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The Open University (OU) United Kingdom manages two platforms for hosting Open Educational Resources (OER): OpenLearn, delivering the OU’s OER, reaching over10 million learners a year, attracting a mostly UK audience, and OpenLearn Create, reaching 3 million learners a year, where anyone can create and share OER, attracting a mostly international – non-UK – audience. Both platforms release OER using a Creative Commons license and afford accessibility to learning materials specifically catering to the needs of underserved groups, in other words, individuals or groups who may have limited access to education or continuing professional development (CPD) either as recipient or as educator. Using case studies, research data analytics and survey data, this chapter reveals how the approach to delivering OER on OpenLearn Create fosters community engagement and outreach across a broad spectrum of projects in a range of languages and format often to those with restricted access to professional development within organizations. The chapter discusses weaknesses in the platform’s usability for delivering online courses, but strengths and recommendations for its use as an adaptable project-based tool. Research data also reveal that where an institution is prepared to minimally support the provision of such a platform, the contribution to humanizing education for OER projects globally is great.

Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new technologies and expect that technology becomes a part of their education. The most concerning thing in our society is not about economic or social crisis but a spiritual emptiness and a feeling of hopelessness which are permeating the young learners of our society. There is a need for a rational value system that is based on humanistic values that need to be inculcated into the curriculum (Danica & Sazhko, 2013). With concepts like globalization and internationalization taking precedence, there is a need for advancement of knowledge, skills and competencies based on humanistic education (Blessinger, 2019). Humanistic education developed several decades ago as a reaction to unhealthy environments and exposure to detrimental conditions in education (Patterson, 1987). This book has authors from across the globe writing about theories concerning humanizing of pedagogy, exploring the impact of service-learning among undergraduates and emphasizing the development of responsibility to self and others, as well as the promotion of critical thinking, through pedagogically appropriate interventions. The intention of this book is to better understand the educational shift that is occurring in our society toward creating humanizing conditions though pedagogy.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.