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Cross-boundary cooperation with shared goals and values involving the poor has been argued as an indispensable means for inclusive business (IB) success. Cooperation may become dynamic, especially when exploratory and creative attempts with effective cooperative learning among partners can be realized. Even so, not many companies have reported successful in building the cooperation. One case, providing clean, affordable drinking water to the poor in Tanzanian rural villages, suggests that a delegated and grassroots-based approach in cooperation with a highly trustworthy local partner can successfully promote cooperative learning and transfer know-how in both operations and management. This approach also stimulates local and self-initiated activities for expanding water facilities and generating local businesses in an area where employment is scarce. Deviation from mainstream-institution-based operations and management is one example of institutional interconnections that enable the rural poor to self-manage projects and stimulate self-initiated business activities, consequently contributing to rural development and sustainable development goals.

This chapter explores the work of a library adult literacy programme working closely with other education providers in Risdon Prison in Australia. The Literacy Service operates as a form of outreach to the prison population who have low literacy levels and are not yet engaged in education or using the prison library. In this context, it is a form of radical inclusion, creating opportunities for those most disadvantaged to access learning. The library services help to create a literate environment for prisoners and provide opportunities for prisoners to increase their engagement in lifelong learning and everyday literacy practices, giving them a better chance of developing their literacy skills. Strategies explored for engaging this cohort include a range of creative projects, small group work and one to one tutoring. The Literacy Service has developed best practice approaches to deliver effective literacy support using strategies and approaches that align with research and these are adapted for work in the prison context. The Literacy Service approach is aligned with the wider prison goals of rehabilitation and reintegration and the chapter explores a theory of change to identify how prison education may be most effective in supporting rehabilitation (Szifris, Fox, & Bradbury, 2018). The library Literacy Service offers safe spaces, opportunities to create social bonds, reshape identity, engage in informal learning and set new goals – key elements found to be critical in rehabilitation. The Prison Library Impact Framework, developed by Finlay and Bates (2018), connects these elements with the theory of change model to propose a tool that may be useful to evaluate prison library services in the future.

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

Bill Freudenburg’s concept of recreancy is used as a frame for explaining processes that perpetuate questionable regimes of emergency response planning. The specific instance of tar sands upgrading in Alberta, Canada, is used as a case in point. When recreancy is institutionalized so that the results correlate across permitted hazardous facilities, it must be concluded that recreancy is less of a situational response than a normative dynamic.

Secondary schools in increasing numbers have been exploring nurture group intervention as a means of reducing exclusion, promoting educational engagement and transforming troubled lives. Here David Colley, co-author of the Boxall Profile for Young People (2010), offers guidance to school staff on the key steps to setting up a successful nurture group in the secondary school.

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the concept of libraries as safe space, will explain how libraries attempt to create safe spaces in physical and online environments, and will show how library practices both help and harm patrons in need of safe space.

This chapter provides a review of the literature that illustrates how libraries provide safe space – or not – for their patrons. The author will deconstruct the ALA Code of Ethics and Bill of Rights to demonstrate how libraries remain heteronormative institutions that do not recognize the existence of diverse patrons or employees, and how this phenomenon manifests in libraries.

Libraries, either through their physical construction or through policies and procedures, have become spaces for illegal activities and discrimination. Populations who would be most likely to use libraries often report barriers to access.

Libraries should revisit their policies and procedures, as well as assess their physical and online spaces, to determine whether or not they truly provide safe space for their patrons. While libraries can become safer spaces, they should clearly communicate what types of safety they actually provide.

This chapter offers a critique of libraries as safe spaces, which will challenge popular opinions of libraries, and compel the profession to improve.

This chapter asks how we can understand the managerial practices in open innovation, a recently popularized way of organizing innovative work. Open innovation implies opening up the borders of the organization, creating a context where conventional steering and managerial tools no longer apply. Utilizing a collaborative research approach, following an open innovation collaboration over 8 years, this chapter outlines the managerial practices that direct the collaboration. These practices are important for meaning making and identity creation in the collaboration and can be understood as a form of authorship, a continuous intervention strategy to manage, develop and change the organizational context.

Action research by three teaching teams to build the capacity of teachers, in preparation for the transition from a traditional heritage building to a new innovative learning facility, forms the basis of this chapter. The new building consisting of four storeys with seven innovative learning environments that support a wide range of teaching and learning opportunities challenged the teams to rethink their pedagogy and embark on a new and exciting journey. The story notes the challenges faced and the successes achieved as well as further action research once established within the new learning environments.