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The purpose of this paper is to review a range of mechanisms used by universities to support employers to facilitate effective “on the job learning” for apprentices. It reflects on how these mechanisms can be used to address some of the challenges, reported in the literature that employers face to in supporting apprentices in the workplace.

A short questionnaire administered to colleagues prior to attendance at a workshop, identified a range of activities, at various stages of engagement with employers that were used by universities to facilitate effective workplace learning and also to address some of the challenges faced by employers. These activities were then discussed and explored within the workshop to identify areas of best practice from the HEI sector to promote effective workplace learning.

Engagement with employers needs to occur from the outset of the development of the apprenticeship. Embedding the on the job learning within the design of the academic programme, with explicit links between the theoretical learning (knowledge element of the apprenticeship standard) and practical application of learning (skills and behaviours within the apprenticeship standard). Regular interactions with a range of staff within the employer ensure that there is a clear understanding throughout the apprentice’s journey, of how to promote an effective learning environment for the apprentice within the context of the organisation. The role of the workplace facilitator/mentor key. A range of approaches to providing training and ongoing support for facilitators/mentors was identified.

The study was limited to the participants within the workshop at the conference, a self-selecting group from a relatively small number of HE providers. The HEIs represented provided apprenticeships in a range of subject areas, working with both public sector and private sector providers. Further studies are required to encompass a broader range of providers, including drawing on best practice from the FE and independent sector, and applying principles used there in the context of HE.

Engagement with employers from an early stage of the development of the apprenticeship is imperative, viewing the apprenticeship holistically, rather than as an academic programme with some work-based activities. Resources need to be devoted to regular and frequent contact with a range of personnel within the employer organisation, so that a partnership approach to supporting learning is developed. Training and ongoing support for work-based mentors/facilitators continues to be a key success factor. This needs to be managed to balance the learning needs of the mentors with the potential impact on workplace productivity.

The paper identifies a range of approaches that will enhance the effectiveness of learning in the workplace. This will both enhance the apprentice’s learning experience and ensure that higher and degree apprenticeships are developed holistically, meeting the academic requirements of the university and the workplace needs of the employer. This, in turn, will enhance success rates and reduce attrition rates from apprenticeships, which, in turn, may encourage more employers to engage with higher and degree apprenticeships.

The paper collates a range of best practice from the sector to promote effective workplace learning.

The coronavirus disease 2019 (COVID-19) situation has led to the emergence of virtual teams in all organizations, and the role of leadership has become more pertinent. The current research focuses on understanding the factors for better team performance in virtual teams. Based on the contingency perspective, the behavioral complexity in leadership (BCL) theory is the most appropriate as BCL requires the leader to demonstrate multiple contrasting leadership behaviors according to the situation. Both internal as well external roles were explored, which could facilitate better communication quality and role clarity to increase interpersonal trust and leadership effectiveness in the current crisis.

Data were collected from employees who have worked in virtual teams during the crisis and who have experience of working in a virtual team environment. A total of 200 questionnaires were distributed, and 175 were received. A path model was built applying partial least squares structural equation modeling (PLS-SEM).

Communication quality has come as a partial mediator for the relationship between internal and external leadership roles and trust. Role clarity fully mediated the relationship between external leadership roles and conflict. Internal and external leadership roles showed a significant effect on leadership effectiveness, which were further related to team performance in virtual teams. Additionally, synchronous technology was used more by virtual teams.

The study did not examine cultural differences or cultural adaptation in virtual teams. Instead of the BCL theory, future research may apply attribute-based or relational-based theory to examine leadership roles in virtual team performance.

Using the BCL theory, the current study contributes to an understanding of virtual team performance and the internal as well as external role of leaders. This is relevant in an environment of extreme ambiguity such as COVID-19.

There is a gradual shift away from traditional teaching and training methods based on academic research models to unstructured, learner‐centered programs designed to meet the specific needs of learners. Knowledge management processes and teaching methods used in three graduate courses in industrial/organizational psychology are presented in this paper. Learner‐enabled models, peer group teaching and mentoring, discussion groups, and experiential learning exercises were used in the classroom. Goals were to help learners acquire and develop a useful base of relevant explicit and tacit knowledge; to encourage learners to make better use of what they already know; and to more closely align classroom learning with specific job requirements. Practical applications were to prepare students to meet workplace demands; to create methods to transform information into useful classroom and work‐related knowledge; to tie employees’ learning goals to the mission, goals, objectives, and strategies of the organization; and to develop ways to recruit and retain highly talented workers.

The purpose of this study was to examine the organizational context that may support learning and change readiness climates that previous research has found to be conducive to implementing evidence-based interventions.

An exploratory, mixed method evaluation that included 15 rheumatology clinics throughout the United States was performed. Quantitative data were collected using a web-based survey completed by 135 clinic members. Qualitative data were collected via semi-structured interviews with 88 clinic members.

In general, clinics reported strong, positive learning and change readiness climates. More complex organizations (e.g. multispecialty, academic medical centers) with rational/hierarchical cultures and members with longer tenure were associated with less supportive learning and change readiness climates. The authors’ findings highlight opportunities for organizational leaders and evidence-based intervention sponsors to focus their attention and allocate resources to settings that may be most susceptible to implementation challenges.

First, the authors address a deficit in previous research by describing both the level and strength of the learning and change readiness climates for implementing an evidence-based shared decision-making aid (SDMA) and examine how these vary as a function of the organizational context. Second, the study examines a broader set of factors to assess the organizational context (e.g. organizational culture, organizational structure, ownership) than previous research, which may be especially salient for shaping the climate in smaller specialty clinics like those we study. Third, the authors utilize a mixed methods analysis to provide greater insights into questions of how and why organizational factors such as size and structure may influence the learning and change readiness climate.

The purpose of this paper is to exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland.

In order to investigate mentor teachers’ perceptions of their role with reference to leadership and followership in their school contexts, a questionnaire was distributed to the full cohort of 56 mentor teachers who participated in the National Programme for Teacher Induction. Semi-structured interviews were also conducted with four mentor teacher facilitators from different regions across Ireland who were also mentors in their respective schools.

The findings from this exploratory small-scale study suggest that the hierarchical nature of the school context influenced mentor teachers’ perceptions of their leadership and followership roles. They regarded themselves as leaders in a general sense and considered that all members of staff had something to contribute to the leadership process in the school. However, the school context moderated their own perceptions about their individual approaches to leadership. Participants in this study were unclear about the term followership and were reluctant to use it. They considered themselves to be performing a supportive role in the hierarchical structure of the school context.

As this is an exploratory qualitative study with a small sample size in a country where the role of a mentor teacher in schools is a relatively new concept, the findings should be interpreted with caution. Future research would benefit from multi-method approaches to data collections that examine variations in followership perceptions from individuals prior to becoming mentors in order for comparisons to be made.

The practical implications of this study from a management perspective suggest that followership needs to be considered very carefully in school contexts as a way of contributing to the co-construction of leadership which engages all members of staff. It is clear that there is a need to move away from hierarchical interpretations of middle management posts of responsibility. More emphasis should be placed on the ways in which teachers construct their roles within schools as this impacts upon leadership processes and organizational effectiveness. Equally important is an open acknowledgement of the tensions involved in developing such roles and responsibilities.

Followership is not researched widely in schools, particularly with reference to the role of mentor teachers. This is an interesting group as the very nature of their work involves maintaining boundaries and managing multiple relationships. They are generally collaborative in their approach and are well placed to co-construct leadership with their colleagues and their principals with appropriate supports in the school context.

The paper seeks to examine the problem of destructive narcissism as an aspect of the emotional dimension of educational administration. Positions of power and influence provide motive and opportunity for the damaging character of this personality disorder to negatively affect the work life of colleagues and sabotage organizational effectiveness, ranging in degree from mild annoyance to extreme disabling.

The paper presents a model of narcissism composed of the typical profile and organisational expression in educational settings, drawing on narcissism theory. This includes the narcissist's illegitimate sense of entitlement, inappropriate need for admiration and attention, lack of empathy, and projection of negative traits onto others that affect the politics and culture of schools and universities, including social interaction and work styles, that produces an objectified use of people.

Four aspects of graduate professional programs are examined for the effects of destructive narcissistic pattern – student recruitment, curriculum, narcissistic professors, and research activities – and strategies recommended for dealing with this problem.

The problem of narcissism in educational administration and leadership professional programmes is not addressed in the field.

The purpose of this paper is to look at organizational culture and knowledge sharing, and to explore how a leader fosters a culture of knowledge sharing in an information organization.

The literature survey is used. It indicates that little is known about how to foster a culture of knowledge sharing from a leadership perspective in an information organization.

This study finds that the main approaches that a leader need to use to foster a culture of knowledge sharing are to set the mission, short-term, middle-term and long-term goals and objectives of fostering a culture of knowledge sharing, master as many leadership styles as possible, adjust and choose a leadership style that is appropriate to fostering a culture of knowledge sharing in a given situation, lead by example, develop messaging, make a communication plan, reward and recognize knowledge-sharing behaviors and make knowledge management fun.

The limitation is that this study is solely focused on the literature survey and opinions.

This paper provides a useful overview of the approaches used to foster a culture of knowledge sharing in an information organization.

The views, approaches and suggestions will be useful and valuable to improve the success of knowledge sharing in information organizations in the digital age.

The purpose of this paper is to examine whether organizational rewards are able to improve knowledge sharing and have an impact on employee performance moderated by organizational culture type in Ternate Municipal Government.

The design for data collection a uses survey approach, that is a form of research conducted to obtain facts about the phenomena that exist in regional government organizations to seek more factual and systematic information. The research was conducted in Ternate Municipal Government area of North Maluku Province, Indonesia. The organizations of regional apparatus are public sector agencies responsible for providing services to the public. The population in this study is echelon IIb‒IVb officials in regional apparatus organizations and certain structural officials. The units of analysis that are focused on in this research are the head of local agency, body, and office; the secretary of local agency, body and office; the head of board, the head of division, the head of the sub-board and the head of sub-division.

Organizational rewards in the form of giving economic rewards as remuneration, such as employee performance allowance, significantly affect individual attitudes in knowledge sharing. The interaction between the variable of remuneration with clan culture has a significant effect on knowledge sharing; these findings suggest that clan culture is a pure moderation variable that strengthens the relationship between remuneration and knowledge sharing. The result of this research proves that the interaction between the variable of remuneration with adhocracy culture has no significant effect on knowledge sharing. The interaction between the variable of remuneration with hierarchical culture has a significant negative effect on knowledge sharing. Market culture is not proven to moderate the relationship between remuneration and knowledge sharing. However, market culture variables directly and significantly affect knowledge sharing.

This research is the development of a research model conducted by Durmusoglu et al. (2014). The previous model uses organizational culture with a knowledge-sharing culture instrument, whereas this research develops organizational culture by using the type of organizational culture by Cameron and Quinn (1999), namely clan culture, adhocratic culture, hierarchical culture, and market culture. This type of organizational culture as a moderating variable can be expected to play a role in strengthening organizational rewards toward sharing knowledge and also impacting employee performance. Howell et al. (1986) revealed that organizational culture can strengthen the relationship between organizational rewards and disseminated knowledge. Hence, organizational culture moderates the relationship between organizational rewards for knowledge sharing to build upon Durmusoglu et al. (2014).

Laurea UAS, Lohja campus, in Finland, has a learning environment, Yrityslabra, for business management and administration students who want to complete their studies by doing real-life business assignments. This chapter depicts the elements of a physical learning environment that have contributed to improving learning results on Laurea Lohja campus. The campus was challenged with addressing long studying and graduation times, loss of students to other campuses, difficulties in employment after graduation and lack of cooperation between Laurea and organizations. To solve these problems, Laurea Lohja created a learning environment called Yrityslabra (Business Lab). As a result of the continuing development work and material gathered (interviews, memos from teacher development meetings, student evaluation discussions, and written evaluations), five distinctive elements for a learning environment were found. These elements are: informal physical environment, informal social environment, teacher’s role as a mentor, personal learning process, and project management process. As the result of the new learning environment, students on Laurea Lohja campus, for example, have shorter graduation times, and there are less drop-outs in the middle of the studies. Students also find work in their own field of interest and do so right after graduation. Also, there is increased interest for the graduating students to further their studies at the master’s level.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.