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This chapter focuses on the value of TED Lectures on the issue of domestic violence and abuse (DVA). It outlines a generic framework with which to understand and analyse the impact of TED Lectures on a theme as complex as DVA is, in the context of popular Western culture. It does so by looking in details at the Ted Lecture of Leslie Morgan Steiner from 2012, which aims to answer the question ‘Why Domestic Violence Victims Don't Leave: Crazy Love’ through her own personal experience.

In the attempt to understand the impact of this TED Lecture we look at the literature on TED Lectures, the unique aspects of DVA, who is the presenter, the impact and its components, the active viewers who sent written comments on the Ted Lectures, the technical effect, the comparison with two other Ted Lectures on DVA, ending by identifying gaps in the analysis provided by the three Ted Lectures.

Presenters share with the viewers their personal experience, as well as their experience as activists in organisations and programmes set out to change the status quo in the field of DVA.

The lectures impact through layers of emotional and intellectual facets, which speak to the individuals viewing them through the lens of their own emotional and intellectual experiences of DVA on the one hand, while on the other hand being also influenced by the mode of presentation and the presenter her/himself.

There are those who suggest the experiential and action-oriented nature of entrepreneurship makes traditional content-focused lecture a less appropriate pedagogical approach when teaching entrepreneurship courses. This chapter challenges such suggestions, arguing that the lecture should be the centerpiece of entrepreneurship education, augmented by experiential learning tools and other pedagogical approaches. Such a blended model, when built around the lecture, has the potential to greatly enhance learning, improve student retention, encourage student thought and reflection, and better develop entrepreneurial skills and competencies associated with the entrepreneurial mindset. The chapter also summarizes the nature of the content delivered through entrepreneurship courses, classifying this content into three general categories, and concluding that this core content is substantive, complex, and highly inter-related. These characteristics reinforce the importance of great lectures for moving entrepreneurship education forward.

This study explores how creative leadership unfolds in the pursuit of social purpose. Drawing on the case of an architectural firm’s development of novel social housing model, we identify claims of three creative leadership processes and of scaling up for social impact. The study expands the conceptualization of creative leadership to the context of social change. It also adds to the understanding of creative industries by suggesting social purpose as a distinctive, yet underexplored driver of innovation and a source of different balancing act, as well as an important frontier for research on and practice in the creative industries.

Engaging students in an active, self-directed approach to learning about leadership is best accomplished through personalized self-awareness, reflection, and connection to real-time, practical applications/examples through experiential learning. This is especially challenging for students whose cultural backgrounds, language, and/or educational preparation/training predispose them to more passively “receive knowledge” in an unquestioning, unexamined manner, without critical thinking. At the University of Greenwich Business School, a final year course has been re-imagined as personalized leadership development integrated with learning technology. Our teaching team is taking advantage of an interactive virtual simulation (vLeader) to engage Chinese students who otherwise might not participate fully in the expected manner of a Westernized learning environment. This chapter outlines our integrated approach to support and engage these students in learning outcomes for continuing success in their lives, careers, and leadership opportunities.

The Pacific Island countries are culturally diverse, politically challenging, extremely vulnerable to climate change and natural disaster impacts, and financially heavily dependent on aid flows. This chapter examines barriers and opportunities for Green growth (GG) to flourish in a country with a practically non-existent real economy and which is currently under the threat of disappearance under water. It draws on a visiting experience and lessons from the literature and tries to investigate the role of innovation and entrepreneurship as poles of re-birth and local creativity. More particularly, I here discuss why a least developed country such as Kiribati might be the perfect location for dynamics of GG to get born and how, Kiribati, a country under threat and fear, can be transformed into a lighthouse of entrepreneurship which can give boost to the implementation of one of the most advanced energy technologies in the world. I also discuss how, ultimately, a “least developed economy” can secure scientific lessons, which are highly significant for the international knowledge society.

This chapter concerns itself primarily with questions of how students in higher education studies can best acquire, apply, create, and share knowledge. Over the past several decades, multiple forms of active learning have been proposed in order to increase student engagement and deepen their understanding. This chapter, accordingly, examines the epistemological claims of the supporters and detractors of active learning while simultaneously exploring the nascence and development of some of the major understandings which presently underpin an epistemology of active learning. While the focus of earlier works may have been on changes that higher education instructors should make to improve student understanding of key STEM concepts, this chapter addresses changes in the roles of both students and instructors as the co-creators of active learning environments and learning communities. A particular focus is given to the significance of metacognition as a critical skill that enables students to assess their own learning and also critically assess sources of information. The chapter includes a framework which indicates trends toward high-impact active learning skills for students in STEM higher education and the research which theorizes and supports these new instructional imperatives.

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959), and Martin Bronfenbrenner (1914–1997). What we know about what and how they taught varies. Interestingly, little or no effort has been made to preserve records that might inform us about what college and university economists taught their students and when and how new ideas and issues found their way into the teaching of economics. This thought first came to me in the years immediately following my joining the UW-Madison faculty in January 1965. I realized that many of us who gained experience in the policy arena while on leave in Washington DC during the 1960s incorporated that experience into our teaching at all course levels. This meant our students benefited from being on the cutting edge of emerging policy issues, such as poverty, negative income tax, human capital, military draft, and the all-volunteer army, the Kennedy round trade negotiations, tax policy, and cost–benefit analysis. We regularly incorporated these issues into our teaching, usually a half-dozen years before they made their way into the next edition of the textbooks and thus reached a wider student audience. Once incorporated into textbooks, these issues became much less interesting to teach because they had been boiled down to pedestrian textbook-style prose.