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The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.

This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.

Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.

The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.

Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.

The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.

Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.

Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.

The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.

The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques.

The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings.

The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics.

The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study.

The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches.

The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.

It is suggested that Euro managers must, in addition to possessing the competences we would associate with any effective manager, be able to understand and appreciate the differences between people of different cultures. In developing European managers competence must be addressed. The most effective way of developing managerial competences is through learning opportunities such as projects, secondments, distance learning and computer‐based training.

Defines the successful Euro manager as someone who is comfortable in managing and challenging diversity, in particular the differences between people of different cultures. Suggests the need to re‐examine the management competences needed to be a pan‐European manager. Considers that training courses may not be the most effective method of developing competences. Proposes that wider use of learning opportunities is needed ranging from projects and secondments to distance learning and computer based training.

This paper aims to represent the results of a case study to establish a building information model (BIM)-enabled workflow to capture and retrieve facility information to deliver integrated handover deliverables.

The Building Handover Information Model (BHIM) framework proposed herein is contextualized given the Construction Operation Information Exchange (COBie) and the level of development schema. The process uses Autodesk Revit as the primary BIM-authoring tool and Dynamo as an add-in for extending Revit’s parametric functionality, BHIM validation, information retrieval and documentation in generating operation and maintenance (O&M) deliverables in the end-user requested format.

Given the criticality of semantics for model elements in the BHIM and for appropriate interoperability in BIM collaboration, each discipline should establish model development and exchange protocols that define the elements, geometrical and non-geometrical information requirements and acceptable software applications early in the design phase. In this case study, five information categories (location, specifications, warranty, maintenance instructions and Construction Specifications Institute MasterFormat division) were identified as critical for model elements in the BHIM for handover purposes.

Design- and construction-purposed BIM is a standard platform in collaborative architecture, engineering and construction practice, and the models are available for many recently constructed facilities. However, interoperability issues drastically restrict implementation of these models in building information handover and O&M. This study provides essential input regarding BIM exchange protocols and collaborative BIM libraries for handover purposes in collaborative BIM development.

This study aims to explore antecedents of supporting local food branded by a sustainable state-operated agricultural marketing program (SOAMP). Cultural values and pro-environmental attitudes were examined as well as their effect on purchase and word-of-mouth intent.

The values, attitudes and behavior model served as the framework for testing the measurement and structural models and mediation effects. A total of 259 individuals participated in the online survey.

Structural model was a good fit to the data. The values of collectivism and long-term orientation were the strongest predictors of intent to purchase and spread word of mouth about SOAMP branded products. Green consumption attitudes mediate the relationship from collectivism value to intent to support products branded by a sustainability marketing program.

This study is original in that it challenges the notion that local food consumption is primarily driven by pro-green attitudes. To the best of the authors’ knowledge, it is also the first of its kind to approach local food and pro-green consumption from a cultural perspective by using Hofstede’s cultural values scale to explore how individuals’ values affect their support of products branded by a sustainability marketing program.

Community-based social enterprises (CBSEs), a spatially defined subset of social enterprise, are independent, not-for-profit organisations managed by community members and committed to delivering long-term benefits to local people. CBSEs respond to austerity and policy reforms by providing services, jobs and other amenities for residents in deprived communities, thus contributing to neighbourhood regeneration. This paper aims to develop a better understanding of how CBSEs perceive accountability, how they apply it in the management and representation of their business and why.

Nine case studies of CBSEs across three European countries (England, the Netherlands and Sweden) are analysed, using data from semi-structured interviews with initiators, board members and volunteers in CBSEs.

CBSEs shape accountability and representation in response to the needs of local communities and in the wake of day-to-day challenges and opportunities. Apart from financial reporting, CBSEs apply informal strategies of accountability which are highly embedded in their way of working and contingent upon their limited resources.

Although research has shown the complex governance position of CBSEs, their application of accountability to target communities and other stakeholders is unclear. The paper coins the term “adaptive accountability,” reflecting a relational, dialectic approach in which formal, costly accountability methods are only applied to legally required forms of accounting, and informal practices are accepted by funding agencies and governments as valid forms of accountability, assessing CBSEs’ societal value in more open terms.