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The need for developing new entrepreneurial ways of thinking and acting has been in the agenda for the Organisation for Economic Co-operation and Development and the European Union countries. In line with their agenda, the Nordic Council of Ministers has been preoccupied with the development of entrepreneurial mindsets among the adult population. Seeking to meet the urgent need for developing entrepreneurial thinking, the Nordic Network for Adult Learning, together with the Nordic Council of Ministers, has elaborated and tested a Scandinavian model for stimulating entrepreneurial mindsets through the transformative learning circles. Based on the study of the TLC pilot project, this chapter explores the process of facilitation of entrepreneurial learning. The literature on entrepreneurial learning and education emphasises on the importance of facilitation; however, this issue is yet to be addressed in-depth. This chapter seeks to fill in this gap and contribute to our understanding of the role that facilitators play in the entrepreneurial and transformative learning processes. Drawing on the social constructionist approach to learning, this chapter discusses how facilitators and learners (entrepreneurs) become co-creators of knowledge and learning experiences.

If institutions of higher education are to remain at the forefront of the knowledge-generating enterprise, the nature of graduate-level teaching must be critically examined. Exploring the manner in which discussion is facilitated in a seminar-like context offers one avenue for attaining this understanding. This study aims to shed light on the prevalence, purpose, and form of discussion facilitation practices that were observed in a small group setting within a social science academic program at a large Southern California university. An exploratory, embedded case study was conducted over approximately 24 weeks using ethnographic and conversation analytic methods. Data sources consisted of ethnographic field notes, audio recordings of meetings, transcripts from those recordings, and artifacts, including literature used during each session. Results suggest that facilitating small group discussions requires balancing focus on the selected text and participant engagement, a diverse set of facilitation practices, and use of different strategies (or micro-avenues) to arrive at the same end. Study findings emphasize the importance of intersubjectivity and form versus function of speech in an educational environment. What is said and how it is said both have great implications for shared learning and understanding. Adaptability of mixed qualitative methods in this study demonstrates the potential of ethnography and conversation analysis as complementary approaches for understanding the functional nature of talk and interaction. Thus, the criteria for rigorous qualitative research, the view that ethnography and conversation analysis do not mix, and the under-valuing of critical multiplism in research need to be re-examined.

Occupy was a leaderless, resistance movement that started as Occupy Wall Street in New York City on September 17, 2011 but soon spread around the world, becoming a truly global movement. This chapter provides a detailed description and analysis of the processes of learning consensus decision-making in Occupy Dame Street in Dublin, Ireland.The analysis draws on more than five months of “militant ethnographic” and participatory action research within the Occupy movement. The chapter points to the ways in which uncertainty impacted on the processes of learning in Occupy and how it intersected with responsibility and commitment of the participants.

This chapter develops a conceptual framework to explain variance in the functioning of multinational work teams. We draw upon existing theories of multinational teams (MNTs) looking at the core internal dynamics that provide critical building blocks for understanding team functioning. These dynamics are then examined in terms of the cultural intelligence of team members and how it interacts with the core features of an MNT. We discuss the ramifications of these results for structuring and running global teams in the field.

This chapter describes an alternative model to out-of-the-classroom learning which has been highly successful in assisting students in New Zealand to make the transition to either the workplace, or to higher qualifications.

The final paper within the New Zealand Diploma in Business is ‘Applied Management’ in which students work in groups to design and implement a semester-long research inquiry with a host organisation. The authors discuss the challenges and strategies associated with delivering this paper and reference three current studies which relate to this student cohort: the first about students’ perceptions of cooperative learning in groups, and the alternate selection and assessment techniques the university has been trialling; the second about a Māori mentoring pilot pairing students with mentors in the workplace; and third, examining students’ experiences and expectations of the Diploma as a pathway into degree study.

Our story offers an example of how a focus on quality and accountability to local business stakeholders has created a successful co-curricular learning environment, and suggests the value of combining the three strands of research, teamwork and co-curricular projects.

While the context is of a small, regional institute, many of the elements of good practice will be transferable to other higher education providers.

We develop a new look on leadership for innovation and propose that effective leaders alternate between a broad range of behaviors and tune their approach to the changing demands of innovation. This is referred to as ambidextrous leadership. As the importance of different leader behaviors varies not only across time but also across contexts, ambidextrous leadership takes different shapes depending on contextual conditions. We discuss culture as an important contextual condition that holds implications for effective ambidextrous leadership. Cultures have different strengths and weaknesses for innovation that can be leveraged or compensated. We use the cultural characteristics identified by the GLOBE project to discuss how leaders can take culture into account when leading for innovation.

We develop and validate measurement instruments for the business partner, watchdog, and scorekeeper roles of controllers. This study addresses calls to enhance the quality of survey research in management accounting by devoting more attention to scale development and especially to construct validity. By focusing on the activity sets of the controllers’ roles, we provide a theoretically and empirically grounded picture of their current roles. The measurement instruments presented in this study enable systematic research progress on controller roles, their relationships, antecedents, and performance outcomes.