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E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research.

This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers.

The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers.

The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers.

This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

Adopting a personal knowledge management (PKM) scope, this paper aims to report the resulting experience of a four‐year qualitative research project on the dynamics of social skills development strategies in knowledge‐intensive, e‐learning workplace environments.

By adopting a grounded encased study approach, the research explored how practitioners develop strategies for adapting to emerging e‐learning spaces while developing networking skills. The encased study stemmed from research completed at the University of Manchester. The study aimed to gain perspectives and make sense of social skills development (communication, networking and collaboration skills) in the particular setting of knowledge facilitation within virtual environments in three universities of the Manchester city region.

The personal lifelong learning journey that educational and academic staff undertake in order to become skilled knowledge facilitators online is perceived and represented as a full learning cycle of multiple dimensions. Also, by identifying specific roles of knowledge facilitators according to context, the existing institutional social systems and city networks of learning were made evident in the practitioners' learning scope within their own institutions and beyond.

The paper uses a multiple‐layer, third‐generation knowledge management framework to explore the different emerging roles of knowledge workers in knowledge‐intensive communities online, and how they facilitate multiple tacit knowledge conversion into explicit scholarly knowledge.

Audio-visual presentations – delivered either in real-life or virtually – feature heavily in educational assessments and employer recruitment. This study explored neurodivergent undergraduate students' experiences of presentations. The aim was to understand how neurodivergent students describe experiences of presentations in educational and workplace contexts and how neurodivergent students experienced training, support activities and learning technologies associated with presentations.

An exploratory qualitative phenomenological approach was taken, from students' perspectives. Overall, 12 neurodivergent undergraduate students (M_age = 21.89 years, SD_age = 2.57; nine women, two men, one non-binary) discussed their experiences of presentations within educational and/or professional contexts via semi-structured remote interviews. The sample included individuals with diagnoses of anxiety, depression, dyslexia, borderline personality disorder, dyscalculia, dyspraxia, and panic disorder.

Thematic Analysis of interview transcript data revealed four main themes (with sub-themes in parentheses): Control (preparedness; delivery); Audience Perceptions and Behaviours (expectations of “normality”; shared knowledge; audience “expertise”); Intervention Efficacy (early access; individuality; learning technologies) and Value of Presentation Skills (reciprocity between education – workplace; self-efficacy; self-esteem; learner development).

The dataset was extracted from a relatively small sample from a single university and indeed a single academic discipline. Furthermore, the dataset was collected during the ongoing COVID-19 pandemic – although this gives us a valuable snapshot of students' experiences and perceptions during this time, whether the author can extrapolate these findings in future is unclear.

The findings help understand how we better support students. Better ways to support learners can be developed in developing presentation and audience skills. This research shows that alternative assessment provisions must be based on individuals and their own specific needs and skills, rather than their divergence label. This research can inform the development of digital learning technologies.

This research can inform how educators, coaches, trainers, and facilitators “train” audiences to be more inclusive and less prejudicial/biased. We can understand how to better construct social spaces for presentations, in the classroom and the world of work.

This report presents a valid and valuable methodological approach, conducted and reported transparently. This research was conducted during a crucial, unprecedented and precarious time period for learners and education professionals. Implications are considered with respect to the design of teaching, learning and assessment activities; facilitator, learner, and peer behaviours; the role of digital learning technologies; and employment/employability.

In this chapter, the emerging education workforce management approach known as talent-centered education leadership (TCEL) is reviewed. The approach takes inspiration from progressive and cutting-edge talent management thinking and practices that emphasizes employers' intentional focus on humanizing and authentically engaging with their workforce. Pertinent to the theme of the book, the discussion then segues to the importance of diversity and inclusion as a precursor for these efforts and demonstrates how equity and organizational excellence are mutually compatible in the workplace. Relatedly, consideration is given to how traditional perceptions of “professionalism” can exacerbate inequity in the workplace. The chapter concludes by highlighting the seven core principles of TCEL to prepare school employers to embrace the future of education work.

Brings together abstracts of a number of articles published in a range of journals in 1996 concerned with further education. Includes NVQs, apprenticeship schemes, leadership for managing educational change and the education‐workplace interface.

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

Black Male faculty are severely underrepresented in public universities (Harper, 2010; Li & Koedel, 2017), especially in the department of engineering where they frequently have no representation at all (Nelson et al., 2010). The problem is often attributed (especially by employers) to a pipeline issue, suggesting a lack of a recruitment pool of Black male faculty. However, it is increasingly recognized that turnover and attrition may play a critical role in contributing to the lack of Black engineering faculty (Whittaker et al., 2015). This chapter reports results from a larger national survey of 1,161 engineering faculty at research intensive institutions, of which only 14 identified as Black males (further evidencing underrepresentation). We focus on the responses from the latter group, through a qualitative analysis of their responses to inquiries concerning barriers in their institution for tenure, research, funding, and teaching; diversity concerns; and sentiments regarding their job satisfaction and consideration for employment resignation. Issues identified by participants included feelings of isolation, exclusion and even discrimination at their workplace. Based on these concerns, we suggest talent centered education leadership (TCEL) as a guiding framework to help higher education employers improve the equity and inclusivity of their workspace by creating a more engaging environment for their Black male faculty. TCEL is a recently introduced inclusive talent management framework (Tran, 2022; Tran & Smith, 2020) that emphasizes humanizing the education workplace. Essential to that humanization is creating and maintaining a work environment where all employees feel a sense of belonging.

This paper aims to investigate the tacit knowledge-sharing framework among Pakistani academicians. The objective is to study trust and social networks as antecedents to foster tacit knowledge sharing with the mediating role of commitment. Furthermore, the moderating role of organizational knowledge-sharing culture is also examined.

The study applied a survey-based quantitative research design to test the proposed model. The nature of data are cross-sectional and collected with stratified random sampling among public sector higher education professionals of Pakistan. The total sample size for the present research is 247 respondents. The variance-based structural equation modeling technique by using Smart_PLS software is used for analysis.

Data analysis and results reveal that trust and social networks are significant predictors of tacit knowledge sharing among Pakistani academicians while commitment positively mediated the relationships. While the moderating role of organizational knowledge-sharing culture is also established.

The current research explains tacit knowledge sharing among academics with fewer antecedents i.e. social network and trust with limited sample size and specific population. There is still a great deal of work to be done in this area. Hence, the study provides direction for including knowledge-oriented leadership and knowledge governance in the current framework. Moreover, the framework can be tested in different work settings for better generalization.

The study gives an important lead to practitioners for enhancing tacit knowledge sharing at the workplace through a robust social network of employees, building trust and boosting employees’ commitment, as well as through supportive organizational knowledge sharing culture.

The research comprehends the tacit knowledge sharing framework with theoretical arrangements of trust, social networks, commitment and culture in higher education workplace settings under the umbrella of social capital theory.