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To develop a framework for conceptualizing and managing integration in STEM learning, that can help address key issues in its research and implementation worldwide.

Integration in learning is a complicated but not a well-defined concept and therefore it is difficult to illustrate in theory and practice how to conceptualize, manage and implement integrated STEM learning with aims to enhance students' learning effectiveness and multiple-thinking ability. Based on a typology in integrated learning, this article re-conceptualizes integrated STEM learning into a comprehensive framework of three categories, six subcategories and four basic models. With this framework, how to manage integrated STEM learning and related issues in schools for effectiveness are discussed.

As a typology, integration in STEM learning can be classified as content integration, pedagogical integration and learner integration. They can be further differentiated as six subcategories: subject integration, domain integration, method integration, cognitive integration, SEN integration and diverse ability integration in STEM learning. Depending on the extents of content integration and pedagogical integration, four basic models of integrated learning can be identified in theory and practice. The categories, subcategories and basic models have their own characteristics, strengths and limitations. Strategies are developed to address the characteristics and related key issues of each category of STEM learning.

The framework may help to analyze the key issues of integrated STEM learning in research and development, such as “Why and what integration in STEM learning is important and necessary in curriculum reforms for the future?”, “How the integrated STEM approach is different from the traditional subject approach?”, “How the STEM learning activities can be integrated and managed effectively for enhancing students' learning effectiveness and multiple thinking capacity?”, and “What key implications can be drawn for managing and implementing STEM learning?”

Based on the proposed typology and models of STEM learning, various strategies of managing STEM are discussed and developed, which will contribute to policy formulation and professional practice of integrated STEM learning locally and internationally.

The proposed typology and models of STEM learning and related new ideas and perspectives will contribute to future research and development in this area locally and internationally.

The purpose of this paper is to present a new learning and growth perspective for the balanced scorecard (BSC) that includes more specific measures of integrated thinking and value creation to help improve integrated reporting (<IR>). Practical, relevant definitions of these historically vague concepts may improve intangible asset disclosures (IAD) and increase uptake of the<IR> framework.

The paper is conceptual. The authors use organisational learning to theorise about the learning and growth perspective of the BSC, within the context of the practice of IAD.

Several criticisms of IAD, the<IR>framework and the BSC have acted as barriers to implementing the<IR>framework. The improved version of the BSC’s learning and growth perspective, presented in this paper, addresses those criticisms by redefining the concept of integrated thinking (learning) and more fully connecting that learning to future value creation (growth). The model is designed to be used in tandem with the<IR>framework to operationalise integrated thinking. A new BSC strategy map illustrates how this revised learning and growth perspective interacts with the other three BSC perspectives to create long-term shareholder value through the management and growth of knowledge within an organisation.

Organisational learning is an important source of competitive advantage in the modern knowledge economy. Here, the authors encourage further debate on how to report and disclose information on intangible assets, driven by a new conceptual strategy for organisational learning that fully supports the BSC’s capacity to help integrated thinking and future value creation for the<IR>framework.

From its roots as a performance measurement system, the BSC has become a widely used strategy execution tool. The<IR>framework has struggled to gain traction, but still has value in exploring intangible assets and its disclosure from a systems thinking perspective. The model is designed to bring an explicit understanding of how to improve integrated thinking for the<IR>framework facilitating better measurement, management and reporting of human and structural capital. By doing so, the new model enables a firm to use the BSC to engage with<IR>more effectively, which should also be useful for practitioners given the widespread use of the BSC.

The analysis of the BSC’s learning and growth perspective reveals two dichotomies – one between resources and growth, and another between systems and capability. The revised perspective resolves these dichotomies with clear, forward-focused measures of learning and intangible asset growth, and multiple vertical and horizontal connections between the perspective’s four constructs. The authors demonstrate practical paths to value creation through a range of strategic impacts.

The purpose of this paper is to examine relationships between quality management health dimensions, employee health, flow and work integrated learning in primary schools. Previous research has indicated relationships between quality management and health. In this study, the role that work integrated learning plays in the connection between quality and health is investigated.

The study object has been a number of schools. A quantitative survey has been carried out. A random sample of 20 primary schools, of which 13 (65 per cent) agreed to participate, was selected. Questionnaires to their 301 employees were delivered and 229 (76 per cent) were returned. The reliability of the items were analysed with Cronbach’s alpha test. The statistical relationships between the items were studied with Pearson’s correlation test.

The results show that the items are reliable. Moreover, statistical correlations between work integrated learning on the one hand and employee health, quality management health dimensions and flow on the other hand are found.

One limitation is that the research has only been carried out in schools and the possibilities of generalising the findings to other sectors are uncertain. Research implications are the relationships that have been identified between work integrated learning and the other factors.

The knowledge that has resulted from the study should be useful for organisations in their attempts to improve the health status of the employees.

The relationship between work integrated learning and employee health has not been studied in any other major study.

The purpose of this paper is to propose an integrated model of action learning based on an examination of four reviewed action learning models, definitions, and espoused outcomes.

A clear articulation of the strengths and limitations of each model was essential to developing an integrated model, which could be applied to Lynham's general method of theory‐building research in applied disciplines. The paper examined common themes according to the model structure, methods, and methodologies. The four models selected for this review were Gregory's Group Action Learning Process Model, Paton's Systemic Action Learning Cycle, Paton's Systemic Action Learning Spiral, and Watkins and Marsick's Continuous Learning Model.

A comparison of the key variations in the definitions of action learning and desired outcomes explained differences in model designs. HRD practitioners need a better understanding of the variables that affect the outcomes of action learning through exploring learning transfer issues and through testing multiple methodologies. Similarly, the integrated model was designed to indicate how change takes place within an organization, dictated by either internal or external factors. A description of the construction of the integrated model is provided.

Owing to the disconnect between the conceptual development and application phases of theory‐building research, more empirical evidence is needed to support the connection between action learning models and methodologies and desired outcomes. The integrated model was designed from a systems perspective with particular emphasis on soft systems in the problem and analysis phases to illustrate the role of organizational modeling of the relationships among members, processes, and the internal and external environment. HRD practitioners could re‐examine their decision making, particularly in approaching large‐scale change. HRD practitioners could document their specific approaches to action learning, including a combination of action research methods and soft systems methodologies. A comparison of outcomes versus the methodologies could be made.

The objective of the integrated action learning model is to improve decision making related to facilitating change from an HRD perspective, given the theories and principles underlying each model. The integrated model could serve as the basis for gaining new knowledge about critical systems theory and action research as it relates to action learning and change facilitation. It is the paper's intent that the proposed integrated model will spur further theory‐building research in employing action learning as an organizational change intervention.

Rooting in the literature on training and laying on Kirkpatrick model, this paper aims to explore key drivers of corporate training to identify how they can be combined into an integrated framework of learning for human capital development.

By adopting the constructivist grounded theory, this contribution analyzes the experience carried out in the last ten years by Virvelle, an Italian corporate training firm.

Results show the rise of five core categories, g1iving rise to an integrated model of Kirkpatrick. Their dynamic interplay led to a new orientation of Kirkpatrick model giving rise to a metalearning ecosystem.

Managerial implications have identified key factors on which building and implementing appropriate corporate training programmes capable of triggering co-generative processes of value creation. Particularly, the essential role of learning quality culture, digital technology and personalization are detected in integrating not only hard but furthermore soft shades of learning. Concerning theoretical implications, the emergence of key structural and systems enabling dimensions for learning, and contextual mechanisms involved in reshaping training effectiveness and achieving integrated learning outcomes are detected. The main limitation of this study lies in the need to generalize results: the conceptualized framework needs to be empirically tested.

The value of this research is built along three main points. The first is the integration among the core categories that an integrated learning system can be built on, promoting learning quality culture through positive feedback loops. The second is represented by the chance to enhance an integrated mutual knowledge development among engaged actors, thereby shaping a more holistic and multidimensional learning model. The third is related to the transversal role that digital technology plays in all phases of the training process as it integrates and enriches them.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes.

The study was based mainly on questionnaire data collected through a survey of 14 SMEs that had received support from the European Social Fund's Objective 3 programme. In addition, data collected through interviews and analyses of documents were used.

The results indicate interactions between the strategy of competence development used by the firms (formal vs integrated) and the type of learning environment in the workplace (constraining vs enabling). The use of an integrated strategy in an enabling learning environment was the most successful combination in terms of learning outcomes, while the use of an integrated strategy in a constraining learning environment was the least successful combination.

There is a need to elaborate the theoretical and empirical basis of the distinction between formal and integrated strategies for competence development, and to study the effects of the two types of strategy, not only for individual learning outcomes, but also for effects at an organisational level.

HRD practitioners need to question a traditional reliance on formal training, as the presented results indicate the importance of using competence development strategies that are based on an integration of formal and informal learning.

The study indicates that the effects of competence development efforts are likely to be a function not only, nor primarily, of the training methods and strategies that are used, but also of the characteristics of the learning environment of the workplace.

Peninsula Technikon has for the past few years engaged in a review of their current qualifications with a view to transforming these curricula into Outcomes Based Education (OBE) format with learning specified in terms of broad, exit level outcomes. In turn the subjects making up these programmes were further broken down into enabling and sub‐enabling learning outcomes. The institution is currently engaged in designing tasks and assessment criteria which attempt to piece together these learning outcomes into projects which integrate student learning and introduce reflective assessment practices. The process underlying the design of these integrated projects has necessitated collaborative planning and assessment among academic staff at various levels of each programme. Through this process staff have grappled with and puzzled over the realities of implementing OBE at classroom level. This paper focuses on an integrated project designed for the exit level of the Civil Engineering diploma programme and explores the assessment practices from lecturer perspectives through unstructured focus group discussions, as well as individual, structured questionnaires and interviews. The outcomes of this research are presented as work in progress and tentative recommendations will be made regarding the implementation of integrated projects.

The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models.

It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course.

The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment.

The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models.

The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning.

Increase the effectiveness of learning in engineering education.

Case study based on observation and planning.