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The purpose of this paper is to investigate a new trend of training mainland Chinese students in Western‐style business education in Singapore. The paper examines the influence of the inferred learning effectiveness and cultural dislocation variables when measured across ten commonly used instructional techniques.

The use of consensual qualitative research allowed the data to be qualitatively analysed. The random selection of 20 participants represents mainland Chinese students, from the northern, southern, eastern and western regions. The study reports the level of knowledge acquisition, the relationship between comfort and knowledge acquired and the differences between the active and passive instructional techniques on students' learning effectiveness.

Rote‐learning styles of instructional techniques may not be the Chinese students' only preferred choice in terms of acquisition of knowledge and how they learn most effectively.

The present exploratory study provides a starting‐point for further research into understanding how to teach Western‐based business education to mainland Chinese students in Singapore.

The findings will give institutions conducting Western‐based education programs in Singapore an advantage in providing effective learning pedagogies, and will assist in increasing their quality, which will enable them to nurture well‐qualified business professionals.

The quality of the educational standard and its compatibility with the Asian client base are further enhanced both in terms of contents' intensity and educational services provided to students.

The paper offers practical help from the perspective of the curriculum design and development of an effective business educational framework to sustain profitability by offering tailor‐made, superior quality course programs.

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

To address the increasingly turbulent environments that businesses face, the purpose of this study is to build on prior research to propose a comprehensive model aimed at enhancing business school education in Latin America.

The authors modified and adapted prior meta-analytic research on workplace training programs to create a model that is applicable to the context of business school education in Latin America.

The creation of this model enabled the identification of many propositions that can guide future research.

In addition to insightful research propositions, the authors also provide specific suggestions on the methods for data collection and analysis.

This model can serve as a comprehensive summary of important factors that education leaders can use to enhance the success of business education in Latin America.

In addition to helping to improve business education in Latin America, this model can guide research that will benefit other types of education programs in science, technology, medicine, etc.

The authors used findings to build this integrated mode and adapted and refined the model to fit the setting of higher education institutions.

The purpose of this study is to analyze one Instant Messaging (IM) reference service to determine to what extent instruction is or can be offered in this medium and whether patrons want or expect it.

The authors surveyed IM patrons over a seven week period to determine whether they felt they could and did learn from chat transactions. Transcript content was analyzed to find out whether and how instruction is being offered.

Results show that patrons overwhelmingly welcome instruction and that it is provided in a large majority of cases, using a variety of bibliographic instruction techniques. The way the question is phrased, however, affects the likelihood of instruction to some extent.

The results of this study indicate that librarians should make a habit of practicing instruction in IM reference even when patrons do not appear to be asking for it.

The relationship between instruction and virtual reference has not been fully explored in the literature. Reference and instruction librarians will benefit from this study's exploration of instruction in the IM medium.

Policymakers have focused on improving STEM outcomes for US high school students for over 50 years. Much of this focus has centered on improving the quality of STEM teachers, particularly in poor and minority schools. Few, if any, of these efforts have considered the importance of the content knowledge of those providing instructional leadership in schools – namely, principals and assistant principals. This chapter examines the percentage of school leaders with teacher certification in mathematics or science and the degree to which teacher and school leader turnover interrupts the leadership–teacher relationships. The study concludes relatively few school leaders have the content knowledge to provide deep instructional leadership. Moreover, the study finds combined teacher and school leader turnover greatly diminishes the sustained relationships between instructional leaders and teachers, particularly in lower-performing schools.

Reports on data collected from an on‐going Social Sciences and Humanities Research Council (SSHRC)‐funded study of information literacy and bibliographic instruction in Canadian academic libraries. The goal of this three‐year study is to identify instructional outcomes and characterize successful instruction from the perspectives of the institutions providing that instruction (particularly the librarian‐ instructors), and the students receiving the instruction. Focuses on the current practices of librarian‐instructors on the front lines of bibliographic instruction in Canada, looking at their experiences, goals, instructional methods and challenges in providing information literacy services. Seeks to fill a gap in our understanding of the circumstances and challenges that face librarians at the beginning of the twenty‐first century, and the attitudes of those librarians towards bibliographic instruction and the changing role of information literacy in Canadian post‐secondary institutions.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

Twenty years ago the word training had a very restricted meaning, but since then the view of what constitutes training has expanded considerably so that it now includes a wide variety of activities, whose existence, previously, was not even recognised. The purpose of this article is to identify these new areas and to try to arrange them in some sort of useful pattern. This pattern I call the concentric view of training, for reasons which will become apparent. We are publishing this concentric view of training because an appreciation of it is essential to an understanding of several ideas we shall be developing over the course of the next few months.

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.