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Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term “sustainability” radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants' prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

Describes the findings of the Management Development to the Millennium project of the Institute of Management. The research was carried out by two working parties, one examining developments over the period 1987‐94, the other looking ahead to 2001. The project found that there had been significant growth in training and development, and in vocational qualifications. Skills required in order to ensure future business prosperity included strategic thinking, and ability to manage change.

E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.

“When James Boswell returned from a tour of Corsica in 1765 he wrote: ‘It is indeed amazing that an island so considerable, and in which such noble things have been doing, should be so imperfectly known.’ The same might be said today of Puerto Rico.” Thus began Millard Hansen and Henry Wells in the foreword to their 1953 look at Puerto Rico's democratic development. Four decades later, the same could again be said about the island.

The picture exchange communication system (PECS) is an established communication intervention for non-verbal children with autism. The purpose of this paper is to present an evaluation of a computer-based PECS approach, in which young non-verbal children with autism respond to an on-screen “virtual tutor” through the manipulation of picture/symbol cards. The paper presents research to investigate how the virtual tutor’s voice influences the children’s participation and performance.

Eight non-verbal children between six and nine years old and with a diagnosis of autism were presented with a series of computer-based activities, using a virtual tutor with either a natural or synthetic voice, in two separate sessions. Data were gathered using a within-participants counterbalanced design to control against variations between individuals and effects of presentation order.

Analysis of the children’s responses suggest that they were able to use the system more effectively when the virtual tutor had a synthetic voice, rather than a human voice. The findings demonstrate that a computer-based virtual tutor can provide an engaging method of supporting symbol-based communication for non-verbal children with autism, and that a synthetic voice type was preferable for the sessions undertaken.

Investigations of voice type and its influence on non-verbal children’s participation and performance have so far provided inconclusive results (Ramdoss, 2013). This research suggests that the voice type is an important feature of the learning experience of non-verbal children with autism, and can have a significant influence on their participation and performance in virtual tutor-led learning.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

This chapter explores the parental experiences of 21 mothers of young and/or adult children who have been diagnosed with developmental disabilities (DD). Specific attention is paid to mothers’ reflections on marginalization, stress, and resiliency. Intersectionality of marginalization was explored with a select number of participants who identified with minority racial groups, with the LGBTQ community, and/or as a single or young mother. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Eighteen mothers reported experiencing elevated levels of stress specifically related to challenges associated with DD; the need for greater investments of time and money was emphasized. However, nearly every participant highlighted stories of resilience and acclimation to these challenges associated with raising a child with DD. Thirteen mothers overtly discussed experiences of discrimination and marginalization. Some of these scenarios included being stared at or criticized in public, being excluded from social events, and facing discrimination within school settings. Select participants from marginalized backgrounds (being as a young parent, or as Black, single, lesbian, bisexual, and/or transgender) provided insight into how layers of marginalization negatively impacted their parental experiences. These personal accounts provide additional evidence that mothers of children with DD experience courtesy stigma. In addition, they provide a holistic illustration of motherhood experiences that does not center on only negative or positive aspects. Finally, the reports of mothers who identified with multiple marginalized identities strengthen the call for additional empirical focus on intersectionality as it concerns mothers of children with DD.