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The purpose of this paper is to discuss an expansion of the Special Education Bulgaria (SEB) internet community that is required to pilot software created by the European Union's (EU's) Sixth Framework integrated project, TENCompetence.

SEB is the product of a two‐year research project designed to create a sustainable nation‐wide community of practice (CoP) for special education in Bulgaria via the internet. This paper discusses the SEB features consistent with TENCompetence concepts of competency development, lifelong learning, and professional networking. It then describes the additional features needed to prepare a SEB pilot.

SEB was developed throughout three phases of research, which included a needs assessment, formative evaluation, and effectiveness evaluation. Effectiveness evaluation results indicated that though a CoP has begun to coalesce, it remains unclear to what extent SEB helps special educators do their jobs better. In response to this finding, the implementation and testing of e‐portfolios and online courses is proposed. The implementation would employ Moodle for course management, Elgg or Mahara for e‐portfolios, and TENCompetence open‐source software for defining and organizing competencies.

Research outcomes regarding online communities and lifelong competency development may also apply to the professional development of special educators in neighbouring Balkan countries, especially those new to or soon to enter the EU.

Internet‐based competency development and lifelong learning for special educators in Bulgaria, one of the EU's newest member countries, is investigated.

This chapter uses discourse analysis to explain why entrepreneurship has become a primary response to Africa’s youth employment challenge. It analyses almost 20 years of academic literature and publications from one of the world’s foremost authorities on entrepreneurship: the Global Entrepreneurship Monitor (GEM). The study found that youth were positioned within a discourse of entrepreneurial essentialism; where entrepreneurship was narrativised as the only option for youth employment; and youth were framed as entrepreneurship being the natural solution for them. Youth were concurrently framed within numerous contradictory entrepreneurial discourses which were used to elevate and legitimise entrepreneurship as the key pathway for addressing Africa’s youth employment challenge. An important finding in this study was that the dominant model of entrepreneurship being promoted by GEM to address the challenge is a mainly skills-based pathway to self-employment and low-growth microenterprise development. This is concerning for two reasons: firstly, global evidence does not demonstrate much support for such an approach, and secondly, it undermines other responses to youth unemployment, particularly those which seek to address more structural, demand-side barriers to employment.

The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and teaching theory and the current context of the sector. The framework provides guidance to those who teach in next generation learning spaces and is illustrated with examples of effective pedagogic practices that use the affordances of spaces while avoiding their limitations. The chapter discusses the tension between next generation learning space design and use. Design is influenced by drivers ranging from a need to accommodate ever-larger student numbers and responding to digital technologies and other developments in educational media, to providing for new approaches to learning. Use is determined by understandings of the teaching task, which can range from presentation by a teacher through to students working individually or in groups to generate meaningful knowledge, useful skills and professional values. In this chapter we identify drivers underpinning the creation and design of next generation learning spaces in universities today and associated expectations of the ways in which the spaces will be used. We reflect on understandings of sound pedagogic practice and work through to implications for learning and teaching in NGLS. In some cases advocated pedagogic practice asks teaching staff to make the most of spaces designed to allow students to engage constructively in their learning. In other cases it involves teaching constructively in spite of the design of the space.

Sustainable management requires companies to build up new knowledge to acquire the competencies needed for action. This chapter aims to deliver knowledge about sustainability and knowledge for sustainability. Firstly, we systematically analyse the sustainability literature in the social sciences through a bibliographic analysis and topic modelling using VOSviewer and Mallet software. We outline research directions, themes and critical contributions for each research cluster identified. Additionally, we categorise over 30 definitions of sustainability identified by Meuer, Koelbel, and Hoffmann (2020). Secondly, we enumerate knowledge types needed for effective sustainability transitions of organisations. We trace typologies of sustainable business models and their distinct evaluations of sustainability. In this chapter, we argue that integrating the triad of social, ecological and economic goals is central for sustainability attempts as well as long-term thinking. Therefore, our research offers a comprehensive overview of sustainability in the social sciences supporting researchers and practitioners to navigate this miscellaneous and scattered field. Accordingly, our study is precious to young scholars researching sustainability who want to use the term in an informed and meaningful way.

Situated within a context where high-skilled migration is increasingly being featured in policy debates around the world as part of strategies to foster innovation, this chapter examines the ways highly skilled entrepreneurs in tech traverse their entrepreneurship and their subsequent migration via business accelerators. Business accelerators, which are not just promoted as pre-seed funds in financial circles, but also by migration policy as sponsors of migrant innovation, play an important role in the lives of young migrant ventures. However, based on interviews with entrepreneurs that used policy-endorsed accelerators in the United Kingdom, this chapter emphasises that both finance and migration policy considerations are just tiny specks in a larger picture. This chapter shows the boundary-fluid lives entrepreneurs in tech lead, and puts forth that it is the symbolic capital that they amass through their active use of accelerators, that they then convert to economic value. Consequently, it is argued that discussions around social integration of migrants into ‘mainstream’ society need to be viewed with a new lens, as the symbolic capital thus accrued, is at a truly transnational level.

Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E³) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.

The importance of smartphones in enhancing students learning, research and development is well-established in many published studies. Nevertheless, due to numerous challenges, Nigerian students are yet to reap from the benefits of smartphones in terms of accessing vital information for learning and development. Therefore, this study aims to develop a framework that will enhance Nigerian students’ ability to use smartphones for learning.

The SERVQUAL Theory Framework is adapted to actualize the research aim. Moreover, a qualitative (in-depth interview) research approach was used to interview 60 students from 3 public universities in Nigeria. Purposive sampling technique was used to select the interviewees, and the interview data were analysed using thematic content analysis.

The findings identified the critical constraints that deter Nigerian students from reaping the full potential of smartphones for learning. The constraints are categorized into three groups which include telecommunication companies’ hiccups, such as high cost of internet, poor network services and coverage; government obstacles, such as high tax policies, insufficient electricity supply and lack of basic infrastructure; and university barriers, such as unavailability of Wi-Fi connection for students, lack of equipped university libraries and poor management.

Thus, a holistic Framework for Enhancing Students Smartphones Learning Ability was established to provide fundamental recommendations to the Nigerian Government, telecommunication companies in Nigeria and Nigerian universities to tackle the pressing issues hindering Nigerian students from using their smartphones for learning. This will enhance the smartphone learning experience of Nigerian students.

Words like Participation tend to be labels stuck on generalities, signifying nothing. They are used as verbal bromides by publicists anxious to cover harsh realities with an attractive veneer. As a rule, once they have served their purpose, they are conveniently forgotten.

Inner city centers not only provide opportunities for shopping, dining, and entertainment, but with their lively atmosphere and other vital attributes, also create attractive destinations for residents and tourists alike. However, inner city retailing, potentially the most important reason to visit an inner city, is facing serious competition from e-commerce and out-of-town shopping malls. Dying inner city centers have become a severe issue in recent years, worldwide. To counteract this devastating trend and ensure the vitality and viability of inner city centers, stakeholders from the public and private sectors regularly join their forces in initiatives to strengthen urban structures. However, academic insights into the contribution of retailing on perceived city attractiveness remain sparse. Relying on an extensive data set that combines survey and observational data, the authors are able to quantify a variety of inner city characteristics, ranging from its store and service provider portfolio to its ambience and accessibility, and measure their association with its perceived attractiveness. They show that a city's portfolio of retail stores is not only related to people's perceptions of the city's overall attractiveness but also perceptions of its ambience. However, not all retail categories contribute the same way; while the presence of clothing stores or booksellers is strongly associated with cities' ambience as well as attractiveness, other retail categories such as optometrists or electronics stores are negatively associated with consumers' inner city perceptions. Importantly, these relationships also depend on the size of the focal city. Based on their results, the authors provide important managerial and societal implications on how to leverage the local retailing environment to improve inner city attractiveness. For example, the results may inform (local) governments on which sectors to subsidize in order to attract those store and service provider categories that benefit inner city attractiveness.