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Universities are encouraged to embed key skills in their undergraduate curricula, yet there is often little support on how to identify skills development and progression. This paper describes a tool that facilitates colleagues in auditing key skills and career/employability skills within individual modules and mapping these skills across degree pathways. The instrument presented supports a systematic approach to collect information on skills development. It enables tutors to highlight those skills students have the opportunity to develop or practise within a module, and to record for each skill whether explicit learner support is provided, whether the skill is assessed, and the desired standard of proficiency. The latter is identified from descriptors defined for three standards. Data collected for all modules within a degree pathway may subsequently be summarised (mapped). The tool provides valuable summary data for institutional quality assurance purposes and facilitates reflection on how to enhance students' learning experiences.

The purpose of this paper is to understand the strategic intent and consequent organisation of innovation summits. Innovation summits have recently appeared in practice as a new approach by which firms strategically market and further their open innovation agendas both internally and externally.

To advance the knowledge of this novel phenomenon, which has not yet been described in theory, a qualitative research design is appropriate. Consequently, this research conducts comparative case studies of four leading companies.

The paper contributes knowledge on how innovation summits can be designed and used as a strategic marketing approach to mobilise and match key people for open innovation. The authors find that the strategic scope and cognitive distance of invited firms are critical dimensions in characterising distinct types of innovation summits and propose a classification scheme for understanding different types of summits.

For practitioners, the authors present two central questions to consider before staging a summit: what is the strategic scope and who should be involved? This classification scheme offers managers an understanding of the implications of these choices.

While much research takes a macro-perspective on open innovation, much less is known about the micro-level of bringing parties together. In practise, the concept of innovation summits has gained a significant interest; however, the concept is still relatively unknown in the literature. This paper is one of the first to advance knowledge of this novel phenomenon.

This paper seeks to explore the effect of leadership style of a team leader on team‐member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context.

Qualitative research utilizing the case study method is used for empirical validation.

The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization.

Case studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations.

The leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning‐related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team‐level outcomes.

The paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.

The purpose of this editorial is to introduce the inaugural issue of the International Journal of Mentoring and Coaching in Education (IJMCE), as well as to set the scene for the current and future issues of the journal.

This editorial simply introduces the journal and its first issue. The paper sets the scene by which the journal was conceived and the context in which it aims to operate. It then move on to briefly describe the visions of IJMCE, the theories and practices of mentoring and coaching and the definitions and implications that the journal will have for policy makers.

It is found that IJMCE will offer diverse definitions of mentoring and coaching in the course of publishing three issues per year, each comprising five articles.

The editorial introduces five original manuscripts from several authors who have undertaken some brilliant research, which contributes greatly to the mentoring and coaching community.

This chapter outlines some of the challenges in assessing teachers’ subject-matter knowledge. After reviewing traditional ways of mapping a domain, such as job analysis and “wisdom of practice,” the author alights on the two constructs, depth and breadth, that have come to define how teachers’ subject-matter knowledge is conceptualized. He argues that these two constructs constitute an impoverished vocabulary that misrepresents the complexity of the subject-matter knowledge teachers most need for effective instruction. He proposes an expanded set of constructs – differentiation and elaboration, qualification, integration, generativity, and epistemological knowledge – that better approximate the complexity of a subject-matter domain and serve as a better guide for creating an assessment system.