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The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University.

The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers.

MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively.

This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

The intricacies of electronic commerce via the Internet and World Wide Web have provided marketers with a host of interesting challenges. From using the Internet and World Wide Web sites as communication and promotional tools to performing distribution functions, marketers are finding an entirely new world of consumer purchasing behavior. Issues such as store layout, traffic patterns, and salesperson interactions within a retail store are vastly different in E‐Business marketing. As in a direct‐marketing exchange, trust becomes a central issue in the negotiation process. Winning the customers' trust, and keeping their trust, is essential to E‐Business.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.

This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.

The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.

Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

This paper aims to set out to share the reflections of safeguarding adult board managers as they worked through what is likely to be just the first wave of the coronavirus COVID-19 pandemic.

The paper draws on the experience of small number of safeguarding adult board managers who have provided reflections from practice.

This paper illustrates just some of the responses developed by safeguarding adult board managers and their boards to continue to deliver the work of safeguarding those at risk of abuse and harm in the face of unprecedented impact of the coronavirus COVID-19 pandemic on a key aspect of the safeguarding adult system in England.

The reflections reported here are not intended to offer a representative commentary on the experiences of those who oversee and manage safeguarding adults’ boards. It is intention to provide a flavour of some of the challenges and dilemmas faced and some of the creative solutions to address them used by one group of adult safeguarding practitioners.

This study aims to identify recent trends in the strategic repositioning of the human resources (HR) function within the hotel industry, and to explore challenges facing HR professionals as they engage in strategies to develop talent and organisational capability, while adjusting to the shifting boundaries of the HR function.

The study provides a case study investigation based on a qualitative research design. It draws on a series of informal discussions with key informants, in-depth round table discussions with members of the HR function and a rich source of secondary (company specific) data about a recent strategic change initiative.

The study presents a rich picture of the contradictory nature of the strategic repositioning of the HR function, and the role of electronic HR systems in shaping this. It points to the significance of “higher-order” HR capabilities associated with the functions’ capacity to engage in strategies to develop talent and organisational capability.

This study points to contradictions and tensions in shifting the focus of the HR function from “operational” to “strategic” management of talent. It offers four practice implications in the areas of continuous professional development, and building HR and line manager skills in dialogue, project management and the use of new technology, talent data and analytics.

This study illustrates the deployment of talent management practices within a broader organisational development remit to restructure the business and HR function in pursuit of more efficient and effective people management.

Many Black women continue to negotiate their way within higher education institutions, which are influenced by social class, race, and gender biases. Several scholars contend that Black women’s objectification as the “other” and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still apparent in today’s institutions yet many persist to ascend to top leadership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie, 2006, 2008). In particular, the inroads made by Black women administrators in both predominantly white colleges (PWIs) as well as historically black colleges and universities (HBCUs) depict a rich and enduring history of providing leadership to effect social change in the African American community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a growing body of literature exploring Black women’s leadership in higher education, and most research have focused on their experiences in predominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the literature points to the paucity of research on their experiences and issues of race and gender continue to have an effect on the advancement of Black women in the academy. In this chapter, we examine factors that create hindrance to the transformation of the composition, structure, and power of leadership paradigm with a particular focus on Black women administrators and those at the presidency at HBCUs. From a review of the literature, our synthesis is based on major themes and subthemes that emerged and guide our analysis in this chapter. The chapter concludes with recommendations for identifying and developing Black women leaders to diversify the leadership pipeline at HBCUs and other institutions for the future.