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This paper is an account of collaborative action-based research that centered on a new NCAA Division I football program at a regional southeastern university, and the positive impacts the collaboration had on the multiple stakeholders involved in the research, which were the university’s sport management faculty, the athletic department, and sport management students. The paper aims to discuss these issues.

During the action research, these stakeholders moved through a cyclical process that involved reflection, planning, action, and evaluation. Through the action-based cyclical process that was utilized, each of these stakeholders were able to learn, adapt, participate, and make positive change.

Positive change occurred with the athletic department’s marketing efforts and game day operations, opportunities for sport management students to participate and learn, and development of relationships between two departments.

The cyclical nature of this research model often leads to original hypotheses and research foci to be highly altered during various stages. Another limitation within collaborative action research can be the breakdown in communication among the many parties involved in carrying out this type of research.

While the significance of this study was initially to capture fan information surrounding a new NCAA Division I football program, the stakeholders quickly realized that the action-based research study had more to offer than producing marketing reports for the university athletic department. Inclusion of the students as equal stakeholders in this project proved vital to student learning and involvement. Having the students play such an important role throughout each cycle of the project allowed for additional networking outside the classrooms with potential employers, as well as in-depth discussions and involvement in the classroom when synthesizing and disseminating the marketing information that had been gathered.

The collaboration between two separate departments within a higher education institution was vital to the overall success of the research project. The overall intent of this paper is to provide a practical approach to collaboration among individuals working in different departments of an organization, as the findings from this research project revealed the overall success of the project was only possible through the collaborative effort and joining resources, abilities, areas of expertise, and capabilities.

The concept of knowledge cities (KCs) offers advantages to any urban region. Many cities globally claim themselves as being already KCs, while other cities have elaborated strategic plans in order to integrate this concept into their operational structures. The examination of their approaches reveals however that these initiatives are fragmented. The purpose of this paper is to present a multi‐dimensional and integrated decision support model for a KC's strategy formulation.

Reference is made to a methodological approach (KnowCis) for the integrated development of a KC, consisting of five main phases and taking into account nine different dimensions. The strategy formulation phase is a particularly complex procedure for any authority (e.g. local government or city's development agency). The reasons for this complexity are related to the amplitude of the KC concept, to the variety of the factors to be considered as well as to the challenge for balancing the needs and interests of different target groups.

The proposed model consists of the following building blocks: identification of the appropriate actions (based on the KnowCis methodology), modeling of the city's current status as a KC (via the development of related indicators), assessment of actions' necessity (based on the indicators' outcomes and through the benchmarking of other successful KCs cases), selection of the most appropriate form for each proposed action (based on their efficiency during the last reference period) and, finally, prioritisation of the proposed actions (based on a multi‐criteria approach).

The main suggestion for future research is the development of an intelligent information system which will incorporate the building blocks of the proposed model.

The originality and value of the paper is that the proposed model can be a really helpful decision support tool for any city which is developing a knowledge‐based strategy.

Using authentication to secure data and accounts has grown to be a natural part of computing. Even if several authentication methods are in existence, using passwords remain the most common type of authentication. As long and complex passwords are encouraged by research studies and practitioners alike, computer users design passwords using strategies that enable them to remember their passwords. This paper aims to find strategies that allow for the generation of passwords that are both memorable and computationally secure.

The study began with a literature review that was used to identify cognitive password creation strategies that facilitate the creation of passwords that are easy to remember. Using an action-based approach, attack models were created for the resulting creation strategies. The attack models were then used to calculate the entropy for passwords created with different strategies and related to a theoretical cracking time.

The result of this study suggests that using phrases with four or more words as passwords will generate passwords that are easy to remember and hard to attack.

This paper considers passwords from a socio-technical approach and provides insight into how passwords that are easy to remember and hard to crack can be generated. The results can be directly used to create password guidelines and training material that enables users to create usable and secure passwords.

The aim of this paper is to link earthquake probabilistic and deterministic risk assessment with the decision‐making process in order to implement policies, plans, and procedures to prevent or reduce human and monetary losses.

This study suggests an integrated framework for earthquake consequences management. The framework consists of an earthquake consequences model, value analysis, and socio‐economic analysis, as well as dynamic integration for implementing strategies, policies, and plans.

The developed integrated framework for earthquake consequences management could be used for a study area, especially in developing countries in which human and capital resources are limited.

There is a need to have different case studies to demonstrate how the integrated framework for earthquake consequence management could reduce human and monetary losses due to earthquakes for a study area.

It is important to consider earthquake risks as part of strategic planning for societies that are vulnerable to future earthquakes.

The purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment.

This paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice.

Findings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor.

These findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.

There are several researches which addressed earthquake probabilistic and deterministic risk assessment without linking the decision‐making process in order to implement policies, plans, and procedures to prevent or reduce human and monetary losses. This paper aims to address this issue.

This study suggests an integrated framework for earthquake consequences management. The framework consists of earthquake consequences model, value analysis, and socio‐economic analysis, as well as dynamic integration for implementing strategies, policies, and plans.

The developed integrated framework for earthquakes consequences management could be used for a study area especially in developing countries in which human and capital resources are limited.

There is a need to have different case studies to demonstrate how the integrated framework for earthquake consequence management could reduce human and monetary losses due to earthquakes for a study area.

It is important to consider earthquake risks as part of strategic planning for societies that are vulnerable to future earthquakes.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

This paper aims to examine complex clinical decision‐making processes in trauma center units of hospitals in terms of the immediate impact of complexity on the medical team involved in the trauma event.

It is proposed to develop a model of decision‐making processes in trauma events that uses a Bayesian classifier model with convolution and deconvolution operators to study real‐time observed trauma data for the decision‐making process under tremendous stress. The objective is to explore and explain physicians' decision‐making processes under stress and time constraints during actual trauma events from the perspective of complexity.

Because physicians have blurred information and cues that are tainted by random environmental noise during injury‐related events, they must de‐blur (de‐convolute) the collected data to find a best approximation of the real data for decision‐making processes.

The data collection and analysis is innovative and the permission to access raw audio and video data from an active trauma center will differentiate this study from similar studies that rely on simulations, self report and case study approaches.

Clinical decision makers in trauma centers are placed in situations that are increasingly complex, making decision‐making and problem‐solving processes multifaceted.

The science of complex adaptive systems, together with human judgment theories, provide important concepts and tools for responding to the challenges of healthcare this century and beyond.

The purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.

This paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.

The peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.

This study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.

The case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.

The researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.

With the turn of the century, the Earth's natural resources continue to be stretched as nonrenewable resources continue to dwindle and as the population continues to grow. Academia is no exception with human and teaching resources remaining a constraint for all universities including financial resources. Higher education (HE) leadership struggles to contain costs by reducing unnecessary expenditures while trying to ensure that quality remains a top priority. Innovative pedagogy is one way that institutions can help bridge both scarcity and quality and address the growing demand for quality education. New technologies, designing of new curriculum which is relevant and can address the realities of economic demands, have become a high priority in HE. Educators, policymakers and stakeholders have to embrace this transformational change for the progress of their institution. This book addresses such innovative changes that are being initiated by academics around the world. The focus of this book remains on innovative pedagogy, success stories of such interventions, impact on students while reinventing the learner-centered approach and its implication on the future. The authors of this book address the successes and the challenges they have faced.