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Notwithstanding the emergence of hospitality education around the world, the hospitality industry itself has struggled to establish a talent pipeline of young ambitious managers. Typically, only 30% of hospitality students are predicted to develop their careers within the hospitality industry, while the remainder will relocate to other industries such as retail, banking and consulting. Although this manifestation has been globally documented, most studies have simply adopted a quantitative approach in defining this phenomenon; hence, despite its scale being appreciated, less attention has been paid to defining the underlying causes which drive this concern. This study contributes to this issue by interviewing 18 students at three key stages of their practical placements, namely, pre-, during and post their placement, drawing on the ‘Principles of a Sustainable HRM ROC framework’. This chapter concludes with significant findings from which some recommendations have been formulated.

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

Purpose – Health system performance depends on production and use of quality health data and information. Routine health information systems (RHIS) are defined as systems that provide information at regular intervals of a year or less to meet predictable information needs. These include paper-based or electronic health records and facility- and district-level management information systems. RHIS are receiving increasing attention as an essential component of efficient, country-owned, integrated national systems. To guide investment decisions on RHIS, evidence is needed on which types of RHIS interventions work and which do not.

Design/methodology/approach – This chapter is a systematic review of the literature on the evaluation of RHIS interventions in low- and middle-income countries, starting from the premise that investments in RHIS could be better understood and so produce greater benefits than they currently do.

Findings – We describe the conceptual literature on the determinants of RHIS performance and its role in improving health systems functioning, discuss the evidence base on the effectiveness of strategies to improve RHIS performance, provide an overview of RHIS evaluation challenges, and make suggestions to improve the evidence base.

Originality/value – The goal is to help ensure that (a) RHIS interventions are appropriately designed and implemented to improve health systems functioning and (b) resulting RHIS information is used more effectively.

Having considered various types of pedagogy as well as technology affordances and multimedia learning principles, this chapter focuses on issues surrounding the representation and sharing of content using technology. Anderson & Krathwohl’s (2001) Taxonomy of Learning, Teaching and Assessing is examined as a means of conceptualizing different types of thinking processes in a way that can be applied across discipline areas. The representational requirements of different subject areas (English, mathematics, science, history, geography, and computing) are explored by means of examples, with reference to the role of technology and the range of possible tasks that may be utilized. Assessment issues as they relate to the representation of content are also considered. The broader contextual shift toward open education and sharing is discussed, including key drivers such as learning object repositories, open educational resources, Creative Commons licensing, and massive open online courses.

In this chapter we are exploring Appreciative Inquiry within organizations through the dialogic process in its relational aspect. The present discussion is composed of four parts: An exploration of the myriad meanings of dialogue and a description of a useful orienting platform, dialogue as “discursive coordination.” We then turn to the pivotal function of dialogue in the organizing process and the development of a vocabulary of discursive action with practical consequences for effective organizing. We next turn to the problematic potentials of dialogue. A contrast between generative and degenerative dialogue enables us to explore how certain forms of coordination ultimately lead to organizational growth or demise. Among our conclusions we propose that dialogue originates in public, is a form of joint-action, is embodied and contextually embedded, as well as historically and culturally situated. Dialogue may serve both positive and negative ends. Described are four aspects of dialogue – an emphasis on affirmation, productive difference, coherence, and temporal integration. Appreciative inquiry adds an enormously important element to the transformative potentials of dialogue. Other transformative practices and potentials are also described.