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The last several years have witnessed a growing scholarly interest in project-based organizations. This interest mirrors the diffusion of this organizational form across a wide range of industries, well beyond those where organizations traditionally have been organized by projects. To date, however, research on project-based organizations has not yet offered a systematic investigation of the interactions between project-based organizing and strategic management research. An examination of the existing literature indicates that some of the answers to key strategy questions remain incomplete, at times contradictory, and at best ambiguous. This volume moves the discussion to the next level by offering a comprehensive yet integrated view of cutting-edge research on project-based organizing to shed light on some of these ambiguities and clarify the relationship between project-based organizing and strategic management. To accomplish this, the volume includes the contributions of several leading scholars who have been active researchers on this subject. The chapters develop and extend key strategic aspects of project-based organizing, raise many new important questions, and identify fruitful areas for future research.

Critical thinking is a challenging term to describe but considered necessary for academic achievement, success in the global job market, and essential in developing a life-long learner (Dwyer, Hogan, & Stewart, 2012). Many definitions exist, but some of the components include the ability to analyse, reflect, judge, and strategise in a systematic way, to be able to solve problems (Dwyer et al., 2012). Some of the definitions, taxonomies, models, and theories of critical thinking have been built by Western culture, and the United States contributes information towards this Western approach (Nicholas & Raider-Roth, 2016; Wang, 2017). These definitions, taxonomies, models, and theories make a significant contribution to the pedagogical approaches to the teaching of critical thinking in the United States. This chapter details the structures that support the definitions of critical thinking and the history of the connections between critical thinking and classroom instruction in the United States.

Critical thinking is a necessary construct for twenty-first century learning and discussed in scholarly professional literature and popular media (Dwyer, 2017). The term is a part of the twenty-first century four Cs of learning: collaboration, communication, creativity, and critical thinking (Cunningham, 2018). The teaching of critical thinking can be challenging, and this chapter presents an overview of some helpful pedagogical approaches, including project-based learning, project-based design, e-learning, and active learning and descriptions of instructional pedagogy including the general, infusion, immersion, and mixed approaches (Abrami et al., 2008; Dwyer, 2017; Ennis, 1989; Marin & Halpern, 2011; Willingham, 2008). Quality assurance is an essential component in ensuring pedagogical approaches to critical thinking are effective. The contribution of core standards in the teaching of critical thinking in the United States will be discussed.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

This chapter provides researchers and practitioners with guidelines for employing wikis to foster collaboration and active learning within and between student teams in higher educational settings. The core function of a wiki is to facilitate learner interaction with content. Such engagement is critical whether the course's instructional delivery environment is primarily face-to-face or web-based. Instructors encourage shared understanding through a spirit of investigation that embraces greater collaboration in the process. Collaboratively building knowledge about one content area by dialoguing with peers and negotiating importance in order to present the information in a meaningful way to the public is the strongest aspect of a wiki. To illustrate this, five case studies are detailed ranging from individual wikis to group consensus wikis in undergraduate and graduate-level courses, delivered in blended (i.e., hybrid combinations of face-to-face and online) and online asynchronous environments. As a whole, these studies support that wikis are not the single answer to all problems associated with collaboration and shared-knowledge in any learning situation, but they are a powerful lens for greater clarity in issues of student engagement and may lead to improved performance for diverse learners. Various experts add their views to those of the authors of this chapter; that to be effective, instructors must design purposeful engagement that embraces communication, cooperation and collaboration, active learning, feedback, and respect for differences. Likewise, students must be informed of the value of such engagement and have positive wiki models presented early in their online experiences.

The chapter introduces the educational philosophy of Syntegrative Education (Malik, 2019) and its application within the Entrepreneur College (Taicang), an initiative by Xi’an Jiaotong-Liverpool University, within China. The chapter begins with an overview of the regulatory framework that has allowed entrepreneurial education to develop. Following a brief literature review, the chapter describes the need for degree programs to better match students’ needs for entrepreneurial learning outcomes to meet dynamic industry demands in the future. The chapter explains how symbiotic partnerships with industry (Etzkowitz & Leydesdorff, 2000) allow for, and require, an innovative industry classroom through curriculum design, program delivery, and innovative assessments. With a focus on the student learning experience, the chapter highlights briefly the role that disruptive technologies have played in accelerating the use of technology, and especially its role in promoting lifelong learning. The concept of the XJTLU Learning Mall is introduced, explaining how it acts as an innovation and entrepreneurial project and partner center. The chapter closes by reminding us of the need for entrepreneurial education to add value to all the stakeholders, including students and industry partners.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.

This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.

The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.

While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.

The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.

There has been a growing interest in the field of strategic management to understand the relationship between the organizational capabilities of firms and (a) the direction of strategies pursued and (b) the impact on competitive performance. Much of this literature has been influenced by the resource-based view of the firm. As indicated in early formulations of this theory, one implication is that the organization of resources is equally important as the resources themselves. Accordingly, the organizational and integration of resources and knowledge can be viewed as a core facet of the organizational capabilities of firms that are difficult to imitate for competitors. This paper explores a particular kind of organization referred to as the “P-form corporation” (Project-Form), its organizational capabilities and options for strategic alternatives. The chapter addresses three broad questions: (1) What are the main characteristics of P-form corporations? (2) What are the capabilities acquired and developed by P-form corporations and how are these acquired? (3) How do these capabilities vary across different strategic alternatives in the P-form corporation? The chapter concludes with a discussion about the implications for strategy and management.

Purpose – The purpose is to expand multimodal composition frameworks and practices to include tactile design and use of maker technologies, situated in a larger context of designing for equity and increasing access to picture books for children with visual impairments.

Design – As part of the Build a Better Book project, we designed workshops to engage students in composing tactile books enhanced with sound and Braille for young children with visual impairments. Education undergraduates in a children’s literature class crafted tactile retellings over a 2-session workshop, and high school students in an ELA class designed and fabricated 3D printed tactile books over several weeks.

Findings – Both pre-service candidates and high school students developed awareness of the importance of inclusive, equity-oriented design of picture books, and especially for children with visual impairments. They collaborated in teams, developing design skills manipulating texture, shape, size and spatial arrangement to express their tactile retellings and enhanced meaning with sound. The high school students had more opportunity to build technical and computational thinking through their use of Makey Makey, Scratch, and TinkerCad.

Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.

Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.