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Describes the development of a fully managed service at Cranfield University that supports various aspects of online, distributed or blended learning. The e‐Learning Managed Solution (eLMS) is capable of addressing different e‐learning strategies, allowing learning content to be repurposed across sectors and different programmes, allowing better management of workflows and providing durability of learning content.

Volume 9 is a collection of advances in gender research from various parts of the world. The papers document the types of work in which women engage, and gender equity issues they face. They show the importance of considering the uniqueness of cultural contexts for understanding and resolving problems, but they also show how global interdependence affects local gender realities. The papers in this volume fall into two broad and overlapping categories: gender, work and development, and gender and discrimination.

The objective of this article is to explore and challenge the concept of leadership by presenting a perspective on leadership as identity construction. The perspective presented is based on premises from the complexity sciences.

The article is based on a conceptual discussion.

Leadership is better understood as identity construction. This is because leadership emerges in the interaction between people as the act of recognising and being recognised. Leaders' images of themselves are therefore social constructions and the development of a leadership self (and thereby leadership) is coupled to the interaction between leaders and followers.

The research is limited to a conceptual discussion. The findings need to be further explored and challenged by other methods. The discussion is focused on organisational leadership.

Leaders do not always have the control that mainstream leadership theory suggests. The act of leadership is therefore better understood as identity construction. In the article the authors suggest a conceptual framework for reflecting on leadership identity because self‐images influence people's acts as leaders. The concept of leadership is hence the ability to mobilise the discipline necessary to develop one's self by reflecting on identity in different contexts and coupling this to the acts of leadership.

The principal contribution is a conceptual discussion on the concept of leadership. This contribution provides managerial ideas and insights into the act of leadership in organisations faced with increasing complexity.

Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

The authors use Agarwal's (1992, 1997) research methodology for analyzing the intersection of gender, poverty and the environment in rural India and apply it to the case of fishing communities in Newfoundland. Here too, environmental degradation, “statization” and privatization of hitherto public resources, as well as technological development, and erosion of community management systems, effect similar adverse consequences on women. In both cases the effects are magnified by a retrenchment of liberal ideology that shrivels state social programs. We find the devaluation of women's fishing knowledge, their decreasing health and general nutrition, and the gendered nature of financial and temporal-spatial stress are associated with these larger trends.