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This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.

This chapter makes a case for extending institutional preservation strategies to the entire landscape of knowledge capital. First, the authors define the three primary types of capital – physical, financial, and knowledge. Knowledge capital is further broken down into three categories – human, structural, and relational. The individual types of knowledge capital are defined, along with their variant economic properties and behaviors. The challenges these variations present for preservation are discussed. The authors also highlight these assets’ significant opportunities for curating new knowledge. Each type of knowledge capital is described, along with the preservation challenges and the curation opportunities.

In this critical decade and century of climate chaos, ecocide and interconnected crises, a public policy approach is needed based on the primacy of compassionate action and ecological regeneration. Ecological regeneration focuses on the health of the Earth's planetary systems of water, soil, air, minerals, microbes, plants, insects and animals. Compassionate action is concerned with relieving the suffering and enhancing the happiness of the entire human population, present and future. An integral process is needed that brings these two priority concerns into the creation of new individual mindsets and behaviours and collective cultures and policies. The innovative leadership methods needed to realize these changes include mindfulness taught by Thich Nhat Hanh, group facilitation as formulated by the Institute of Cultural Affairs in its Technology of Participation (ToP), social artistry as developed by Jean Houston and four-quadrant thinking, planning and acting as expounded by Ken Wilber in his Integral Quadrants.

In this chapter, we will first identify some of the dimensions of humanity's systemic suffering. Next, we will review how the principles and practices of engaged Buddhism and compassionate action might help relieve that suffering. Then, we will explore some of the visions, obstacles, strategies and actions of compassionate policies that can help relieve systemic suffering.

Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

It is suggested that, to be successful, innovation teams should be small and consist of people with key expertise who want to participate and develop new solutions within their organisations. When it comes to conducting innovation work, I suggest shared leadership may be a factor influencing success. In this chapter, a theoretical framework is presented on the shared leadership of innovation teams. The key to establishing shared leadership in innovation teams is to plan for it as the team is created, not after the team has already been formed, as this may result in various problems in the intended innovation project. The proposed framework details key aspects to consider; some of which are related to external factors such as management and resources, and some to internal factors such as the team’s size, competencies, and their ability to develop norms and ways of working together. The proposed framework is applicable for managers, innovation leaders, and team members, and contributes to previous research on shared leadership and innovation leadership. Further research on the proposed framework is suggested.

Alain Bouchard was born in 1949. He bought his first convenience store in 1978, when he was almost 30 years old. By then, he already had nearly 10 years of experience in the sector. He had already been involved in the start-up of more than 200 convenience stores. He understood that if he was to transform his newly acquired store into a chain and build something big, he needed to set up a team of people with complementary skills to help him make acquisitions.

In 2023, there are roughly 15,000 convenience stores operating under the Circle K/Ingo/Couche-Tard banners, employing 130,000 people in more than 30 countries. Annual sales are more than US$60 billion. Alain Bouchard officially retired from his position as President and CEO in 2014 and became Founder and Executive Chairman of the Board. He continues to be a major shareholder. He is still actively involved in strategic orientations and in identifying potential acquisitions. He has become a ‘Chief Culture Officer’ involved in executive leadership mentoring. He has never stopped communicating the importance of innovative, creative and intrapreneurial behaviour at all levels of the enterprise.

This case study presents Alain Bouchard, the man and the entrepreneur. It shows how he learned and mastered the craft of starting, acquiring, managing and developing convenience stores. It looks at how he encouraged the people around him to act as facilitators and intrapreneurs. It describes his values, how he works and learned to live with risk.