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The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.

A qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.

Results suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.

This research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.

Reveals that research using a new learning organisation benchmarking implementation model has found that Australian organisations are increasingly committed to adopting, and implementing, learning organisation principles. Discusses the debate over individual and organisational learning. Outlines a ten‐principle learning organisation benchmarking and implementation model and describes the methodology used to establish its validity. Shows how organisations can determine the extent of the shortfall between the importance accorded learning organisation principles and the extent of their implementation. It has the ability to identify sectoral trends and reveal individual organisation weaknesses. Concludes that the model is an effective means of establishing an organisation’s status, providing a vehicle for evolution into a learning organisation.

This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in property education. “Blended learning” is a combination of face‐to‐face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. The aim of this paper is to examine the benefits that blended learning provides to students' learning experience and engagement in property education. It also seeks to discuss lessons learnt from academics who deliver Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accredited property‐related courses, in developing blended learning and students' interaction with the blended learning environment.

This paper presents the research findings from interviews and questionnaire surveys of RICS and CIOB accredited property‐related course providers and the students who currently study these courses. Eight course directors of property‐related courses were interviewed and through discussion with the academic interviewees a questionnaire was developed and sent to all RICS and CIOB undergraduate and postgraduate course directors in the UK. The eight interviewed course directors were requested to send out a questionnaire to their students, and 442 completed students' questionnaires were returned. Further telephone interviews with seven students were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented.

Both academics and students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve students' experience and enhance their engagement. It is also important to ensure that blended learning is really “blended” and includes a good mix of delivery methods. “Face‐to‐face interaction” with students is important as students require reassurance and on‐going support from lecturers. Providing training for students to use specialist software in order to equip them to fully utilise blended learning is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programmes is also key to its success.

This paper is the first to investigate the lessons learnt from academics in developing blended learning and also students' interaction with the blended learning environment in property‐related courses in the UK. Property‐related course providers can use the results of this study to inform the design of blended learning in their programme in order to enhance students' learning experience and engagement.

Drawing on two pieces of research contrasting employee and employer perspectives of organizational learning, Kay Baldwin‐Evans, director of research at online learning provider SkillSoft, outlines the key findings and suggests that, to really make a difference HR professionals need to move out of their comfort zones. Charles Jennings, global head of learning at Reuters, discusses his organization’s forward‐thinking approach to learning and development.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

For those people who live outside the US and do not share its intimate relationship with baseball, they will have always been slightly perplexed at some of the terminology used in business that originates from that sport. Phrases like “ball park figure”, being “thrown a curveball” and having a “three strikes and you're out” policy have descended into cliché, without many executives stopping to think what they really mean and why they are using these terms.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Based on the job-demands resources model, this study examines the potential of human resource management practices to simultaneously improve physicians' burnout and quality of patient care during the COVID-19 pandemic.

Drawing on a sample of 499 physicians working in specialised medical units, structural equation models through PLS-SEM was used to check the proposed hypotheses.

The results show that human resource management can reduce physicians' burnout and increase quality of patient care by considering job demands and job resources as mediators. In addition, this study suggests that burnout and quality of patient care can be improved simultaneously.

This research is focused on healthcare, which opens important opportunities to extend the proposed model in other public and private industries.

Managers need to understand that fostering well-being among employees is crucial for human resource management and impacts positively on employee performance.

This study offers a double mediation process whereby job demands and job resources are key underlying mechanisms through which human resource management practices reduce burnout and improve performance in a compatible way.

Roles of academic libraries have recently been regularly discussed among Library and Information Science (LIS) scientists and practitioners. A shift of roles induced by various factors forces academic libraries to reconsider their operational guidelines and plan future scenarios. This article provides an analysis of the framing of roles assumed by academic libraries and identifies key factors and agents that influence the process. Research consisted of an analysis of official strategic documents of Lithuanian state-owned universities that are of great importance to the strategic development of academic libraries and the anchoring of their roles. Applying Laclau and Mouffe’s (2001) discourse theory and the concepts of new institutionalism as a theoretical approach, key factors and agents influential to the role of academic libraries were identified. Modernity, market, and quality as three interrelated discourses highlight the proposition that modernity is inseparable from the development of information technologies and infrastructure and that various professional networks in the library environment act as powerful institutional agents. Practices of market law application in universities have influence on the institutional logic of libraries which increasingly relies on the criteria of efficiency and rationality.