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This paper seeks to discuss past and present paradigm shifts in education and then to explore possible future learning paradigms in the light of the knowledge explosion in the knowledge era that is currently being entered.

New learning paradigms and paradigm shifts are explored.

Learning processes and learning paradigms are still very much founded in a content‐driven and knowledge production paradigm. The rapid developments in information and communication technologies already have and will continue to have a profound impact on information processing, knowledge production and learning paradigms. One needs to acknowledge the increasing role and impact of technology on education and training. One has already experienced enormous challenges in coping with the current overflow of available information. It is difficult to imagine what it will be like when the knowledge economy is in its prime.

Institutions should move away from providing content per se to learners. It is necessary to focus on how to enable learners to find, identify, manipulate and evaluate information and knowledge, to integrate this knowledge in their world of work and life, to solve problems and to communicate this knowledge to others. Teachers and trainers should become coaches and mentors within the knowledge era – the source of how to navigate in the ocean of available information and knowledge – and learners should acquire navigating skills for a navigationist learning paradigm.

This paper stimulates out‐of‐the‐box thinking about current learning paradigms and educational and training practices. It provides a basis to identify the impact of the new knowledge economy on the way one deals with information and knowledge and how one deals with learning content and content production. It emphasizes that the focus should not be on the creation of knowledge per se, but on how to navigate in the ocean of available knowledge and information. It urges readers to anticipate the on future and to explore alternative and appropriate learning paradigms.

In line with an emerging critical trend in the field of intellectual capital (IC), the aim of this paper is to probe the evolutionary path of IC research and practices. The paper aims to argue that IC research and practices need to shift from the measuring paradigm to a learning paradigm.

A total of 15 interviews with experienced IC consultants were conducted while they were all working on a European Commission funded IC project across five European countries from 2005 to 2008. Altogether their voices constitute a critical line of thought.

The findings showed that a learning paradigm does not take a stand against the measuring paradigm, however it does transform the measuring paradigm, as it takes it to a new level of understanding by engaging a firm's attention to the socio‐psychological mechanism that generates and sustains IC flows. IC flows entail new knowledge flows, practice flows, and affect flows that elicit organizational change and innovation.

The paper discusses two implications of this research. First, effective IC flow management may strengthen a firm's future earning potential by allowing for value‐added activities and by nurturing a strong learning motive. Second, three criteria for IC information disclosure are proposed to work around the issue of management control and/or public relations manipulation. The paper suggests that the design and implementation of IC models within a reporting framework should aim to make the concept of IC more accessible, actionable, and effective.

This paper offers a novel conceptual framework and an operational context which explore the possible ways of advancing IC research and practices.

This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.

This paper aims to report empirical research investigating how school‐based management (SBM) and paradigm shift (PS) in education are closely related to teachers' student‐centered teaching and students' active learning in a sample of Hong Kong secondary schools.

It is a cross‐sectional survey research involving 31 secondary schools, 1,119 teachers and 7,063 students with seven sets of questionnaires: three for students, three for teachers and one for principals.

The results of analysis indicate the following findings. The greater tendency towards SBM of a school associates with the greater extent of PS from the site‐bounded paradigm towards the triplization paradigm in education. Both the measures of SBM and PS in education are closed related to teachers' student‐centered teaching (in terms of facilitating student learning, facilitating student thinking and facilitating student self‐reflection and assessment) and students' active learning (in terms of positive learning attitudes, application of various learning methods, learning effectiveness, multiple thinking in learning and satisfaction in learning). The profiles of “high SBM and high‐PS” schools are much more preferable than “low SBM and low‐PS” schools in terms of various measures of teachers' teaching and students' learning.

Even though SBM and PS in education are strongly emphasized in ongoing educational reforms in different parts of the world, there is lack of empirical study to show how they are related to teachers' teaching and students' learning in practice. The findings of the research contribute to filling this research gap and advancing theoretical and practical understanding in such a frontier area.

This paper aims to focus on examples of the perceived tensions of the healthcare work‐based learners as they experienced paradigm shifts in both practice and education.

Examples are drawn from a qualitative study to examine work‐based learning (WBL) workshops in a Dutch healthcare setting, and a developmental project led by an academic to implement a WBL accredited programme across Acute and Primary Care Trusts in a region of England. The paper also supports the argument of Flood and Romm that within complex organisations there is a need to develop “triple loop” learning as opposed to “double loop” learning. A discussion of the tensions which relate to experience and research is presented.

The paper finds that WBL is not easy, especially in times of rapid change and resistance to new ways of working by some colleagues. Managers, academics, mentors and healthcare learners need opportunities to discuss and interpret experience in order to construct meaning and new knowledge of practice. Key to enabling the development of the work‐based inquirer to cope with change and ethical dilemmas is the commitment of facilitators to inspire learning, support the exploitation of workplace resources and encourage networking within and external to the organisation.

A benefit of the WBL approach is that it engages the learner in problem solving and enhances the skills of inquiry, networking and creativity. It is important for the learner to gain awareness of the ethical knowledge underpinning practice. Tensions can arise as paradigms shift and when boundaries are misinterpeted, and personal and organisational values and beliefs conflict.

While the focus is healthcare the discussion could be relevant and of interest to a wider international audience of WBL practitioners as it considers a topic that is undervalued in workplace learning journals but is a reality of shifting paradigms.

The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have gone as far as to contend that the pandemic resulted in a paradigm shift in education. This chapter explores this contention by first looking at the history of paradigm shifts in education writ large, and then the implication of those shifts on teacher education, in general, and on practicum mentoring, specifically.

This account aims to introduce contrasting perspectives on teaching and learning methods, and to detail the growth of new forms and vocabularies of access to learning. As we move towards the new millennium, the development of national, yet diversified, credit frameworks and systems will provide an essential underpinning for the organisational culture that will be needed to sustain the wellbeing and growth of the educational system. These new systems are already being incorporated into the practice of ‘virtual’ education. Lifelong learning has widespread support across the social and political spectrum and its importance can hardly be over‐stated as we seek to maintain competitiveness in a changing world. Increasing knowledge and understanding to serve both the needs of the economy and of individuals to play a major role in democratic life has become an agenda of necessity as well as desire. An open society requires open systems of knowledge. A prognosis for the future is submitted where the significance of part‐time modular and open flexible learning is evaluated in terms of a curriculum rooted in useful knowledge and competences, acquired at different sites of learning, including the workplace. It is argued that modular structures, using the potential offered by credit accumulation and transfer to different institutions with different missions, can transcend and transform the learning opportunities for students in a mass system of higher education which is rapidly becoming part of a global market economy and society. Continuous lifelong learning involving its key features of open access, recognition of learning wherever it takes place and the growth of new learning networks and partnerships, is at the conceptual heart of the development of the virtual university.

The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change.

The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism.

Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes.

This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.

This paper aims to highlight the nature of strategic learning in Bollywood, India's Hindi Film Industry. Film making is an art that requires continuous learning as a prerequisite to creativity and innovation. Improved competitive performance goes beyond operational organisational learning into strategic learning. This research investigates the extent to which strategic learning, as opposed to operational learning, is taking place within film making organisations operating in the Bollywood setting.

The research was conducted through two descriptive case studies of production houses in Bollywood using semi‐structured observations and interviews with producers and directors in the case study sites. Data are analysed using techniques of interpretive “illuminative evaluation”.

The research suggests that the current frame of film making at Bollywood is stuck in a learning trap, in that organisational learning tends to be adaptive not generative and leads only to technical innovation. There has been no change in the paradigm of film making from one rooted in the past and the present, in terms of India's history, social and political context, to one looking to the future. For this paradigm shift to take place a future vision is proposed in the form of strategic learning and innovation, allowing Bollywood to go beyond the domestic Indian market and make a contribution to world cinema by breaking away from its current formulaic approach to film making. These findings also have implications for other management learning and practice contexts.

Although this research is limited to Bollywood, it has implications which potentially go beyond it in the form of a new frame as described above, and also for the organisational learning literature which has tended to focus on learning in general, rather than differentiating between operational learning and strategic learning; whereas operational learning can improve production processes, strategic learning depends upon creativity and innovation as the basis of improved competitive performance.

The paper concludes that the research site is trapped within its current frame of learning and, in order to break away from it, it must embrace strategic learning to move beyond the traditional loops of organisational learning. The practical implications of the paper lie in furthering the understanding of the nature of strategic learning in a creative industry, which may, in turn, shed new light on strategic learning within similar contexts.

The originality of the research stems from the focus on strategic learning and a new site for its exploration in the form of the Bollywood setting. Furthermore it extends understanding of the organisational factors affecting the status of strategic learning in organisations.

The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net‐Gens who enrolled in an International Marketing course. The research problem of the study is: “What are the learning outcomes and pedagogical implications arising from the use of wikis?”

A qualitative research methodology supported by the NVivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student‐generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki‐based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in‐depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis.

Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki‐based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum.

A well thought‐out alignment of wiki assessments with other learning activities has the potential to engage Net‐Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki‐based activities into other learning activities. Understanding that there is a “spill over” effect from one learning activity to another is important.

The outcomes were especially beneficial to non‐English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings.

While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a “wiki‐based pedagogy” which assumes an “emancipatory”, partially‐“constructivist” paradigm of learning, where teachers should be ready to ‘loosen the controls of the conventional teaching‐centred learning environment’.