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The purpose of this paper is to outline and discuss a multifaceted approach to embedding change in academic practice, resulting in the integration of technology‐enhanced learning (TEL) within the wider institutional strategic approach to learning and teaching.

This approach is evidenced through a discussion of three examples of practitioner engagement and ownership across the institution – “bottom‐up”, “middle‐out” and “top‐down” activities – demonstrating the attendant potential for transferability to other institutional settings.

The triangulation of all three levels of activity in this way ensures that strategy is informed, developed, discussed, deployed and owned across the institution.

The paper addresses the challenges of integrating TEL approaches within an overall teaching and learning strategic framework through the medium of practitioner‐developed and supported initiatives developed at the University of Dundee but with potential for transferability to other institutions.

In this chapter, we consider some of the key ideas that impact on the creation of online learning environments. By exploring some aspects of theory, namely connectivism and its relation to wider ideas of community-building, heutagogy, and motivation, we articulate some of the factors that have influenced the authors’ practice in creating online learning. We illustrate these influences by outlining examples of three courses which we have been party to creating, so that interlinked theory and practice are in evidence. By looking at a teacher education program, a childhood practice program, and a short access course, we provide examples of some of the ways in which we have scaffolded the development of learning communities, encouraged students to have autonomy over the direction of their learning, and engaged students to maintain their motivation for learning. At times, these three dimensions are interpenetrating, and in two of our case studies, longevity and ongoing improvements have enabled the authors to have confidence in the quality and value of these courses, while the third focuses on a newly created course.

This chapter unpacks the unique characteristics of online students, research that exists pertaining to support of online students in American higher education, and reviews the subsequent chapters in this volume. The chapters in this book focus on research, theoretical foundations for supporting the success of online student. Authors present case studies in various context including a large state university system, a large and increasingly growing public master’s degree, two private institutions, and a Scottish institution. Various theoretical constructs are provided to help inform practices for supporting online students including “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007) and the Dynamic Student Development Metatheodel (DSDM). The final chapters of this book unpack the experiences of specific populations including post-baccalaureate, students, and doctoral students, understanding that each subset of students encounters different challenges throughout their online experiences. Finally, this book closes with a focus on a very important topic for all professionals: accessibility discussing the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. The last chapter compares two models of support (medical and social) and offers recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

The Road to Wellville is a useful allegory to describe the consequences a therapeutic approach to Public Administration can have on citizen participation. A therapeutic approach assumes that the citizens in an administrative state, are sick, and therefore need intervention by the government to heal them, regardless of whether we want it or not. In The Road to Wellville, Kellogg, though well intentioned, relied on alternative, unconventional therapies to try to cure health problems. This paper uses The Road to Wellville to illustrate how public organizations that adopt a therapeutic approach can broadly undermine legitimacy

This chapter seeks to investigate the role of student emotional intelligence (EI) in countering in-class cyberloafing behaviour by students, by exploring the mediating role of boredom proneness through a quantitative approach. A sample of 163 postgraduate university students in India was selected. The authors assessed the mediation model using PROCESS macro. The authors found that students who are more aware of their emotions are better equipped to handle internal and external distractions and work towards a desired goal or outcome and therefore are less likely to experience boredom. Results from this study revealed a significant direct and indirect negative relationship between students’ EI and cyberloafing behaviour. This chapter contributes to the body of literature by highlighting the positive effects of EI as an important antidote to student cyberloafing behaviour. On the practical front, the findings of this study can be used by academicians who are charged with the responsibility of understanding and enhancing student learning by diminishing cyberloafing behaviour among them. The proposed framework could provide a foundation for countering cyberloafing behaviour in educational settings.

Mentoring has been increasingly used in educational development to facilitate transfer of knowledge from programs for higher education teachers to their pedagogic practice. However, studies are missing which would critically assess the outcomes of mentoring in programs for university teachers. The purpose of this paper is to systematically review existing research on mentoring in the context of educational development in higher education.

Using a careful search strategy, 17 relevant scholarly sources were selected and analyzed to document the results of mentoring at individual, departmental and institutional levels.

Among the striking findings was the lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies. However, those methodologically more advanced studies suggest that mentoring can become a valuable component of educational development programs. As reported by previous research, mentoring can: enhance university teachers’ cognitive abilities, beliefs and attitudes; improve the effectiveness of teaching; increase teachers’ capability to research teaching and learning; enhance mentoring skills; and improve the overall teaching climate at universities.

Categorization of different types of outcomes of mentoring in educational development can help the practitioners engaged in introducing or re-designing educational development programs with a mentoring element.

This is the first systematic review of the studies discussing the process, value and outcomes of teacher mentoring to improve pedagogical practice at the university level.

The purpose of this study is to investigate how relative power and mutual commitment affect partners’ choice of influence strategies and how national culture may moderate these effects in the context of international strategic alliances.

In two experiments involving US and Chinese managers, respectively, the study looks into situations wherein a party’s power is lower, equal or higher, all relative to the other party, and there is high versus low mutual commitment between the two parties. The effects of relative power and mutual commitment on influence strategies are also compared between US and Chinese managers.

There is no significant difference between low and equal power with regard to choice of influence strategies. However, moving from a low/equal power to a high-power position, a party’s use of integrative (non-mediated) communications decreased significantly, whereas the use of coercive (mediated) communications increased significantly. The results also show that the effect of relative power is greater when mutual commitment is low than when mutual commitment is high. Finally, there is evidence that the effect of power is stronger for the Americans, whereas the effect of commitment is stronger for the Chinese.

The paper offers a finer account of power relations wherein a party’s power is lower than, equal to or higher than that of the other party and explores the moderating effect role of national culture on the linkages from relative power and relationship commitment to influence strategy use.