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Discusses the keys to successful total quality management and how total quality management is accomplished. Explains the results of Kepner‐Tregoe′s research into the conditions for successful quality improvement. Describes the total quality management process at the Baxter Healthcare plant in Mississippi, USA. Asserts that the quality leadership process at the plant exemplifies total quality management. Contends that quality problem solving plays a key role in TQM. Concludes that the organization needs a commitment to quality, problem solving skills to achieve it, and the opportunity to use them.

Over the years, many teaching methods and techniques have been suggested and used in university teaching. However, the effectiveness of these teaching techniques and methods has not been carefully evaluated. We propose and test a methodology for identifying different teaching techniques and for evaluating their effectiveness in achieving educational objectives from students’ perspective. This paper demonstrates how quality function deployment (QFD) and analytic hierarchy process (AHP) are used in identifying teaching methods and techniques and in evaluating their effectiveness in achieving educational objectives.

There is a need to evaluate an adapted Equipping Youth to help One Another (EQUIP) programme for people with intellectual disabilities and forensic needs. The purpose of this paper is to explore a service user’s experience of completing the intervention as part of their transition into the community.

A collaborative case report was used. Following hospital discharge and completion of the adapted EQUIP programme, one service user with mild intellectual disability was supported to share their treatment experiences using participatory action research.

Findings suggest that while the adapted community EQUIP group can support skills acquisition (e.g. problem-solving), discharge processes and community reintegration, professionals need to maintain a person-centred approach mindful of participants’ complex emotional journeys.

The design allows for tentative conclusions to be made about the service user’s journey and is not necessarily generalisable.

There is a pressing need to develop the evidence base for interventions offered in the community to people with intellectual disabilities and a history of offending. This report provides some evidence that EQUIP can be adapted to support this population.

This is the first coproduced publication exploring the experience of a service user with intellectual disability who completed an adapted EQUIP programme.

The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market.

A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.

WIL and non-WIL students in the four countries shared several attributes – however – significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.

Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.

The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.

Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.

The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.

Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.

Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

This chapter seeks to explain how societal institutions, which may exist at the national or regional levels, shape the types of organizational learning predominating at the level of the firm. It focuses on education and training systems, and labour markets as key societal institutions shaping the micro-level processes of learning and knowledge creation within and between firms. The chapter argues that tacit knowledge, which is difficult to create and transfer in the absence of social interaction and labour mobility, constitutes a most important source of learning and sustainable competitive advantage in the knowledge economy. It looks at the cases of Japan, the high-technology clusters in the USA and U.K., and Denmark as illustrative examples.

Employability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club.

Underpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period.

The findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development.

Prior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club.

Based on a university department of educational administration′s initiative to reconceptualize its doctoral degree programme, the reconstructed model is based on four innovations: (1) an intellectual reconceptualization of the purpose of preparation away from the traditional manager in training perspective, towards a model that views school leadership as a shared, reflective, moral, intellectual activity; (2) a clinical, field‐based research experience that applies theory to practice; (3) an instructional programme, modelling active problem‐solving models of enquiry; (4) some new structural elements, such as a cohort of highly stationed, mid‐career administrators, each scheduled to complete the degree in three years. Focuses on the programme′s philosophy, curriculum, instructional design and research agenda.

This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.

Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.

The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.

This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.

The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.

The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.

The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

An integrated Web engine (IWE) has been developed by the Internetworking program at Dalhousie University, Halifax, Canada to deliver remote learning experience to geographically remote Master's students. The University intends to increase its student base through online education, retaining the same quality of interactions as the onsite program. To this end, the IWE accommodates three technology‐enabled learning environments that correlate with the three pedagogical approaches and types of onsite interaction. Discusses the e‐learning metrics, pedagogical and technical considerations that influence the design and implementation of the IWE environment. The IWE uses de facto networking standards, commercial and broadband Internet connectivity to ensure real‐time secure interaction with equipment and deliver lectures respectively. A four‐tier role architecture, consisting of faculty, local, remote facilitators, and students, has been determined to be appropriate and adapted to maintain academic integrity and offer the same quality of interaction as the onsite program.