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The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two programmes at a Hong Kong University (n=132). One programme uses an entirely problem‐based approach to learning, whilst the other uses traditional methods.

Using the Learning and Study Strategies Inventory (LASSI) as a measure of metacognition, differences in metacognitive development are explored between each group of students between the beginning and end of their first 15 months in each programme.

Despite significantly weaker entry scores on the LASSI, the mean final scores, taken after 15 months and three semesters of study in the different curriculum environments demonstrate dramatic improvements in metacognition for the PBL group. In addition, analysis of student learning experience measured at the end of the programme revealed that the PBL group reported significantly higher scores in their overall course satisfaction and generic skills development.

The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem‐based curricula provide fertile environments for the development of metacognition and enhancement of the learning experience. The implications of PBL environments on fostering constructivist learning and enhancing student experience are discussed.

This research is original in its use of the LASSI inventory as a pre‐ and post‐measure of metacognitive development in undergraduates. This is an online questionnaire administered to two groups of students following similar programmes except one is problem based and the other more traditional, and the results are strikingly significant.

The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote teaching and learning within the university.

From the 2006 entry cohort, all undergraduate freshmen at City University of Hong Kong are required to complete LASSI online through Administrative Information Management System (AIMS). Each student is required to take LASSI at three specific times during their undergraduate careers. With the cooperation of H&H publishing, City University has developed a program within AIMS to upload LASSI results of individual students so that the students can view their scores whenever they wish to. In addition to helping the students develop their learning and study strategies, the integration between LASSI and the university's information system provides academic staff with aggregated LASSI scores for their students.

The integration of LASSI with the university's information systems is found to be useful as students have the possibility of reviewing their progress in terms of learning and study strategies while teachers can design appropriate teaching and learning activities according to the relative strengths and weaknesses in learning of their own classes to assist students. In addition, the input of LASSI data to the City University AIMS helps administrative personnel correlate LASSI results with the other detailed information available in the AIMS.

This paper provides other institutions with insights into the integration of LASSI with the university's information systems to enhance the teaching and learning environment within the university. It aims to inform decision makers of issues in centralizing and accessing students' data to improve teaching and learning.

The purpose of this paper is to investigate relationships between gender, A‐level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate students.

The participants for this study were selected at random from the overall LASSI sampling exercise and males and females were compared using the LASSI scales at a Hong Kong University.

Gender differences in cognitive functioning and achievement do not always favour one sex with the literature related to intelligence testing suggesting that males outperform females on tests of visuo‐spatial ability, and mathematical reasoning whereas females do better on tests involving memory and language use. This paper examines relationships between gender, A‐level scores and scores (LASSI) of undergraduate students and argues that whilst there are significant gender differences in A‐level scores, these provide limited practical information at a cognitive level. In contrast, the data from LASSI allows a more detailed and practical metacognitive analysis suggesting significant gender differences in certain areas of self‐perceived performance, with females demonstrating significantly higher levels of self‐regulation and a more positive attitude to academic study than their male counterparts.

The analysis of the data produced by the LASSI indicates that there are significant differences in self‐perceived metacognition between the genders.

The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilise their knowledge and skills.

Quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi‐structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process.

Positive cultural change was a significant benefit to the host organisation from the training programme. It was apparent that training can move beyond individual development to bring about organisational gains.

Future research might adopt a longitudinal design and facilitate a co‐researcher approach using students' learning logs of workplace experiences.

Situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings.

A data driven case study on the relationship between training, culture and organisational performance suggests that new approaches to learning require partnerships between the worlds of work and university that traverses theory, practice and personnel.

Kevin McRider, the COO of a fledging research facility, needed to foster an environment where scientists explored the boundaries of the metals, chemicals, polymers and tools used to create innovating medical devices. The freshly-minted PhDs he hired were enthusiastic to design and conduct research projects that bridged their scientific disciplines, in a collaborative workplace, with time allocated to individual projects as well. Effectively managed, their research would help the parent corporation leapfrog over existing or near-future technology.

The problem for McRider was how to get Lintell to realize his vision of a collaborative organizational culture that promoted revolutionary scientific discoveries. His challenges included managerial behaviors that prohibited critical interaction and information sharing, as well as disruptive organizational dynamics he himself had set in motion including pressures to focus only on certain research goals and projects at the expense of creative exploration, and the violation of the psychological contracts McRider himself had created with the scientists during recruitment.

Students after reading the case will learn about the issues and challenges of expansion in emerging markets. Global expansion versus multinational expansion. Stardardization versus localization. Socio-cultural aspects in international marketing. Leadership succession in multinational companies.

The case is about Starbucks’ journey of global expansion. It focuses on challenges in emerging markets. It also talks about the challenges to new CEO Kevin Johnson post stepping down of iconic leader Howard Schultz.

MBA Executive MBA Specialisation in Strategy, International Marketing.

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CSS 5: International Business.

The paper follows Jason Cope's (2011) vision of a holistic perspective on the failure-based learning process. By analyzing the research since Cope's first attempt, which is often fragmentary in nature, and providing novel empirical insights, the paper aims to draw a new comprehensive picture of all five phases of entrepreneurial learning and their interplay.

The study features an interpretative phenomenological analysis of in-depth interviews with 18 failed entrepreneurs. Findings are presented and discussed in line with experiential learning theory and Cope's conceptual framework of five interrelated learning timeframes spanning from the descent into failure until re-emergence.

The study reveals different patterns of how entrepreneurs experience failure, ranging from abrupt to gradual descent paths, different management and coping behaviors, and varying learning effects depending on the new professional setting (entrepreneurial vs non-entrepreneurial). Analyzing the entrepreneurs' experiences throughout the process shows different paths and connections between individual phases. Findings indicate that the learning timeframes may overlap, appear in different orders, loop, or (partly) stay absent, indicating that the individual learning process is even more dynamic and heterogeneous than hitherto known.

The paper contributes to the field of entrepreneurial learning from failure, advancing Cope's seminal work on the learning process and -contents by providing novel empirical insights and discussing them in the light of recent scientific findings. Since entrepreneurial learning from failure is a complex and dynamic process, using a holistic lens in the analysis contributes to a better understanding of this phenomenon as an integrated whole.

This study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.

Data were collected from four in-depth interviews with five transfer students across an academic year (i.e. 20 interviews in total). The first interview allowed the current researcher to explore the context of students' community college experiences and their first semester in the university. The second and third interview had two purposes: (1) to provide an opportunity for students to discuss their second semester experiences and (2) to understand the process of learner identity formation. The last interview allowed the students to reflect on their time in the university after studying for one year.

The findings reveal that higher education (HE) learner identity was nurtured by peer support, orientation activities and mentorship programme. While, striving for self-improvement and developing into an autonomous and active learner are essential in the formation of the HE learner identity in university.

This study represents the local students' voice that enrolling in community colleges with the goal of transferring to University Grant Committee (UGC)-funded universities. Transition is a process of change in the course of life and also a shift from one identity to another (Ecclestone et al., 2010). A smooth transition may contribute to the formation of positive learner identity, which is essential to student retention and persistence.