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This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?

Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.

Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.

This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

Although the number of studies that investigate supply chain sustainability learning has increased, little is known about the way sub-suppliers build knowledge and learn sustainability practices. Thus, moving beyond merely investigating the accumulation of knowledge, this research explores sub-suppliers’ knowing that supports the learning of sustainability practices in a multi-tiered food supply chain.

In the conduct of this interpretive research in South Brazil, two ethnographies were completed during 74 days of observations to understand similarities and differences between certified and non-certified sub-suppliers with respect to sustainability practices. As part of our research conducted in the context of poultry production, secondary data and data gathered through semi-structured interviews with representatives of the buyer and first-tier supplier firms were used to provide a better comprehension of the multi-tiered supply chain context. Then, we executed an interpretive textual analysis.

Our investigation explored six vignettes to reveal ways of learning sustainability practices in terms of waste management, biosecurity and animal welfare. Although the buyer firm requested these practices, we noted that the first-tier supplier was responsible for translating the practices to sub-suppliers. Moreover, we found that sustainability learning was shaped by the sub-supplier context embodied in knowledge through knowing. The ways of learning were related to sharing knowledge between experts and novices with the support of material practices; however, knowledge was also gained by unlearning some knowledge shared by the supplier. Sustainability practice learning, thus, was performed in a space of learning via knowledge creation among practitioners.

Recognising how sustainability learning happens in a multi-tiered supply chain context can help managers to develop plans to implement sustainability practices that will broaden their sustainability knowledge.

Unlike previous studies on supply chain sustainability learning, we reveal ways that sustainability practices emerge from knowledge that results from sub-suppliers’ knowing. We also explain how unlearning can consciously occur in several situations of sustainability learning.

This paper aims to review existing literature on the role of human resource management (HRM) practices in nurturing employee’s organisational commitment (OC), which subsequently promoting knowledge transfer (KT) within an organisation and propose a conceptual framework for future empirical research.

An extensive review of existing literature was undertaken in an attempt to build the conceptual model for KT.

The proposed conceptual framework illustrates the role of OC as a focal mediating mechanism in fostering KT. This paper identifies “high commitment” HRM (HCHRM) (e.g. staffing, job design, training and development, performance appraisal and reward system) as the factors influencing the development of OC, which subsequently affecting KT (i.e. knowledge sharing and application). Also, this paper integrates the potential moderating roles of leader-member exchange (LMX) between HCHRM practices-OC, as well as information and communication technology support in the OC-KT linkage into the proposed framework.

This paper presents a comprehensive view of fostering KT. However, the major limitation of this paper is that it remains at a conceptual level. Further empirical investigations would be helpful to test propositions, hence validating the proposed conceptual framework.

The proposed conceptual framework could serve as practical guidance for managers and/or practitioners in developing policies that will facilitate KT in business organisations.

While KT is often viewed as a single phenomenon, this paper considers the KT into two components (i.e, sharing and application) in accordance with the practice-based perspective on knowledge and behavioural approach to KT. In addition, the adoption of the general workplace commitment model in conceptualising KT could further validate its applicability in knowledge management research. Also, the integration of LMX as a moderator in the proposed framework could contribute to the scant research on LMX-related moderation models upon validation.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.

The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.

The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.

This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

The purpose of this short reflection is to allow for an informed use of both phenomenography and phenomenology in information studies and cognate fields.

The paper apprises uses of phenomenography found particularly in accounts of information literacy commonly describing phenomenography as distinct from phenomenology.

Both phenomenography and phenomenology continue to hold much credence in methods applied across scores of academic fields, with information studies being among those in the vanguard. Claims displaying differences of phenomenography from phenomenology are misleading and incomplete descriptions of phenomenology.

The paper presents newer materials on the origins of phenomenography and phenomenology to advocate for tighter relationships between and clearer applications of these methods in information studies and beyond.

A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.

The author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.

The trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.

Two limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.

The design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.

This case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

This paper aims to examine the mediation effect of organizational learning on the link between human resource management (HRM) practices and organizational performance in some Big4 financial services companies.

The quantitative methodology was chosen for this research, using resource theory and knowledge-based approach to explain the relationship between latent variables. A sample of 403 HR employees and managers of the companies under study in France was selected in 2022. Structural equations modeling was used based on the Spss-Amos program to test the research hypotheses.

The results revealed that organizational learning played a mediating role between HRM practices (hiring, training, motivation and decision-making) and organizational performance and that learning enabled the performance of workers to improve and achieve competitive advantages in this field.

The sample was based on four international companies working in the field of financial services and consulting and providing their services within France, which may affect the generalisability of the results and limit them to the studied sector.

The contribution of the study is to improve the awareness of administrators, decision makers and company employees of the importance of organizational learning for companies, and to stimulate motivation to learn and exchange knowledge in a constructive way that enhances organizational performance. Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance.

Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance.

This study seeks to provide cadres and executives with an in-depth analysis of HRM and organizational learning, which, through its integration of these attributes, can contribute to the earning of knowledge-based competitive advantage and achieve superior and sustainable performance.