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The purpose of this paper is to investigate the negotiation of learner and worker identities in a group of high-skilled newcomers who participate in an introductory and mentoring programme.

The paper takes the interdependence of learning, work and identity and a constructivist approach to identity as a point of departure. The design is qualitative with semi-structured interviews as the main source of data.

For the learning potential in introductory programmes to be fulfilled, all parties involved must recognise a need for learning. This is especially important in organisations that are knowledge intensive and that demand highly skilled and competent workers, as negotiations of learner identity might be more demanding for this group of employees.

The current paper is situated in a specific organisational and national context, and only pays attention to some of the negotiations between expert and learner identities that are relevant if induction programmes and initiatives should be experienced as positive. Connections between identity work, learning and job performance for this group of workers should consequently be empirically investigated by a variety of methods and within several organisational and national contexts.

The paper shows that it is vital for organisers and leaders to be sensitive to the significance that the identity work has for learning, when they plan, execute and evaluate induction programmes and initiatives for high-skilled and competent workers.

The facilitation of job transitions and induction for high-skilled and experienced workers is underresearched, and the paper shows how identity and learning is closely connected for this group of employees.

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.

A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.

The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.

By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.

So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.

This chapter describes our innovative approach to the teaching of computer programming and writing; professors worked with students across classes united by a theme of narrative. A year-long study examined if using Alice, a three-dimensional microworld programming software that allows users to create interactive narratives, was more effective than Visual Basic (VB) in developing problem-solving abilities in first-year college students in introductory computer programming courses. Results revealed that although both the Alice and VB group showed a statistically significant (p<0.05) increase in performance for problem-solving questions related to computer programming, only the Alice group showed a significant increase in problem-solving abilities not directly related to computer programming, and an increase in student retention.

Observes that management development activity in the Arab Gulf States is often provided specifically for Arab nationals, yet programmes are usually delivered in the English language by Western expatriates. Aims to discover whether this fact presents any particular problems for either trainees or trainers, particularly with respect to the British NEBS Management (NEBSM) qualifications. Finds that both trainees and employers agree that the content and assessment methodology of the NEBSM programmes are relevant and appropriate for the Gulf region. Low ability in communicating in English was identified by trainees and trainers as the biggest problem preventing student learning and effective participation on management development programmes. Discusses some of the issues relating to language and culture that should be considered by training professionals in the Gulf region. Suggests that new strategies need to be implemented by those responsible for training strategy and delivery in order to improve the effectiveness of management development.

Digital learning has become a global trend. Partly or fully automatic learning systems are integrated into education in schools and universities on a previously unseen scale. Learning systems have a lot of potential for re-education, life-long learning and for increasing access to educational resources. Learning systems create massive amounts of data about learning behaviour. Analysing that data for educational decision making has become an important track of research. The purpose of this paper is to analyse data from an intermediate-level computer science course, which was taught to 141 students in spring 2018 at University of Turku, Department of Future Technologies, Finland.

The available variables included number of submissions, submission times, variables of groupwork and final grades. Associations between these variables were looked at to reveal patterns in students’ learning behaviour.

It was found that time usage differs per different grades so that students with grade 4 out of 5 used most time. Also, it was found that studying at night is connected to weaker learning outcomes than studying during daytime. Several issues in relation to groupwork were revealed. For example, associations were found between prior skills, preference for individual vs groupwork, and course learning outcomes.

The research was limited by the domain of available variables, which is a common limitation in learning analytics research.

The practical implications include important ideas for future research and interventions in digital learning.

The importance of research on soft skills, social skills and collaboration is highlighted.

The paper points a number of important ideas for future research. One important observation is that some research questions in learning analytics need qualitative approaches, which need to be added to the toolbox of learning analytics research.

One of the fundamentals of Action Learning is the emphasis on Q type learning (knowledge and skill gained by apposite questioning, investigation and experimentation) as distinct from P type learning (information or skill derived from material already formulated, digested and presented for consumption in programmes of teaching and training). Because P is the traditional and established learning, there has been an increasing emphasis on Q. This article seeks to redress the balance whilst acknowledging the crucial difference between the two types of learning and the importance of Q.

This paper provides an overview of real estate educational programmes currently being offered in the Republic of South Africa as well as the role of the South African Property Education Committee in this respect. The emphasis is on programmes offered by formal tertiary educational institutions (i.e. universities and technikons) as well as on programmes offered by the major professional bodies in the field of real estate. Both undergraduate and post‐graduate courses at all universities and technikons are addressed and the implications of recent developments in this field are indicated. The background to the recently established national qualifications framework (NQF) is sketched and the present progress with the implementation of the outcomes‐based NQF with regard to real estate education is summarised. This overview provides a sound basis for comparing real estate educational programmes in South Africa with those offered in other countries.

The purpose of this study is to ascertain the role of training design on employee performance in the health sector of Pakistan.

This cross-sectional study applies random sampling to select respondents among Pakistan's trained health nurses. The study uses a survey questionnaire as a primary tool to collect the data. The 306 completed questionnaires form the study sample, with their data analyzed to find the results.

Structural equation modeling shows the positive and significant roles of training content and learning style on employee performance. In contrast, the study finds the role of the trainer on nurses' employee performance in Pakistan to be insignificant.

This research generally makes a valuable contribution to the training literature, particularly in Pakistan. Employers need to provide more training programs to reduce the cost of recruiting and training new staff members. Furthermore, the study recommends the provision of feedback to employees after training so they become aware of areas where they can improve their performance. This study's findings warrant consideration in the current training and development environment, and by policymakers and health sector planners of the Pakistani government.

This research study will help researchers to fill the gap in the international investigation by testing the training design and performance factors.

Industrial relations has been made the scapegoat for many of Britain's economic and social problems and over the past two decades there has been continual public debate about how the system should be changed.