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The purpose of this study is to investigate the predictive influence of transactional leadership on employee green creative behaviour (GCB) and the mediating role of workplace learning and green knowledge management (GKM) in this relationship. Based on the leader–member exchange (LMX) theory. This study also uses moderated mediation analysis to investigate social networking sites (SNS) use as a moderator to better understand the indirect relationship between transactional leadership and employee GCB.

The data for this quantitative study were collected using a time-lag technique, with two time waves apart by two months. The final sample for the study included 294 employee–supervisor dyads from small and medium-sized tourism enterprises in the north eastern part of China.

Findings supported the study's proposed hypotheses, indicating that transactional leadership has a significant impact on workplace learning and GKM, as well as a significant role of mediators (workplace learning and GKM) in the relationship between transactional leadership and employee GCB. Furthermore, SNS use significantly moderated the impact of both mediators in establishing a link between transactional leadership and employee GCB.

This study offers new perspectives and insights for entrepreneurs, decision-makers, academics and tourism sector experts by identifying and putting into practise the predictive role of transactional leadership in innovative behaviours. This study also suggests that small and mid-sized travel agencies should focus on workplace learning, GKM and SNS use to promote environment-friendly creative employee behaviour.

The purpose of this study is to investigate the transformational and transactional leadership styles and organizational learning at for-profit and non-profit sports organizations, and the impact of these leadership styles on enhancing organizational learning in these sports organizations.

A quantitative questionnaire survey method was adopted. The data were collected from for-profit and non-profit sports organizations in the UK.

Management by exception-active in transactional leadership and idealized leadership in transformational leadership seem to be equally important for facilitating organizational learning. The results also revealed significant differences between for-profit and non-profit sports organizations in leadership styles and organizational learning.

The generalizability of the results for different sports settings or different countries must be examined, given that only some sports organizations under the umbrellas of non-profit and for-profit sectors were used as the target population. The research is limited to the use of moderating variables, such as motivation, organizational structure, culture and innovation, that might attenuate this effect. This study contributes to the field by investigating the direct relationship between leadership styles and organizational learning in a sports setting.

The originality of this study is its advances of sports leadership research that is linking leadership styles and organizational learning in for-profit and non-profit sports organizations.

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

In this paper, we measure the impact of transactional leadership and transformational leadership styles on student learning outcomes. Leadership style was measured using a set of questions that were developed based on the conceptions of leadership style from Avolio, Waldman and Yammarino (1991). Student learning outcomes investigated included overall final mark achieved in the course, as well as communication skills, writing skills, critical thinking and analysis skills, study skills, reading skills and interpersonal skills.

The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the University of Helsinki and a private company operating in global mining technology. The following two questions were addressed: Q1. What kind of sustainability competences do participants acquire in the Master Class? Q2. What is the role of PBL in the learning outcomes?

The study is based on an ex ante open-ended survey and post-ante interviews addressed to the participants. The data were analysed using the qualitative content analysis.

The findings show that the Master Class contributed to most of the competences under study. However, unlike in previous studies, systemic thinking is highlighted as a fundamental rather than a parallel core competence. Furthermore, the results also emphasise the role of emotions, which is insufficiently acknowledged and accounted for in sustainability education.

The study focussed only on the learning outcomes of the participants (students) and not the other parties (such as company and researchers).

Future research should focus on affective dimension as a stepping stone to the transformational learning. In addition, the role of the systemic understanding in sustainability education should be highlighted as a core competence.

The study revealed the overall positive impacts of the co-creation in university – business collaboration to the participants’ sustainability competences.

The study presents an empirical case study where the various competence frameworks were applied with a result of confirming the validity of the existing key competences, in particular the systemic understanding and showing the role of the affective dimension in the transactional learning.

This chapter explores the challenges and opportunities that teaching and learning in a synchronous online environment pose by examining information literacy (IL) provision at the Open University (OU), which will serve as a case study.

The OU provides distance education. While its flexibility offers more individuals an opportunity to start a course, it can be more challenging to ensure students develop their skills and knowledge and calls for innovative and engaging teaching methods.

The OU Library’s Live Engagement Team runs a program of digital information literacy (DIL) sessions. The team’s online pedagogy is built on retention and success and involves the careful planning, designing and delivering of DIL sessions, creating numerous interactive moments to increase teaching effectiveness.

The virtual enquiry desk allows students to consult library staff synchronously via the library helpdesk’s webchat service, which is delivered 24 hours a day. One of the advantages of this service is that students interact directly by having a dialogue with library staff in which they can ask further questions.

Both services carry out continuous reviews of the ways they operate, innovate and intervene. The chapter provides first-hand experiences of what has worked well in information literacy teaching in synchronous online spaces.