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This paper is the first of two linked articles that explores a shared learning approach to developing a module on collaborative working for graduate primary care mental health workers (PCMHWs). The article describes how the policy context shaped the training agenda and how the requirements of the roles and responsibilities in respect of collaborative practice were mapped against the Ten Essential Capabilities of the mental health workforce. The process of constructive alignment (Biggs, 1999) that involves matching teaching and assessment methods to intended learning objectives was used alongside evidence from the research literature on systems working and interprofessional education to inform the design of the modular curriculum in more detail.The second paper will provide an in‐depth evaluation of the module as it was delivered using a framework derived from the academic literature (See Bailey & Littlechild, 2001 and Barr et al, 1999a; 1999b). Included in the evaluation will be a discussion of how the context of workforce change in primary care mental health influenced the training inputs together with a reflection on the training methodologies employed to promote collaborative practice. Different levels of evaluating the training will be discussed including the impact of the module on practice outcomes such as attitudes of the workers and changes in their practice. The lessons learned from the evaluation will be discussed in relation to the models of best practice emerging from the IPE literature and the challenges of implementing a new workforce strategy in primary care mental health.

Shared learning in action is embedded in a belief in child centred approaches, lifeskills development and the importance of self‐esteem. It is a process which can be used with children from the age of eight upwards, in formal and informal settings, to address a wide range of issues. This brief introduction shows how the work has been developed in schools and the community for health and personal and social education of children. Essential factors are that the children set the agenda and take action based on their own ideas and research. The approach has evolved from child to child activities and has seven clear steps whatever the topic or issue. Practical issues are addressed here through examples of projects covering various aspects of personal, social and health education, including the role of teachers, parents and other adults, organisation in schools and links with social, moral and cultural development.

Presents some of the findings from a five‐year international study into corporate renewal, learning and transformation programmes. Emerging network and virtual models of organization are making new demands on managers, and placing new issues such as network security, the protection of intellectual property, learning, and the development of more tailored approaches on to the senior management agenda. More holistic and people‐centred approaches to management are needed. Boards are having to become champions of learning, aware of the distinction between knowledge and learning and of who is contributing to the intellectual capital of the enterprise as opposed to consuming it. Leading edge and mature companies move beyond being consumers of management tools, techniques and approaches to become producers of them, in order to differentiate and achieve their distinctive visions.

The purpose of this paper is to identify and understand the learning opportunities that exist for smaller organisations within the context of a supplier development and business improvement environment.

Through case study research two pilot activities are presented. These are co‐ordinated by a lead organisation (customer) and involve two micro firm suppliers.

The research discusses the types of learning identified within two pilot activities and the benefits and issues for both the supplier and customer when undertaking development and improvement programmes. The results conclude that the collaborative nature of the supply chain environment is conducive to shared learning between the lead customer and the suppliers.

The case study approach taken for this exploratory research limits the generalisibility of the results. Yet, this research has started to understand how the smaller firm can benefit from supplier development activities. The challenge will be to sustain these activities by ensuring that double loop learning is achieved.

The applied nature of this research should appeal to both the academic and the practitioner.

The article aims to review a university course, offered to students in both Australia and Germany, to encourage them to learn about designing, implementing, marketing and evaluating information programs and services in order to build active and engaged communities. The concepts and processes of Web 2.0 technologies come together in the learning activities, with students establishing their own personal learning networks (PLNs).

The case study examines the principles of learning and teaching that underpin the course and presents the students' own experiences of the challenges they faced as they explored the interactive, participative and collaborative dimensions of the web.

The online format of the course and the philosophy of learning through play provided students with a safe and supportive environment for them to move outside of their comfort zones, to be creative, to experiment and to develop their professional personas. Reflection on learning was a key component that stressed the value of reflective practice in assisting library and information science (LIS) professionals to adapt confidently to the rapidly changing work environment.

This study provides insights into the opportunities for LIS courses to work across geographical boundaries, to allow students to critically appraise library practice in different contexts and to become active participants in wider professional networks.

The United Nations Sustainable Development Goal 4 aimed at ensuring an inclusive, equitable, quality education, and promoting lifelong learning opportunities for all. However, this may not be effectively realized, as this chapter demonstrates, through formal learning or education alone. Rather, an adoption of non-formal and informal learning alongside formal learning is more likely to empower the general population to contribute toward the development of a sustainable society. This chapter therefore critically examines the concepts of lifelong learning and the learning society and suggests that community learning, or study circles, can be a promising institutional medium for the promotion of adult and lifelong learning. The rationale for establishing a study circle as a medium for lifelong learning is demonstrated through case studies from Zimbabwe and Sweden. This follows by comparing and contrasting the ways in which Sweden and Zimbabwe promote lifelong learning for all.

This paper seeks to describe the exploration of human resource issues in one large‐scale program of innovation in healthcare. It is informed by established theories of management in the workplace and a multi‐level model of diffusion of innovations.

A realist approach was used based on interviews, ethnographic observation and documentary analysis.

Five main approaches (“theories of change”) were adopted to develop and support the workforce: recruiting staff with skills in service transformation; redesigning roles and creating new roles; enhancing workforce planning; linking staff development to service needs; creating opportunities for shared learning and knowledge exchange. Each had differing levels of success.

The paper includes HR implications for the modernisation of a complex service organisation.

This is the first time a realist evaluation of a complex health modernisation initiative has been undertaken.

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.

Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.

The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.

The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.

This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.

SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.

The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

This paper aims to investigate the contribution of brokers to business non-profit collaborations, in the context of employee volunteering. It investigates the roles brokers play and ways they contribute to value creation within social alliances.

This research focusses on a case study of a UK employee volunteering broker programme run by a local volunteer centre. A combined qualitative methodology involved document analysis and interviews, with brokers and business, community and government partners involved in employee volunteering collaborations.

Brokers play three key roles in business non-profit collaboration as connectors, facilitators/co-designers and learning catalysts. These roles help stimulate manifestations of associational value, transferred resource value, interaction value and synergistic value.

Results indicate brokers play an important part in nurturing conditions underpinning innovation and value co-creation, key characteristics of transformational forms of business non-profit collaboration. This study was based on a single case study. Future research could explore broker contributions within a variety of business non-profit settings.

For managers implementing business non-profit collaborations, this paper provides a framework depicting key broker roles and ways brokers enable collaborative value that may be useful when assessing whether to use the services of a broker.

This paper enriches the understanding of business non-profit collaboration and the role of individual actors in affecting value creation, an under-researched area in the social alliance literature. It provides a framework for assessing broker contributions in business non-profit collaborations.