Law used the screencasts embedded in the VLE as self‐directed, “just‐in‐time” learning resources. The qualitative comments reflect the advantages of presenting research skills tutorials in a visual format, with many commenting on a feeling of greater understanding and confidence with the research process.

The use of discipline‐specific screencasts offers location‐independent asynchronous learning support that can be dynamically created in response to student needs. Furthermore, it suggests that this type of reference support is more successful when produced through cross‐faculty and divisional collaboration. This VLE is accessible to all USQ Faculty of Business and Law students, but it represents a transferable, achievable model for other institutions with distance learning cohorts.

Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale.

The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020.

The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD.

The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability.

Since the change to a democratic society and government in South Africa, lecturers and students in higher education have collaborated with community partners to establish sustainable initiatives to enhance students’ social responsibility and benefit communities. This chapter shares insights on a collaborative service-learning project where different arts-based literacies, including art, reading, poetry, human movement and writing were used to enhance reading and writing, culminating in an annual interactive Community Engagement Day on the campus of a higher education institution. The day was organized by a team of staff and students and attended by 50 learners and three teachers from three schools in the area. The chapter describes different stations and activities which included topics such as safety, human movement programs, reading and writing activities and writing of poems. The art lecturer and her team helped each learner to paint a “feather,” culminating in the theme of the day, which was to “spread your wings.” The learners and students completed evaluation forms after their experiences, followed by interviews with lecturers. Data show the value of the day for all participants, emphasizing collaboration across faculties. It shows that true, integrated effective community engagement is built on reciprocal partnerships and collaborative service-learning projects.

The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions.

This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK.

Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change.

This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution.

This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

This paper aims to share the University of Strathclyde’s experience of embedding research-based education for sustainable development (RBESD) within its undergraduate curricula through the use of an innovative pedagogy called Vertically Integrated Projects (VIP), originated at Georgia Institute of Technology.

This paper discusses how aligning VIP with the SDG framework presents a powerful means of combining both research-based education (RBE) and education for sustainable development (ESD), and in effect embedding RBESD in undergraduate curricula.

The paper reports on the University of Strathclyde’s practice and experience of establishing their VIP for Sustainable Development programme and presents a reflective account of the challenges faced in the programme implementation and those envisaged as the programme scales up across a higher education institution (HEI).

The paper is a reflective account of the specific challenges encountered at Strathclyde to date after a successful pilot, which was limited in its scale. While it is anticipated these challenges may resonate with other HEIs, there will also be some bespoke challenges that may not be discussed here.

This paper offers a practical and scalable method of integrating SDG research and research-based education within undergraduate curricula.

The paper has the potential to deliver SDG-related impact in target communities by linking research-based teaching and learning with community outreach.

The alignment of VIP with the SDG research area is novel, with no other FE institutions currently using this approach to embed SDG research-based teaching within their curricula. Furthermore, the interdisciplinary feature of the VIP programme, which is critical for SDG research, is a Strathclyde enhancement of the original model.

This research aims to assess how marketing-related projects with small- and medium-size enterprises act as a form of experiential learning and help develop entrepreneurial and employability attributes for students in higher education (HE).

The research is based on published material and an evaluation, within HE, of consultancy projects as a final assessment option alongside the well-established dissertation.

External initiatives that embrace experiential learning have helped students develop a better appreciation of client needs, while enhancing their confidence and team-working skills. The institutional degree programme studied is in its seventh year and more than half of students have chosen the project option so far. One key finding is the pivotal role of the academic supervisor and a need for that person to have suitable industry and sector knowledge, as well as effective and empathetic client relationship management abilities.

The study is limited to one programme at one university but, as it encompasses a very broad definition of marketing-related activities, covers several years and is part of a longer-term longitudinal study, it constitutes research from which some conclusions can be drawn.

In addition to enhancing the students’ entrepreneurial and employability attributes, outward-facing activities help enrich the overall student experience and also offer HE institutions an opportunity to raise their profile with external organisations.

With graduate employability rising in importance, initiatives such as these can help develop important graduate attributes and capabilities.

The principal originality and value is that this is a starting point for a potential longitudinal study of the impact of experiential learning and client-orientated projects on graduate career development.

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.