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India has been withstanding increasing pressure of enrolment in the higher education system, resulting in the creation of new universities in consonance with the recommendations of the Knowledge Commission (2007). Barring a few institutions of paramount excellence, the mushrooming universities fail to conform to equitability of quality and standards, that is teaching-learning-dissemination and research, except for accommodating higher gross enrolment ratio. It has resulted in an asymmetric and sporadic development of human resources, leaving a large basket of learners out of the pursuit for aspiring higher academic, research and professional enrichment. The country needs to develop an innovative common minimum curriculum and evaluation framework, keeping in view the trinity of diversity, equity and inclusion (DEI) across the Indian higher education system to deliver human resources with equitable knowledge, skill and intellectual acumen.

The paper has been developed using secondary information.

The manuscript has developed an innovative teaching-learning framework that would ensure every Indian HEI to follow a common minimum curriculum and partial common national evaluation system so that the learners across the country would enjoy the essence of equivalence.

This research has designed a comprehensive model to integrate the spirit of the “DEI” value proposition in developing curriculum and gearing common evaluation. This would enable the country to reinforce the spirit of social equity and the capacity to utilise resources with equitability and perpetuity.

Vocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.

The collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.

Evidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.

Limitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.

The positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.

This pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation.

An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum.

While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”.

The empirical findings are preliminary and based on a small convenience sample.

Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.

This study seeks to trace the development of curriculum integration and related curricula designs in state schools in Aotearoa/New Zealand (NZ) during the “New Education” era (1920s‐1940s).

The mixed historical/theoretical analysis draws on primary and secondary data.

The paper concludes that largely forgotten designs for curriculum integration developed in the 1920s‐1940s in NZ are similar in intent to the student‐centred “integrative” model of curriculum integration and may usefully inform the contemporary discourse in NZ concerning best practice on middle schooling for young adolescents (approximately ten to 14 years old).

The study provides an additional point of entry towards theorising and re‐evaluating the history of progressive education in NZ.

This study provides historical/theoretical context for recent interest in curriculum integration in NZ, particularly in relation to middle schooling and to student‐centred pedagogies.

Purpose – In January 2015, a diverse group of stakeholders engaged in a planning forum on “Envisioning our Information Future and How to Educate for It.” Focused on shaping a future by design, not by default, information educators, professionals, technologists, futurists, and others proposed proofs of concepts for larger-scale implementations. This chapter reports on four pilot projects using steps in the design-thinking process to frame the discussion.

Design/Methodology/Approach – The stages of (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test in the design-thinking process facilitate moving beyond what is and breaking fixedness to build a representation of what might be. Applied to library and information science (LIS) education, design thinking can lead to transformative change.

Findings – Creative collaborations yielded actionable outcomes from projects that identified the following: (1) the knowledge, skills, and abilities that employers seek in graduates of LIS programs, (2) curriculum options for developing and launching artist-in-residence programs, (3) how a Library Test Kitchen course enables students to apply design thinking, and (4) how a short-term faculty residency in a particular institution connects LIS educators with trends in the field and informs curriculum design.

Originality/Value – The value of tangible outcomes from pilot projects informing future innovation in LIS education is augmented by the originality of their framing within design-thinking processes.

The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.

This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.

This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.

This is a conceptual model for testing in academic research settings in colleges and universities.

The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.

From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

This paper aims to explore the implementation of an innovation in an executive education programme in the context of the Indian manufacturing industry. This paper presents an understanding of a conceptual framework for delivering a unique manufacturing leadership programme, explaining the different linkages between government, industry and academia for changing the mindset of participants and growth of a nation by developing highly skilful employees to lead India’s manufacturing industry.

The paper reports a single case study of an innovative manufacturing leadership development programme. Primary data were obtained from focus group studies and interviews. Documentary evidence in the form of reports, student work, course curriculum and meeting minutes was studied. The individual participants in the programme are used as units of analysis to explore systems of innovation, at individual levels. The analysis was carried out by applying theoretical models to explain the design, delivery and development of the programme over the years.

The findings from this research are an exploration of factors for sustaining the value of a system of innovation with special focus on a subsystem of knowledge creation and competence building. Institutional change is found to be a key input to the innovation process in terms of a collaborative mindset between three different academic institutes well known in different areas of expertise. Building an innovative coordination mechanism and curriculum combining academics with practical learning helped in changing the mindset of the students and faculty of the programme. This is linked to the development of country through leadership development by mindset change in mentors and students. The findings show that the studied programme has grown in terms of creating demand (in the form of increased applicants), guaranteeing 100 per cent placement with an average 50 per cent increase in salary and accelerated career in terms of role in the organisation. This was possible through continuous improvement practices for making local changes to the programme from time to time and building a community of practice in collaboration with industry.

The value of this research lies in highlighting the importance of international cooperation in speeding up the process of transferring management and technological knowledge from academia to industry. The framework developed for implementing a system of learning for creating a national system of innovation in manufacturing can be generalised to develop more such programmes in emerging nations for addressing skill challenges to lead future innovative projects.

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.

In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.

In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.

At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.

This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

An ever-increasing emphasis is being placed on the concept of cross-institutional educational initiatives. Among these are university–school partnerships, seen as possessing immense multidimensional potential. The model of university–school partnership espouses distinctive advantages: it promotes close collaboration on an array of pedagogical elements, a manifold of opportunities for inter-professional learning, a unique course delivery, and the development of innovative curriculum materials. There is a consensus that effective teaching calls for more than possession of craft skills and knowledge, but should go beyond traditional pedagogical bounds, in which the innovation in new educational models is embedded in a nexus of relationships involving close multi-faceted, cross-institutional collaborations, incorporating elements of informal education. The proposed chapter aims to address the theoretical discourse and practical application of such partnerships, guided by the conviction that an effective partnership constructs new enabling structures that span the boundaries of school/university, placing an increased focus on learning for all stakeholders. It aims to supplement the existing theoretical discourse by presenting an implemented cross-institutional partnership as a case-study – a university class of intercultural competence – undertaken in cooperation among the Institute of European Studies, Jagiellonian University, and High School No. 8 in Kraków. The case study aims to illustrate how a cross-institutional partnership contributed to the development and implementation of innovative and active teaching methods, placing a particular emphasis on elements of informal education. Through a variety of methods, such as outgoing seminars, peer-mediation, and city games, the outlined partnership model serves as an effective example of innovative practices in higher education.