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This paper reflects on the Bognor Regis Learning Resource Centre at the University of Chichester which opened in early 2012. In particular, it looks at how the spaces within the building were designed to enhance student learning and whether it meets student needs in practice.

The research was conducted by way of a case study which included interviews and questionnaires. In addition, observations and the measurement of sound levels resulted in the collection of statistical data for analysis.

The findings suggest that although the building is popular as a learning space and provides for a variety of learning styles, nevertheless, there are some problems with the interior design. In addition, future pressures and advances in technology will require further development of the building to keep pace with changing user needs and expectations.

The study contributes to the body of research regarding the use of library space for student learning in higher education. In addition, it makes practical suggestions for future developments that could also be considered by other higher education institutions.

Reports on a study of the evaluation strategies of trainers in London local government made in 1989‐91. The study was unusual in focusing on trainers as policy implementers in a context of organizational learning and bureaucratic behaviour. Trainers′ evaluation practice, their views on evaluation, their reasons for evaluating and their perceptions of the problems and advantages were elicited through survey and interview. The analysis of strategies of evaluation formed the basis for the construction of a typology of trainers. Most trainers undertook only minimal evaluation. The types were: uneasy ritualists, incrementalists, pilot strategists and innovators; but the most significant category of policy achiever was missing. Examines the implications of this typology for trainers, managers and staff, and for the implementation of policy. Finally, advocates the crucial attributes of the policy achiever model.

The aim of this study is to examine how and in what way authentic leadership and affective employee commitment foster the learning organisation in the context of transitional market conditions. Acting as role factors, their relationships with the learning organisation were examined simultaneously, at leadership and employee level.

The study was conducted on a sample of 500 employees from various industries of Serbian transitional economy. For the research purposes, structural equation modeling (SEM) methodology was used.

The findings reveal that authentic leadership and employee commitment both play an important role. Specifically, authentic leadership directly and indirectly affects the learning organisation. The indirect effect is partially mediated by the employee affective commitment.

The focus of this study is limited to the role of authentic leadership in fostering the learning organisation. Apart from leadership and employee commitment, it might be assumed that other variables have the potential to play a role in fostering the learning organisation as well.

To the best of the authors’ knowledge, no previous study has focused on authentic leadership and employee commitment as an “enabling-mechanism” in fostering learning organisations in the context of transitional economies. Consequently, this paper provides theoretical and practical implications on how and in what way they impact a learning organisation by empirically studying them in the context of transitional market conditions.

The purpose of this paper is to set out the evidence base to date for Transitional Safeguarding to support authors of Safeguarding Adult Reviews (SARs) where Transitional Safeguarding is a key theme in the review.

This paper draws on key evidence from several published sources about Transitional Safeguarding in England. This evidence is presented in this paper as a framework for analysis to support SAR authors. It follows the same four domains framework used in other adult safeguarding reviews: direct work with individuals; team around the person; organisational support for team members; and governance. This framework was then applied to two SARs written by two of the article’s authors.

The framework for analysis for Transitional Safeguarding SARs was applied as part of the methodology of two separate SARs regarding three young people. Key reflections from applying the framework to both SARs are identified and discussed. These included: providing an effective framework for analysis which all participants could use and a contribution for developing knowledge. Whilst many issues arising for safeguarding young people are similar to those for other adults, there are some unique features. The ways in which the gaps between children and adults systems play out through inter-agency and multi-professional working, as well as how “lifestyle choices” of young people are understood and interpreted are key issues.

This paper presents an evidence base regarding Transitional Safeguarding for SAR authors who are tasked with completing a SAR where Transitional Safeguarding is a key theme.

This paper draws together key literature and evidence about Transitional Safeguarding practice with young people. This paper argues that this framework for analysis provides SAR authors with a useful tool to support their analysis in this complex area of practice.

This study aims to deal with the role of vocational training in developing social inclusion by analyzing the school‐to‐work transitional outcomes of early school leavers whose successful experience in vocational training was documented in previous works.

The sample comprises 126 males who enrolled in and successfully completed biennial vocational training courses soon after dropping out of school. The transitional outcomes one year after the qualification as well as the variability of these outcomes in relation to age, degree of success in vocational training, and achievement in the previous schools were analyzed. A phone interview was used to collect data, and a binary logistic regression analysis was applied. In addition, narrative materials were collected through biographical interviews and qualitatively analyzed.

Although most subjects obtained a stable job, some critical aspects emerged: at times employment seemed to be the result of a “negative compromise”; several constraints emerged in managing further personal investment in school and learning.

Results support the usefulness of studying social inclusion by adopting a transitional perspective. The main limitations concern the focus on just a few variables that only partially explain the different outcomes.

Findings suggested the need for greater flexibility among school, vocational training, and the world of work in order to promote effective social and professional inclusion through the VET system.

The paper's results indicate that developing social inclusion of early school leavers inevitably demands a transformation in the widespread beliefs about the dichotomy between learning and work.

This study aims to investigate the factors that affect the intention to adopt the internet by export firms in transitional markets.

A sample of 144 export firms in Vietnam was surveyed to test the model. Structural equation modelling was used to analyse the data.

It was found that perceived usefulness, but not perceived ease of use, of the internet is a potential predictor of the intention to adopt the internet by firms for their export activities. It was also found that market orientation has both direct and indirect (mediated by perceived usefulness) impacts on intention to adopt the internet, and that learning orientation has a direct effect on both perceived usefulness and perceived ease of use of the internet.

A major limitation of this study is the use of a sample drawn from one transitional market. Cross‐national samples will be a direction for further research.

The findings of this study suggest that export promotion programs should promote the usefulness of the internet as well as market and learning orientations to stimulate export firms to adopt the internet for their export activities.

The major contribution of the study is to incorporate market and learning orientations in the technology adoption model to explain the intention to adopt the internet by export firms.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

This paper aims to explore the concept of Winnicott's intermediate space as a method of understanding the role of learning spaces in the development of technology‐enhanced educational organisations.

The approach takes the form of a comparative analysis of interaction within face‐to‐face and online learning environments. Data were collected from two cohorts of students, audio recordings of face‐to‐face seminars were made, and all of the discussion boards were analysed. The paper explores whether online discussion groups can be said, in Winncottian terms, to provide a “good enough” environment. The analysis focuses on introductory discussions and uses Sacks's concept of false‐firsts to describe the ways in which preliminary issues are dealt with in face‐to‐face seminars, and proceeds to examine how these occur in online environments.

The findings suggest a pedagogical basis to consider the learner's personal need for connection between experiences, imaginations and the real world. From the analysis, online discussion environments can be said to encourage learning in an intermediate space where students can, independently of the tutor, engage in the educational experience at hand.

The concept of intermediate space has value as a method of conceptualising more open educational environments, both virtual and physical. Furthermore, it has the potential to provide a framework within which emerging issues of space, place, and the learner can be considered.

The study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.

The data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.

The present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.

More training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.

Different studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

Examines the idea of learning in organizations with a particular focus on how organization members learn from experience, and how managers might foster a facilitating environment for learning. Contends that the idea of the “learning organization”, as presented by Peter Senge in his book The Fifth Discipline, is problematic. Four dimensions of organization learning, absent or glossed over in Senge’s work, are framed as questions and addressed from a psychoanalytic frame of inquiry. Concludes that the acknowledgement of repressed feelings about the human struggle to learn, and the process of containment which might enable an internal organization of experience to be reviewed and reconstituted, is necessary for organizational learning. This is understood as an “educated gut”.