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In an online executive education setting, online discussions are seen as a frequently used pedagogical tool that promotes higher level of learning and critical thinking. A teacher's role is seen more as a moderator or facilitator of learning than as a lecturer or preacher. This shift of roles enhances the online students’ opportunities to critically think and reflect; and encourages co-creation of knowledge by way of peer discussions. It is imperative that students apply their critical thinking as well as soft skills to effectively participate and contribute towards making the discussion forum as self-regulated. However, in reality it needs explicit planning and effort on the part of the teacher to motivate them towards this positional shift. This chapter presents the motivation and techniques for improving student engagement by way of assigning them the role of moderator in a predominantly asynchronous online course for management graduates. A qualitative analysis of the observations made based on the application of three techniques of student moderation on student cohorts is shared and implications are discussed.

The purpose of this paper is to develop a holistic model for educational purposes using data‐mining techniques for exploring the effects of probable changes in processes related to admissions, course delivery and recruitments.

The paper proposes a framework for an effective educational process using data‐mining techniques to uncover the hidden trends and patterns and making accuracy based predictions through a higher level of analytical sophistication in the process of counselling students.

Data‐mining tools are used in academia for capitalizing on the advances of information technology. This process improves research and academic decision making through uncovering hidden trends and patterns that predict using a combination of explicit knowledge base, sophisticated analytical skills and academic domain knowledge.

The paper presents a model using a data‐mining approach for academics.

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

A boundaryless career perspective suggests that career competencies are essential for employees who wish to advance their careers in high uncertainty. This study aims to propose an integrated conceptual model for career competencies to provide insights for employees and organizations by identifying what and how one can prepare and provide support for career development in an uncertain and complex work environment.

The integrated literature reviewed was adapted to provide a conceptual model for career competencies. All 77 studies were reviewed, guided by the intelligent career theory (ICT) and social cognitive career theory (SCCT).

The mechanisms of career competency development were examined through the interrelationship between three types of knowing; knowing-why, knowing-whom and knowing-how. Career competencies can be considered a developmental process, therefore, they could develop through various interventions and accumulate over time. Especially the results indicate that learning is an essential component of career competencies, as it increases self-efficacy and promotes a desire to achieve positive career outcomes.

This study provided a conceptual model, explored the mechanisms of career competency development and considered how career competencies influence career outcomes. Furthermore, it identified the context of the construct of career competencies by integrating the SCCT and ICT. Finally, it showed the inadequacy of existing research on negative factors of career competency outcomes and recommended further research to broaden the general context of career competency studies.