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In the face of the erosion of democracy and the reemergence of authoritarian styles of rule and leadership in the contemporary world scene, the author reintroduces the anthropological and pedagogical insights of Dorothy Lee and Paulo Freire in the ongoing debate on active learning and higher education. In the case of Dorothy Lee, these insights refer to “valuing the self” of the student, and to the value of learning (values) from “remote cultures” and, last but not least, on the meaning of freedom and autonomy bounded by culture and structure in the teaching–learning process. In the case of Freire, the author selectively points to: (1) the value of community as a sociocultural anchor of identity, freedom, and autonomy, (2) the view of education as a tool for raising awareness, critical thinking, inspiration, hope, empowerment, cultural action, and social transformation, and (3) the view on citizenship education. The author discusses, in this regard, the significant role assigned by Dorothy Lee and Paulo Freire to the neglected notions of dialogue, freedom, culture, self, autonomy, and structure. Lastly, the author argues in favor of reincorporating the pedagogical insights of Dorothy Lee and Paulo Freire in the curricula and structure of higher education and also reminds those concerned with upholding democracy that these formative values and concepts were acknowledged in the early conception and development of active learning.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

School trips to Outdoor Residential Centres can represent a significant and formative childhood tourism experience that can potentially influence adult tourism and leisure choices. Commonly located in ‘green spaces’ which range from peri-urban through to wild and natural landscapes, these centres offer adventurous outdoor activities. Alongside developmental and educational learning, children are immersed in nature experiences that can enable emotional connections with local environments. This chapter is based on a UK context, in which current policymaking is concerned with increasing inclusivity of access to British landscapes, in which many of these centres are located. It is argued here that Outdoor Residential Centres enable childhood experiences that can influence future consumer choices, alongside shaping support for the future protection of natural landscapes.

As a markedly under-explored area of the literature in the United Kingdom, this conceptual review of the literature sets out the imperative for understanding the vital role of Outdoor Residential Centres in shaping tourism futures. Through bringing together environmental education and psychology with tourism management literature, the chapter identifies the imperative for further research to enable nature connections through Outdoor Residential Centre experiences. This responds to the UK policy agenda to increase nature connections and support conservation. The application of a ‘sustainable children typology’ to a Welsh case study demonstrates how Residential Outdoor Centres enable children's empowerment through outdoor learning experiences that shape them as ‘sustainability thinkers’ and to potentially influence pro-environmental attitudes and behaviours as ‘sustainability transformers’ – and ultimately, eco-literate tourists.

“Change or perish” has become a corporate mantra (Abrahamson, 2000). What happens when change becomes excessive? We define excessive change as when organizations pursue several seemingly unrelated and perhaps conflicting changes simultaneously, or when organizations introduce new changes before previous changes have been completed. When change is perceived as excessive, organizational members react in various ways. In this paper we draw on existing literature in strategy and management to theoretically develop the phenomenon of excessive change, ways of coping with excessive change, and organizational consequences of excessive change. Implications include how excessive change can be managed as well as suggestions for future research.

Our aim is to catalog how the functional behaviors that leaders engage in should change over time based on the needs of the team – thereby presenting a functional view of team leadership over time.

A critical review of the literature on team leadership, team development, and teams was conducted. This information was critically analyzed and integrated to produce a framework serving to depict how team needs change over time, and based on this, highlight the leadership behaviors which should be most critical at particular points in time. Based on the limited amount of literature that explicitly focused on team leadership over time, a series of propositions which flow from the framework are also put forth.

Great strides have been made in understanding team leadership; however, little work was uncovered that directly focused on how leadership dynamics change over time within the context of the team. Leveraging the limited work that existed, we developed a framework (and propositions) that serves to delineate how team leadership functions change over time. In doing so, we have integrated work delineating leadership functions within transition and action phases of team task cycles along with that highlighting how the role of the leader may vary based on team developmental needs.

The originality of this chapter lies in its using a functional approach to leadership to argue how the efficacy of particular leadership functions change over time based on team task cycles and development needs. This, in turn, can be used to focus training efforts.