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This paper aims to justify the relevance of student-centred teaching – learning in influencing their motivation to shed library fear, source resources, attain higher-order learning, garner intellectual prowess and invent new theories.

To assess the validity of association between guidance, pedagogy, library access and intellectual prowess, a close-ended questionnaire is used. This questionnaire was administered on 350 undergraduate students in Kuwait. The step helped to gather their responses and initiate correlation analysis. Also, correlation analysis was used to review the association between the items selected in the questionnaire, interpret outcomes and draw valid inferences.

The outcome highlights that such students show keen interest to learn when faculty members give credence to educational psychology, teaching-learning quality, knowledge transfer and their transformation into knowledge seekers. The realization of such scholastic capabilities makes it possible for them to shed library fear and search disappointments, circumvent procedural complexities and pay least importance to size of library structure. Such mental state heightens their desire to use library services optimally, learn and contribute to new knowledge.

Few attempts have been made to study the impact of mentoring and pedagogy on mitigation of library stress undergraduate students.

Service-learning (SL) is an educational movement with roots in academic activism fuelled by commitments to accessibility, social mobility, social justice, community engagement, sustainable development and learning. Reviewing the voices of the original US ‘pioneers’ and contemporary practitioners over the last 30 years, this chapter argues that (1) contemporary SL has been ‘mainstreamed’ in various ways and (2) such a re-conceptualisation seems to have re-formatted educational commitments in line with contemporary economic framings and circumstances of higher education (HE). However, it also argues that beyond overt compliance and resistance, it is possible for practitioners and HE more broadly to create responses and spaces where educational adaptation and transformation can emerge. To facilitate such responses, it is important to embrace the strong driving force of passion and emotion, which can drive and sustain change agents in practice. This chapter aspires to revitalise and rejuvenate academic activism as a legitimate catalyst of educational transformation on a global platform.

This paper aims to examine the broad concept of university–community partnerships as it applies to creating sustainability initiatives. The benefits of university–community partnerships are increasingly recognized, and this paper offers direct insights from community stakeholders on the principles, functions and activities they see as foundational to effective university–community partnerships in northern British Columbia.

CommunityStudio was a co-learning partnership that sought to place students into the community and region to collaborate with community/government partners on interdisciplinary projects identified by the city, regional district or other community stakeholders. Through key informant interviews and a thematic analysis, the authors examine the expressed needs that CommunityStudio partners identified as key to ensuring such collaborations are mutually beneficial.

Within the community/regional development context of northern British Columbia, community experience highlights the importance of equity and inclusion, flexible programme design and an institutional culture that supports risk taking in teaching and learning as keys to the success of university–community partnerships.

This work contributes to calls for knowledge-based institutions such as universities to act as catalysts for social innovation within regional contexts outside of major metropolitan urban centres.

At the end of a project (if we know it is the end or if we are forced to end it), the ethnographer is faced with the choice to leave (or leave off researching) – a decision that may entail grief and relief – or to continue. In this chapter, the author argues that all ethnographies are lost ethnographies because there are inevitably missed moments, things we turn away from and endings of various kinds. The author suggests that ‘getting lost’ (Lather) and being lost (and at a loss) may be a necessity of ethnographic fieldwork. Drawing examples from the author’s own and others’ work, the author reflects on the edges and the end of ethnographic projects and considers what it might mean to let go, to end research projects, as well as what might be possible by returning.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to examine how educators engage in collaborative inquiry-based group development processes that transform their professional identity and pedagogical practices. Qualitative research data comes from the Livingstone Inquiry Group (LIG) in Vancouver, Canada. It is a longitudinal case study of inquiry-based pedagogies (IBPs) in a community of learners. They started in 2007 with members representing K-12 teachers, resource staff, administrators, higher education, and union organizations. The model outlines generative dynamics between social capital and relational learning which support pedagogical paradigm shifts in the group’s collaboration. Implications of this study provide direction for research regarding inquiry-based learning in higher educational institutions as an important forum for sustainable professional development of teachers as life-long learners.

The entrepreneurial ecosystem within Chinese vocational colleges offers a unique platform to investigate the interplay between entrepreneurial passion, education and intention. This study aims to assess the effect of entrepreneurial education on alertness, passion and mindset, in turn, on entrepreneurial orientation and intentions. In addition, the study examines the mediating role of the entrepreneurial mindset between entrepreneurial passion and education; and to identify the moderating effect of entrepreneurial self-efficacy between entrepreneurial orientation and intentions.

Using a cross-sectional methodology based on self-reported data from students across various Chinese vocational colleges, the study used a quantitative method to derive its findings.

The results highlighted a strong positive effect of entrepreneurial education on passion, mindset and alertness. The study also found that an increased emphasis on entrepreneurial education fostered a proactive entrepreneurial orientation, a significant predictor of entrepreneurial intentions. The entrepreneurial mindset played a pivotal mediating role, enhancing the direct effects observed. Moreover, students with higher entrepreneurial self-efficacy exhibited a more substantial inclination towards entrepreneurial intentions, further buttressed by their orientation.

This study underscores the critical role of fostering passion, education and self-efficacy in cultivating entrepreneurial intentions among students in Chinese vocational colleges, offering valuable theoretical and managerial implications for educators and policymakers alike.

The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out‐of‐the‐box thinking style and various motivation factors in a culturally diverse learning environment is the foundation for knowledge construction, driven by the idea generation process and co‐creation – the so‐called Medici effect, one of the benchmarks for excellence in eLearning.

Developing this case study in the area of eLearning and Virtual Education Community (VEC) involves passing through various stages: from providing social presence and cooperation of students to co‐creation in the eLearning environment by contriving “e‐students” in the VEC whose profiles and learning processes are managed by pairs/teams of real students with different experiences and types of behaviour.

The paper presents outcomes of the research focused on the formation of the VEC for students who are motivated in sharing common passions and principles, in developing good communicator‐and‐listener techniques, in studying and creating situations of success.

In order to use and promote this pedagogical approach, enhancement of the desk‐top technology is needed in terms of a user‐friendly interface for creating a VEC where everyone, including people with special needs, feels comfortable, interested, and motivated to communicate, learn, construct, and share knowledge.

The original “4A” (attention, actualization, attraction, and action) pedagogical model applied in eLearning is aimed at ensuring students' social and cognitive presence through their e‐profiles for self‐assessment and positioning, adjusting learning trajectories and monitoring learning results, as well as assessing progress and final outcomes of learning.

The purpose of this study is to examine postgraduate students' reflexive narratives about their entrepreneurial passion (EP) experience as a result of their direct participation in a series of hand-selected experiential learning events within the curated identity workspace (IW) of a cross-disciplinary postgraduate entrepreneurship education programme.

This study uses a qualitative exploratory design using interpretative phenomenological analysis with a group of graduate students from a cross-disciplinary postgraduate entrepreneurship education program at an entrepreneurial university.

This study discovers that students’ EP experience is developed through the internalisation of an entrepreneurship learning activity into their personal identity through the harmonisation and reorganisation of their competing micro-identities of professional and entrepreneurial identity, prompting them to create a new identity that enables them to act entrepreneurially without relinquishing their existing professional identity.

This study demonstrates how entrepreneurial education programmes function as an IW and posits a theoretical model illustrating the hidden connections between entrepreneurial activity, personal identity and entrepreneurial learning experience that collectively influence individuals' entrepreneurial behaviour.