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This chapter examines the teaching practice of the author in the Faculty of Education, University of Malta, taking sessions in smart learning as part of technology-enhanced learning (TEL) study units in Bachelors of Education and Masters in Teaching and Learning degree programs between 2017 and 2019. My teaching sessions ran concurrent with undertaking separate doctoral research investigating how participants experience “smart learning journeys.” Smart learning journeys in the research were conceptualized as real-world journeys, with geo-spatially relevant points of interest forming a journey of locations related to a topic of learning, providing context-aware content via digital interactions. Research was not connected to teaching practice, though students who took TEL units also participated in the same smart learning journey activity as part of their syllabus.

Though teaching sessions were not part of my research, my classroom practice modified as a result of emerging research findings, and my teaching benefited as I gained deeper understanding about smart learning activities and the role of the learner in them. Using dialogic learning methods and techniques inspired from my research interview methodology, class sessions became noticeably more effective as students engaged directly in discovering their own learning from having participated in the smart learning journey.

This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information experience and its association with informed learning. Then, in six methodological snapshots I present a selection of qualitative approaches which are suited to investigating information experience. The snapshots feature: action research, constructivist grounded theory, ethnomethodology, expanded critical incident approach, phenomenography and qualitative case study. By way of illustration, six researchers explain how and why they use one of these methods. Finally, I review the key characteristics of the six methods and their respective benefits for information experience research.

This chapter extends the phenomenographical research method by arguing the merits of engineering the outcome space from these investigations to effectively communicate the outcomes to an audience in technology-based discipline areas. Variations discovered from the phenomenographical study are blended with pre- and post-tests and a frequency distribution. Outcomes are then represented in a visual statistical manner to suit the specific target audience. This chapter provides useful insights that will be of interest to researchers wishing to present findings from qualitative research methods, and particularly the outcomes of phenomenographic investigations, to an audience in technology-based discipline areas.

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of accounting. The theoretical framework of variation theory, a general learning theory, is applied. The lecturers chose a learning object which is investigated under two different teaching conditions – the conventional lecture model and the variational method. Two student groups were identified as a comparison group and a target group, comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the lecturers used the conventional lecture model and in the target group the variational model. The results indicated significant differences between the two groups’ examination results in the three courses, with students in the target group performing much better. The educational implications and limitations of the study, and areas for further research, are discussed.

Information experience has emerged as a new and dynamic field of information research in recent years. This chapter will discuss and explore information experience in two distinct ways: (a) as a research object and (b) as a research domain. Two recent studies will provide the context for this exploration. The first study investigated the information experiences of people using social media (e.g. Facebook, Twitter, YouTube) during natural disasters. Data was gathered by in-depth semi-structured interviews with 25 participants, from two areas affected by natural disasters (i.e. Brisbane and Townsville). The second study investigated the qualitatively different ways in which people experienced information literacy during a natural disaster. Using phenomenography, data was collected via semi-structured interviews with seven participants. These studies represent two related yet different investigations. Taken together the studies provide a means to critically debate and reflect upon our evolving understandings of information experience, both as a research object and as a research domain. This chapter presents our preliminary reflections and concludes that further research is needed to develop and strengthen our conceptualisation of this emerging area.

In this chapter, we report on a meta-analysis of 30 refereed journal articles published between 1996 and 2015 by academic developers from Australasia, Britain and South Africa. We used a disciplinary lens to examine academic development research during this period. Specifically, we analysed the academic development literature to identify ‘ways of knowing’, the extent of explicit use of theories and research methods. Findings indicate that academic development research continues to be largely experiential, under-theorised and fragmentary. Articles analysed tended to fall within three research clusters, including education and educational psychology; professional learning and scholarship of learning and teaching; and sociology and philosophy. Qualitative research methods and psychological and sociological disciplinary lenses were dominantly referenced and adopted.

The aim of this chapter is to promote a reflection on how the smart mobs are established, despite the 2014 FIFA World Cup in Brazil, that took place in Brazil from June 12 to July 13, 2014, in comparison with the organizational model of the contemporary Brazilian public management, emphasizing that, in spite of “major reforms” carried out and of the progressive speeches, the focus continues to be the way to control the resources and the people, including the construction of Infrastructure for 2014 FIFA World Cup in Brazil, especially based on Principle 10 (Anti-Corruption) of UN Global Compact initiative.

This chapter draws both on primary and secondary qualitative data, especially the literature of smart mobs, as well as public management models in Brazil, mainly based on Guerreiro Ramos, which constitutes the theoretical framework for the analysis, as well as “deep interviews” with citizens, which was protesting against the FIFA World Cup, that was analyzed through an interpretative approach, the phenomenography, based mainly on “International business, corruption and bribery” topic to develop a cross line framework.

The chapter provides an analytical framework to reinforce the growing practice of social control that can improve the public management model in Brazil through the development of the societal administration (substantive rationality); presenting that to the extent that the Brazilian government organizational model was not intended to “interact” with society, it has contributed to generate an unsatisfied demand for democracy in Brazilian citizens, whom support the United Nations Global Compact initiative and do not support the current model of the Executive Branch.

Given the recent smart mobs in Brazil and the lack of clear analytical axes for the orientation of research in organizational studies regarding the Brazilian public administration, as well as fragmentation in their respective academic production, it is hoped that these theoretical reflections and empirical results can contribute to promote academic progress for the Public Management in Brazil, as well as for the Corporate Citizenship all over the world.

The chapter introduces a general reflection on the relations between these study objects, in order to foster new research. It is expected that this work will help to increase the debate about the importance of the Brazilian public management, in particular, but the international public administration too (mainly the United Nations [UN] members states), to include substantive rationality for managers, so they can better understand and respond more effectively to the needs of citizens, companies, and organizations.