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Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

This chapter reviews different ontological positions and uses modernism, postmodernism, structuralism, and poststructuralism to illustrate how each changes the nature of research when attempting to decolonize the research method.

The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have gone as far as to contend that the pandemic resulted in a paradigm shift in education. This chapter explores this contention by first looking at the history of paradigm shifts in education writ large, and then the implication of those shifts on teacher education, in general, and on practicum mentoring, specifically.

This chapter sets forth how and why diary data analysis can help significantly advance inquiry into the intersubjective aspects of entrepreneurial opportunities. We start the chapter with a presentation of the sensemaking perspective for the study of intersubjectivity in entrepreneurship. Next, we address epistemological limitations of retrospective data collection methods and examine the relevance of real-time, prospective data, specifically diary data, for the study of intersubjective phenomena associated with entrepreneurial activity. Furthermore, we describe our experiences with application of this method to the study of entrepreneurial cognitive development in the context of longitudinal, diary data-based research on this topic. We also address limitations of the diary data collection method and propose future research avenues for studies on intersubjective dimensions of entrepreneurial agency, before concluding this chapter.

Professional associations mark an important step in the development of any profession. Research Management and Administration (RMA) as a profession is still emerging across Europe, thus the relevance of RMA associations is pertinent. These associations operate either specifically at the transnational or international levels or have certain activities linked to both levels. The theory of social constructivism from the field of international relations will be applied in this analysis with a goal to add additional insights on the topic. The results confirm that RMA associations have an outstanding role in enforcing the internationalised culture of their members, however, members in return can also exert influence on their association. Members are also aware that the association is providing a platform for collective actions in policymaking at national, transnational, and international levels. However, time plays a crucial role in social learning for identity and interest formation, as well as in recognizing the role of RMA associations in corporate agency.