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The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE.

Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning.

The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.

This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters.

Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies.

This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

This chapter considers ways in which lesson study may be introduced and sustained within the school–university partnerships that already exist within an initial teacher education (ITE) course. In particular, the authors describe the challenges and opportunities associated with ITE lesson study partnerships and ways in which lesson study can deepen and even transform the nature of the school–university partnership. The authors draw on third-generation Cultural-Historical Activity Theory (Engeström, 2001) to highlight pre-service teachers’ roles as ‘boundary crossers’ between the activity system of the university ITE course and the activity system of the school department in which they are placed. The authors argue that pre-service teachers, despite their inexperience as teachers, have an important opportunity to introduce the practices of lesson study that they are learning about into the schools in which they are placed. They are also able to promote approaches to lesson planning and observation that support the values of the course and thus, through mentor development, strengthen the school–university partnership more widely than the specific lesson studies carried out. The authors outline three models for productive ITE lesson study partnerships, and argue that even a relatively small number of lesson study events throughout the school year can establish the beginnings of a transformation in the school culture away from a performative focus on evaluating the teacher and towards a more productive focus on school students’ learning. This, in turn, deepens the partnership between university and school by aligning both parties more closely around a shared focus on studying learning.

As demographic changes impact the workplace, governments, organizations, and workers are looking for ways to sustain optimal working lives at higher ages. Workplace flexibility has been introduced as a potential way workers can have more satisfying working lives until their retirement ages. This chapter presents a critical review of the literature on workplace flexibility across the lifespan. It discusses how flexibility has been conceptualized across different disciplines, and postulates a definition that captures the joint roles of employer and employee in negotiating workplace flexibility that contributes to both employee and organization benefits. Moreover, it reviews how flexibility has been theorized and investigated in relation to older workers. The chapter ends with a future research agenda for advancing understanding of how workplace flexibility may enhance working experiences of older workers, and in particular focuses on the critical investigation of uses of flexibility in relation to older workers.

The purpose of this paper is to define the added value of facility management (FM) in general and to develop a typology of facility services based on their added value in the educational environment.

This paper is based on a literature review and first assesses the different aspects of FM added value. The different variables and relations between the use of facility services and their effects on the educational achievement are then conceptualised and studied.

Research shows that FM added value is the customer perceived trade‐off between the effects of the use of facility services on the outcome of their processes, its costs and risks. On this basis, a typology of facility services was constructed around their level of fixity and their influence on the learning outcome.

The typology strongly indicates for FM when to engage in the decision‐making process relating to the educational environment in order to contribute to education. Also the typology is useful for deriving priorities for adjusting the current use situation of facility services to enhance their effectiveness in both a time and financially efficient manner.

This paper operationalises the concept of FM added value and provides several hypotheses and firm recommendations for further research to maximise the contribution of FM. The paper also presents a practical framework for evidenced‐based decision making on the use of facility services in the educational environment. It thus offers opportunities for FM to support the future learning landscape.

Presents the aims and needs of research in facilities management (FM) at the Section of Planning and Management of Building Processes at BYG(DTU. As the building stock in Denmark is rapidly increasing, socio‐demographic development implies profound changes in both the needs of inhabitants and the way that buildings are used, combined with an increased consciousness of sustainability. Buildings should be seen as long‐term “investments” while also keeping in mind the construction sector's need for increased productivity, long‐term product quality and enhanced value. This is the background for developing a research position. Identifies “the Scandinavian way” as using FM on a multi‐actor level, rather than just to serve the interests of a single organisation. The aim is to focus on small and medium‐sized enterprises, non‐profit associations and tenants, as well as the bodies administrating infrastructure within the mainstream FM field. There is an urgent need to address how society can best manage the growing (and decaying) building stock, to develop life‐cycle‐rooted infrastructure and building design, and finally allow buildings to be appropriated by their current and future users.

This study aims to investigate the impact of the source of the content in social media communication and the content distribution intensity on consumer-based brand equity (CBBE) dimensions and how the study will eventually impact purchase intention.

A total of 521 samples were collected using an online survey questionnaire. The respondents' validity was verified using purposive sampling techniques, and the responses were analysed using SmartPLS 3.0.

The authors outlined the fundamental mechanisms of what makes social media communication effective and discovered that emotional-based brand equity dimensions (brand association and brand loyalty) remained significant in influencing purchase intention. However, attribution-based brand equity dimensions (perceived quality, brand trust and brand awareness) are found to have no impact.

This study decomposed social media communication into three different dimensions, and the authors' result showed that the dimensions do not impact CBBE to the same extent. The authors concluded that some CBBE dimensions, which appear to be a rigour determinant of purchase intention over time, have a feeble effect during the pandemic. The existing relationship between the CBBE dimensions with purchase intention might not hold in the pandemic context. The authors suggested that anxiety or pandemic fear could alter the normal consumer buying process and make some well-established relationships not hold. As research indicates that pandemics are reoccurring events, the authors' study contributes to the global effort to dampen some of the pandemic-related effects on business and marketing.

The purpose of this study is to analyse user-generated content and firm-generated content on perceived quality and brand trust, and eventually how it impacted brand loyalty with pandemic fear as the moderator.

This study employed an online survey questionnaire method in the Facebook online shopping groups to collect the data. The filter question technique was adopted to verify the respondent's validity. A total of 434 samples was collected using purposive sampling. The data were then analysed using SmartPLS 3.0.

The analysis showed that firm-generated content appeared to have a stronger positive relationship on perceived quality and brand trust than on user-generated content. Brand trust and perceived quality are found to influence brand loyalty positively. However, pandemic fears only moderate the relationship between firm-generated content and brand trust and perceived quality. This study revealed that the main components in social media communication do not influence perceived quality and brand trust to the same extent.

This study contributes to the knowledge of social media communication during the pandemic period that has not been studied empirically in the Malaysian context. The main components in social media communication were delineated and the impact of pandemic fears on how they would possibly affect the established relationships in the literature were examined. This study enables the researchers and practitioners to take a closer look at how the pandemic crisis could provide a shift on what has been understood so far.