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Technological advancements and global societal changes reshapes manufacturing industry emphasizing needs for competence development of industrial professionals. The purpose of this paper is to study how organizational learning supports the development of academic structures, creating agile and sustainable formal educational models meeting novel competence needs.

The qualitative case study, part of a longitudinal research study, focuses on internal academic processes supporting a new formal educational model. Qualitative data was collected through five focus groups, incorporating 32 informants from different HEI function categories.

Changing traditional academic structures requires joint engagement between all HEI functions, emphasizing organizational learning with subprocesses of searching, creating, sustaining and exchanging knowledge in a learning loop. Results show a consensus among the different HEI functions regarding the value of the HEI’s coproduction with society; however, bureaucracy and academic structure hinder flexibility. Cross-functional teams building a “chain-of-trust” throughout the HEI coupled with full management support show opportunities to progress into a learning organization.

Organizational learning within HEIs requires trustful and open communication, multifunction knowledge exchange, holistic views of processes and system thinking, achieved through cross-functional teams and continuous improvement through learning loops.

Industry-academic collaboration on formal education for lifelong learning needs to become both agile and resilience to meet technological advancement and sustainability.

Novel technology, digitalization and sustainability gain ground and require that society and organizations, including academia, change and learn. This means that academia is meeting new challenges and needs to develop internal processes.

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.

The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

The engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement.

The study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches.

The result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment.

The study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Personalised statements from CEOs can be used as a tool to protect reputation in corporate crises. However, it needs to be considered that CEOs have different personalities. The present chapter, therefore, examines the effects of social distance of a CEO in combination with crisis communication strategies in corporate crises. This is illustrated by means of an experimental study with a 2 × 2 between-subjects design (factor 1: close vs. far social distance of the CEO; factor 2: deny vs. rebuild crisis communication strategy). The results indicate that in preventable crises, a close social distance of the CEO is beneficial for the CEO’s image as well as the image of the organisation because it promotes empathy and motivated assessment. Empathy towards the CEO remains unaffected by the communication strategy. The effect of the social distance on the motivated assessment occurs, however, only with a deny strategy. If an apology is pronounced, there is no difference whether an approachable or a distant CEO is speaking. The study discussed in this chapter is among the first to take empathy and motivated reasoning into account when analysing the effects of privatisation on CEO image and organisational image.

Teaching about families in a classroom may seem rather simple and uncomplicated because families are thought to be familiar settings – a part of our day-to-day life experience. Most often the task is not that simple. For this purpose, personal and familial biographies of students were used as part of family pedagogy for understanding the family structure and value orientations. Such an approach requires respect for students’ lived experiences as valid knowledge to use as a subjective and experiential journey to teach about families. There is a dearth of such pedagogical approaches to teach about the complexity and diversity of families in India. This chapter documents such an attempt to teach students, using three exercises, the concepts of family through experiential learning. The concepts include the myth of a normative family, nature of family change, and multigenerational extended kin relationships. The first author developed the teaching exercises and used them in the classroom. The data were collected across three consecutive MSW (Children and Families Concentration) batches of 2012–2016 from the Tata Institute of Social Sciences, Mumbai, India. A focus group interview method was used, and qualitative analysis was undertaken. The analysis of the data deconstructed the myth of the so-called normative family, helped to understand family change, and showed the presence of a range of multigenerational extended relations in families in the Indian context. The results of our study will be useful for researchers, practitioners, and teachers to employ experiential learning techniques in teaching about families in India through classroom interaction.

This study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.

Survey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.

The results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction.

The study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions.

Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.

The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.

In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.

In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.