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Chapter 4, ‘Plan–Act–Observe–Review’ focuses specifically on the need to understand and develop teacher collaboration prompted by the introduction of new shared learning environments. The chapter talks about three key school strategies which were developed through a process of school inquiry and why it was felt they were needed. It highlights the need for coherence and consistency across school and includes lots of useful takeaways for readers.

The first intervention, Collaborative Teaching Models, focusses on the structures that help teachers and support staff understand how to work together. The second intervention, Communication Strategies, investigates the cultural changes required because of the elevated human interactions involved in collaborative teaching. The third intervention, Strategic Meetings, is a combination of structural and cultural change, found to be advantageous due to collaborative teaching.

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

This paper aims to assess the considerations for implementing sustainability initiatives in higher education institutions (HEIs).

It employs a qualitative approach. It is based on opinions gathered from 272 stakeholders (including authorities and academicians) of HEIs.

Nepalese HEIs are facing several challenges, such as the lack of a changing vision and values to create a culture of sustainability initiatives and the socioeconomic and cultural gaps between policy sources and implementation approaches for sustainability. Therefore, they need to consider several sustainability initiatives to improve their performance and competitiveness. Effective leadership, learning culture, sustainability-related policy, effective HRM, organizational structure, supportive culture, technology, rewards, and university-academia-industry linkages are the key prerequisites for implementing sustainability initiatives. Thus, HEIs must make substantial investments in such aspects. Furthermore, they have to focus on sustainability initiative context, feasible strategies, and actionable/practical solutions to implement sustainability initiatives that help in achieving performance outcomes.

It is solely based on the opinions of authorities and academicians of Nepalese HEIs. Since it was carried out in the Nepalese context, results might vary at other times and in other nations.

It serves as a wake-up message to HEIs' officials about the barricades associated with sustainability initiatives and also addresses important requirements for putting such initiatives into practice.

It provides a holistic framework to initiate sustainability in HEIs to help them achieve expected outcomes.

Online learning is increasingly popular, and educational platforms provide a wealth of courses. Improving course sales is the key to promoting sustainable development of online course platforms. However, limited research has explored the marketing of online courses. We study how to drive online course sales by leveraging teacher information.

We performed an empirical study. We collected data through a crawler and image recognition from Tencent classroom.

Our results show that providing teacher information and profile images helps promote online course sales. However, detailed course descriptions weaken the positive impact of teachers' profile images on online course sales. Furthermore, our study shows an inverted U-shaped relationship between the intensity of smiling in teacher profile photos and online course sales, and teacher descriptions negatively moderate this relationship.

Our study contributes to the research on online course sales and extends the context of the research on smiling as well as the studies of visual and textual information.

The results have practical implications for online course sellers and platforms.

Existing scholarly efforts have explored online courses mainly from an education perspective. More research is needed to advance the understanding of online course sales. Our study advances research in the marketing of online courses.

This paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook.

From an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation.

The strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices.

One of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers.

For research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation.

The research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom.

The study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.

This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.

The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.

The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.

To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding.

Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching.

The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning.

After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

This paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.

The paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.

The paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.

Because of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.

This paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.

This paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

The purpose of this study was to explore the experiences of former teachers who transitioned into self-directed education (SDE), a K-12 educational paradigm where learning is authentically student-led.

Drawing on Ivan Illich’s Deschooling Society and qualitative thematic analysis of interviews with educators who have left conventional teaching, the research delves into understanding the modern concept of deschooling, critique of conventional schooling’s limitations and the implications of both for the future of educational practice.

The study highlights the themes that emerged from a cross-analysis of text and lived experience, emphasizing the need for childhood autonomy and agency in approaches to education. This study reveals a reimagined relationship and new profession for educators as they reemerge on the other side of the deschooling process. This study offers insights into the transformative potential of deschooling and SDE’s alignment with Illich’s vision for a lifelong learning society that transcends institutional constraints, thereby contributing to the discourse on educational reform and the empowerment of authentic learner-directed education.

Research on SDE as a field is quite limited, with no known prior empirical studies on SDE mentors or their process of deschooling. This work also provides theoretical novelty in using Deschooling Society as a lens for understanding the phenomenon of deschooling through lived experience as a critique of modern society and creating a real, re-envisioned future.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.