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This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges.

The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards.

Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion.

This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable.

There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability.

The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.

While advancements in theory have helped illumine the complex workings of today’s organization, little is said on the practical implications for managers in terms of their role and behavioral style. The purpose of this paper is to illustrate how a behavioral diagnostic tool – the Competing Values Framework (CVF; Quinn and Rohrbaugh, 1983) – can be utilized to develop managers in the behavioral skills needed to stay relevant and effective amid new organizational realities.

The conceptual anchor of this paper is in complexity theory. The authors conducted a literature search for articles on complexity theory in selective management journals, and reviewed them to extract key lessons for effective managerial behavior.

Three behaviors found to be central to managing complexity were: enabling, sensemaking, and facilitating shared leadership. It is suggested that the CVF is a useful tool for helping managers develop their behavioral repertoire and hence their skills for enacting these behaviors.

The paper synthesizes a guiding frame for developing managers in some of the behavioral skills needed to handle complexity at the workplace. Toward this end, useful tips are offered for putting together a short training workshop where the CVF is rediscovered as a unique developmental tool.

This article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs.

A literature review of key texts was used to identify “success characteristics” in WIL “signature” pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial “read-across” analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19).

The findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors; success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement); success characteristics in WIL can also be applied and operated across professions and sectors to demonstrate how the best practice in WIL should be applied in the design of DAs more generally.

The original project research study focussed on WIL pedagogical practices in four specified professions across four public sectors within one institution. This approach, though limited, enabled the research study to focus on in-depth qualitative interactions with practitioners from different sectors rather than institutional differences. As a consequence, the research study was able to focus on in-depth and dynamic interrelationships in pedagogical practice from the perspective of the professions, which facilitated productive examination of similarities and differences across these professions.

The research study provided evidence of the potential value of a more explicit recognition of WIL practice in the higher education sector and how consistent approaches to WIL should inform programme design. This has potential to improve the quality of curriculum design and pedagogy across DA programmes and provide a valuable reference point for quality assuring this provision.

The purpose of this paper is to answer the question of how continuity and change coexist in the work of institutional actors who can combine maintenance, disruption and/or creation. Past studies mention this coexistence without an explanation.

The paper develops a perspective through literature review.

Institutional actors are both socialized into the norm-oriented space of continuity and maintenance through their reciprocal relations and associated social knowledge and roles and disciplined into the goal-oriented space of change and disruption/creation through their power relations and associated expert discourse and subject positions. Their institutional existence indicates a particular combination of reciprocity and power and thus their work includes changing degrees of maintenance, disruption and creation, depending on the nature of this combination.

The paper points out research directions on the relational conditions of the actors, which facilitate or constrain their work toward institutional continuity or change.

Organizations whose concern is to continue the existing practices in a stable environment should emphasize reciprocal relations whereas organizations whose concern is to change those practices for more effectiveness in a dynamic environment should emphasize power relations. Also, too much emphasis on either relations leads to inflexibility or instability.

The paper provides an explanation on the sources of coexistence of continuity and change in institutional work. It also contributes to the discussions on contingency of institutions, resistance productive of institutional change, reflexivity of institutional actors and intersubjective construction of institutional work.

This chapter addresses ambidexterity at the individual level. Ambidexterity is defined as a company's ability to guarantee both short- and long-term successes by simultaneously exploring new market or new technological paths and improving existing products. We demonstrate that this ability can result from the evolution of social networks linking individuals involved in idea development. We used a longitudinal approach that combined case study and social network structure analysis of the R&D center of a semiconductor company. Six cases have been selected according to the level of disruption of the first idea generated and the end result in terms of exploration and exploitation. For these six cases, data have been gathered from monthly project reviews, press articles and listings of patents. Seventy-four interviews with key actors in the idea-development process have also been conducted.We mapped the relationships between actors who have contributed to the development of the idea through creative thinking and/or helped it to be accepted both internally and externally over three-year windows. Consequently, two network pictures are drawn for each case, and network structure indicators are computed for these two representations. We created a description of network evolution and the consequences of this process on the level of disruption of the ideas involved. This research demonstrated that different network structures and types of connections are relied upon depending on the explorative or exploitative objectives of teams of individuals.

Labor conflict has become a serious problem in recent China. From the perspective of entrepreneur innovation, this paper aims to find an effective path to eliminate this conflict. On the basis of theoretical analyses and regression analyses, this paper finds that, with legal environment and other conditions identical, entrepreneur innovation will significantly facilitate elimination of labor conflicts.

Using theoretical analyses based on entrepreneurship theory, this paper puts forward a series of hypotheses about the effects of entrepreneur innovation on labor conflicts. With panel data during 2013-2015 from China Employer–Employee Survey, this paper examines the effects of entrepreneur innovation on labor conflicts. Using interaction term regressions, this paper examines heterogeneous effects of entrepreneur innovation on labor conflicts by ownership, market power and export behavior. With mediating effect model, this paper examine whether workers’ participation in corporation governance is an important channel in which entrepreneurial innovation can impact on labor conflicts.

First, using benchmark regressions and robustness checks, this paper finds that there exist significantly positive effects of entrepreneur innovation on workers’ job satisfaction, incentive, social security, job development and job stability, which will reduce potential risks of labor conflict effectively. Second, using interaction term regressions, this paper finds that there exist heterogeneous effects of entrepreneur innovation on labor conflicts by ownership, market power and export behaviors. The study finds that the effects of entrepreneur innovation are more concentrated in private firms, firms with stronger market power and non-exporters. Third, using a mediating effect model, the study finds that workers’ participation in corporation governance is an important channel in which entrepreneur innovation can have impacts on labor conflicts.

The paper enriches the existing research about how to eliminate labor conflicts in China. On the basis of China Employer–Employee Survey data, this paper finds the importance of entrepreneur innovation on Chinese transition, which not only has positive impacts on firm performance, but also has impacts on eliminating labor conflicts and establishing better labor relationship. Therefore, stimulating entrepreneur innovation is very important for solving conflicts during Chinese transition.

With internet technology, knowledge acquisition surpasses the confinement of the university's campus or syllabus. Concurrently, an entrepreneurship programme has recently been offered to students, positioning universities as an experimental ground for the breeding of entrepreneurs. Thus, this paper seeks to evaluate the effect of entrepreneurship education syllabi empowered with current information communication technology (ICT) exposure towards students' entrepreneurial self‐efficacy together with social norms and their entrepreneurial intention; and whether this latest development lives up to stakeholders' expectations.

Data were collected through a census survey of entrepreneurship students at four MSC‐Status universities that offer entrepreneurship degree programmes. Quantitative analyses such as regression were performed.

Specialised entrepreneurship education with ICT exposure significantly affects a student's entrepreneurial self‐efficacy. However social norms were found to be a poor predictor towards entrepreneurial intention, explaining the diminished level of influence lecturers had upon their students' behaviour.

This study focuses on a group of entrepreneurship students who are exposed to ICT applications at that stipulated time, and as such, the findings cannot be generalised as technology evolves rapidly. The findings are also limited to only entrepreneurial intention and demonstrate the outcome in Malaysia's higher education industry.

The two direct stakeholders i.e. the university's management and lecturers, may need to reconstruct their respective initiatives by introducing “creative disruption” philosophies, policies and pedagogies to facilitate the “creative destruction” mode of education into realising its full potential.

This paper provides an insight into challenges that universities face in delivering distinctive knowledge consisting of theories and practices. Together, they require constructive and radical yet practical initiatives.

Under the co-direction of John Hagel, Deloitte’s Center for the Edge has been publishing important new studies of disruption with an ‘outcome-based approach to disruption.’ This research is discovering patterns that may help leaders institute defenses against threats and identify opportunities for innovators

Deloitte research is focusing on patterns of disruption that hit more than one market, but not all markets. It is examining: what are the characteristics of markets that would make them vulnerable to a particular pattern?

After six months of research, Deloitte has identified nine patterns that meet its outcome-based criteria. A number of the patterns are based on creating network effects that grow so quickly they become hard to compete with if the rival firm does not already have an established market position. Another set of the patterns identifies ways to fundamentally transform the value-cost equation, but without network effects.

More patterns may be discerned as the research proceeds.

For example, if incumbents and innovators just think about driverless cars as the auto industry, they are never going to fully see the disruption that is coming. By contrast, by thinking about it as a mobility ecosystem, then many other key players, risks and opportunities become apparent

The patterns identified by Deloitte research may provide leaders with insights into how to defend against specific disruptions and also offer innovators inspiration for new opportunities in established markets and Blue Ocean ventures.

This paper seeks to examine the emerging role of the Senior Academic Technology Officer (SATO) in higher education. It aims to consider two existing templates for this professional role derived from mainstream information management and information technology: the Chief Information Officer (CIO) and the Chief Technology Officer (CTO). Characteristically, CIOs and CTOs might be expected to have different appetites for creative destruction. The paper seeks to focus on the match between a SATO's own appetite for radical technological change and innovation – that is, for creative destruction – and that of their institution. The paper concludes with some observations concerning role design and appropriate recruitment and selection criteria for SATOs in higher education.

The paper informs its discussion with a micro case study and the outcomes of a virtual anecdote circle comprised of 20 senior academics, administrators, and educational technologists from higher education institutions in Asia, Australia, North America, and the UK.

The research suggests that the preferred model for a SATO is closest to that of a CIO with a leaning towards innovation and change. However, the paper finds that a SATO's personal appetite for creative destruction may be in conflict with the institution's culture, norms and values, resulting in poor outcomes for both. In order to avoid extreme mismatch the paper recommends a realistic approach to the recruitment and selection of SATOs that is aligned with the organisation's tolerance for innovation and change.

The paper contributes to the body of research‐based literature concerning the strategic management and development of professional scientific and technical staff.

Given the strategic importance of SATOs to ICT‐driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic‐related/professional staff. The paper brings together evidence from a highly informed group of stakeholders with active interests in the field using a virtual anecdote circle.