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The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.

The use of cutting-edge technology in education has the potential to transform the learning experience and greatly contribute to the achievement of the Sustainable Development Goals (SDGs) in emerging economies. With the increased accessibility of technology and online resources, digital literacy has become an essential skill in today's world. Smart e-learning platforms have emerged as a new tool for offering education and training in emerging economies, while also boosting digital literacy.

This chapter will attempt to investigate the impact of new-age technologies on the educational system and how they can help emerging economies achieve the SDGs. This study looks at case studies from various emerging economies, analyzing how innovative technologies like digital learning, smart teaching and learning, mobile learning, online learning, artificial intelligence (AI), virtual reality, and gamification are used to improve education quality and promote SDGs. This chapter emphasizes the impact of technological integration on access to education, reducing inequality, and improving educational quality and relevance. This study also looks into how education may help promote environmental sustainability and economic growth. According to the findings, integrating new-age technologies into the education system can be a game changer in achieving SDGs in emerging nations.

In an educational era focused on expectations related to program accreditation, academic integrity is paramount to program success and credibility. Because Internet-based learning is not limited to geographical or political lines drawn on a map, there is a certain amount of ambiguity regarding the application of regulations and laws governing online learning and how they are enforced. Managing the financial and accreditation needs of institutions with authentic and appropriate methods of teaching, learning, and assessment is a precarious balance – one in which the potential for misbehaving online can quickly tip the scales to the side of questioning the credibility of online learning and misusing power in terms of data privacy. Wendy Kraglund-Gauthier and David Young explore the issue of how online students misbehave when being tested at a distance, what technological challenges emerge when verifying the identity of online students, and issues of privacy. They also include a comparison of methods used to confirm the identity of online students. In light of the inherent challenges that emerge alongside the demand for more technology-based screening tools and devices, Kraglund-Gauthier and Young question whether solutions lie in competence-based assessment for learning, rather than a reliance on surveillance. They argue that in spite of stakeholders' best efforts and best intentions, legislation directed at ensuring online privacy is fraught with potential challenges.

After reading this chapter, students should be able to:

• Identify why learning and development (L&D) activities are important to organisations.

• Appreciate the cost implications associated with L&D activities.

• Understand different types of learning theories.

• Identify different types of L&D activities.

• Analyse methods of evaluating L&D.

Identify why learning and development (L&D) activities are important to organisations.

Appreciate the cost implications associated with L&D activities.

Understand different types of learning theories.

Identify different types of L&D activities.

Analyse methods of evaluating L&D.

Although a need for innovative approaches to the strategic management of human resources (HR) has been identified, many firms continue to rely solely on their HR information systems instead of adapting to the digital consumer with innovative tools and digital HR management (d-HRM). This research aims to evaluate critically the degree of digital innovation of HR practices in the Irish hotel industry.

For this qualitative study, a total of 10 semi-structured interviews were conducted with key personnel at both corporate and property level HR in the two largest Irish hotel groups.

Findings show an overall lack of technological innovation and most of the principal HR activities are digitalised to a very limited extent. In addition, the perception of the degree of digitalisation varies significantly between the managers in both organisations.

In order to attract digital natives and to increase their competitiveness within the sector, Irish hotel corporations will need to invest significantly in innovation within their HR departments to capitalise on the strategic and operational advantages of d-HRM. Thus, a more strategic approach towards HR innovation is needed.

This chapter operationalises the concept of HR innovation in the context of the hotel industry; it analyses the key HR activities in hotel operations with regard to the extent to which they are digitalised; and it develops a model of HR digitalisation that can be applied to the hotel and other industries. This research, therefore, contributes to the existing body of knowledge on HR innovation with a specific focus on the hotel industry.

Tacit knowledge is gaining importance in the productive capability of many modern firms, yet the conditions under which the ability to share this form of knowledge between individuals or teams are yet to be resolved. Tacit knowledge is embedded in individuals, but is often most productive when combined with other forms of capital assets into firms. Transaction cost economics has been a useful tool in explaining the boundary of the firm, as well as the formation of teams within firms. The extent to which intra-firm teams compete or co-operate is analyzed by examining the network effects between teams in situations where tacit knowledge exists. We examine the costs and benefits that can be expected from “learning” in a multi-team firm and conduct a simulation to demonstrate the effects. Two scenarios are considered: one when there is almost no specialization between teams, and the second when specialization is extreme. We are able to demonstrate that only in cases of very large differences in tacit knowledge between teams is the transfer of such knowledge profitable. Thus the existence of separate silos within firms (i.e., non-networked teams) should not be condemned out of hand.

In this chapter, we examine the impact of pay-for-performance incentives on learning-by-doing. We exploit personnel data on fruit pickers paid under two distinct compensation contracts: a standard piece rate plan and one with an extra one-time bonus tied to output. Under the latter, we observe bunching of performance just above the bonus threshold, suggesting workers distort their behavior in response to the discrete bonus. Such bunching behavior increases as workers gain experience. At the same time, the bonus contract induces considerable learning-by-doing for workers throughout the productivity distribution who presumably hope to one day hit the target, and these improvements significantly outweigh the losses to the firm from the bunching. In contrast, under the standard piece rate contract, we find minimal evidence of bunching and only small performance improvements at the bottom of the productivity distribution. Our results suggest that contract design can help foster learning on the job, underscoring the importance of dynamic considerations in principle-agent models.

As the World Bank approaches its fiftieth year of involvement in the education sector, its Sector Strategy for Education 2020 focuses on key challenges created in the past decade. With the successes in building up primary education systems, millions of matriculating students in many developing countries will now be seeking secondary and tertiary education. For most observers, this is a crisis: even if enough schools could magically be built in time, there would not be nearly enough trained teachers to staff them. For some observers, this is a crisis that can be coped with: information and communications technologies (ICT) have reached a stage where virtual schools and distance learning can be employed at scale to meet such challenges. Curiously, the Education Sector Strategy 2020 makes no mention of virtual schools or distance learning. In fact, it contains only a single, ambivalent reference to ICT for education. The curious silence belies the World Bank's vital leadership and active involvement over the years in identifying and funding model ICT uses in the education sector. However, this chapter is ultimately not about arguing over the extent to which ICT should be mentioned in the World Bank's Education Sector Strategy. Instead, the goal here is to draw attention to a specific opportunity that the World Bank has before it to shape and guide the many ICT-based virtual school projects that will be undertaken in the coming decade. The crucially important opportunity is one for which the World Bank is uniquely suited: to seed and grow an open e-learning movement based on open source, open educational resources, and open pedagogy for secondary and tertiary education in the developing world.

Due to the Coronavirus 2019 (COVID-19) pandemic, education has been disrupted right from kindergarten to University. Globally, states are advocating for online learning. The COVID-19 pandemic had led to the closure of universities and it was not clear how long this would last. e-Learning was crucial. Lecturers were asked to complete their syllabuses and continue to teach and administer tests remotely. So far, there is a dearth of information on how Kenya’s higher education responded to the pandemic through online learning. This qualitative study utilized online platforms (zoom and Skype) for interviews. This study employed a constructivist approach to explore the faculty officials’ perception of online learning in Kenya’s institutions of higher education. Approximately 45 faculty officials from public universities were involved in this study. The study was carried out in three public universities in Western Kenya. The participants argued that online education was beneficial and primarily promoted online research and enabled them to connect with other practitioners in the global community. There were challenges associated with online learning for instance unreliable internet. This study’s results are hoped to inform the ministry of education and higher learning policies on making online effective and efficient to both the students and the lecturers. This will also be a fairer spring-ball for Kenya toward the realization of Vision 2030.

In the context of lifelong learning society, education experts pay more and more attention to online assessment (OLA) correlated with the concept of e-learning environment. This chapter builds upon these issues concerning the e-learning environment and the inevitable move to using OLA which is a natural outcome of the increasing use of information and communication technologies (ICTs) assisting in enhancing flexible learning and assessment.

The main purpose of this research is to (a) analyze the postgraduates’ perceptions toward OLA they had taken part in, and (b) identify if there are significant differences in these perceptions based on the variables of gender and skills of using ICTs. Subjects were postgraduate students of master third level enrolled in “Advanced seminar in Islamic Education” syllabus in Faculty of Education, Umm Al Qura University, K.S.A. The study used an e-questionnaire and semi-structured interviews to investigate postgraduate students’ attitudes and opinions about OLA.

The results of the study indicated highly positive perceptions of OLA. In addition, the study concluded that gender and ICTs familiarity significantly affect postgraduate students’ responses in most of the areas studied. The study recommended the necessity of implementing OLA culture as a way to the formation of the knowledge-based society.