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This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.

Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.

All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.

This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.

This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.’s (2005) combination-of-perspectives model.

This study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the context of Indian higher education. Further, the impact of personal factors (Internet self-efficacy (ISE)) and environmental factors (information, system and service quality parameters) on various dimensions of student engagement (behavioral, emotional and cognitive) is studied through the lens of social cognitive theory (SCT).

An online management information systems (MIS) course is delivered to a batch of 412 postgraduate students. An online survey was conducted to measure the factors affecting their PLE. In addition to the survey, a summative assessment is conducted to evaluate the students in terms of their marks to assess their achievements (actual learning). Covariance-based structural equation modeling (CB-SEM) is used to validate the developed research model.

It is discovered that the IS (information system) quality parameters (environmental factors) positively impact PLE. The ISE affects the PLE through the mediating effect of all the dimensions of student engagement. Furthermore, there exists a positive relationship between PLE and student marks.

This study develops a research model using personal and environmental factors to understand PLE through the lens of SCT and then empirically validates it. The psychological process from the students' ISE to the PLE is explained through the mediating effects of various dimensions of engagement. Further, it is found that the PLE is positively related to student marks.

The aim is to explore the role of personal learning environments in an already ICT‐dense context and in combination with some educational approaches in the field of technology enhanced education. The paper seeks to analyze how personal learning environments are not a device but a learning strategy that threatens the way educational institutions and their functions are understood, by contributing to enable a borderless learning society.

The research begins by revisiting Vygotsky's concept of the zone of proximal development and assesses the role of educators and educational institutions as the actual more knowledgeable others in scaffolding learners' learning paths. This role is put in relationship with different learning scenarios (formal, non‐formal, informal and autodidactic) according to their inner structure (or lack of) and degree (or absence) of planning. The research then puts PLEs in relationship with other “physical” spaces (VLEs and LMSs), the digitization of content (open educational resources), records and assessments (e‐Portfolios) and the possibility to flip some traditional tasks or processes that enabled regaining the social component in the classroom (Education 2.0).

It is suggested that PLEs have come to close the circle of ICTs in education with a highly transformative power: the power to blur the boundaries between formal teaching and informal learning. Indeed, the traditionally difficult transition from one learning scenario to a different one has been made smoother by the appearance of OER and, especially, social media constructs that can be used for learning purposes, especially within a PLE‐based strategy.

It is stated that institutions should embrace and even foster the possibility that learners could easily and intensively switch educational resources, just like they could shift among different registers and learning scenarios, as a newly enabled way to tear down the artificial divisions that formal learning edified.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This paper aims to introduce the concepts and key issues surrounding the development of personalised learning environments.

This is a distillation of core research material gathered from a detailed literature review covering the concepts and issues surrounding the development of personalised learning environments (PLE).

This paper finds that most e‐learning applications are rather static and represent a generic approach to tutoring. Therefore, by default, they do not fully embrace learners' needs (i.e. learning styles). This paper also highlights key issues of incorporating learning styles into a PLE; and, has identified a “roadmap” for shaping and identifying the rubrics for further work in this field.

This paper is a very useful source in developing a PLE incorporating learning styles for learners.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences (PLEs) and interpersonal-intrapersonal leadership development models serve as frames to examine how aspects of successful leadership preparation programs were present.

This qualitative study was conducted with a team of researchers from the university and school district and relies on data from semi-structured interviews with students from the closed cohort.

Researchers identified three major themes of aspiring leaders' preparation experience: confidence building, reflection and mindset change.

This study contributes to the emerging literature on PLEs by illustrating how this type of partnership creates opportunities for powerful learning experiences for aspiring school leaders.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.