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This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.

Anthony ‘Skip’ Basiel has been involved in e-learning in the United Kingdom for almost two decades. His work with the British Council in 2004 won him eTutor of the Year Award with the Higher Education Academy. As an Adobe International Education Leader he has expertise in new media and web video conferencing consulting organizations such as Oxford University. He is an Adobe Certified Associate in Web Communication (2010).

Third sector organizations regularly innovate through collaboration with other organizations in order to secure resources and to increase the potential to more effectively meet each collaborator's mission. Following a review of relevant literature, the purpose of this paper is to explore and document the variety of ways that third sector organizations collaborate with other nonprofit organizations.

The paper reviews the literature regarding motivations to collaborate, barriers to collaboration, and ways to ensure that collaboration is successful. Drawing on exemplary cases of collaboration that applied for a national (USA) prize, the paper describes the range of collaborations that third sector organizations used to enhance their performance and productivity.

The analysis culminates in eight models: the fully integrated merger, partially integrated merger, joint program office, joint partnership with affiliated programming, joint partnership for issue advocacy, joint partnership with a new formal organization, joint administrative operations, and confederation.

All cases are drawn from one country in one part of the world, the USA; some models will have less veracity in other countries or contexts, and the nonprofit sectors of other countries will likely generate additional kinds of models not anticipated by the USA cases. Second, the eight models generated by the method are the result of debate, deliberation, and iterative process carried out by two coders. Other coders employing the same analytic process might generate more or fewer models.

Once nonprofit boards, staff, and other advocates understand the potential that can come with collaboration, blurring boundaries and giving up autonomy might not seem so intimidating. The practical value of our work is in reporting the wide array of options available to nonprofits – models that staff and board can use to plot their way forward.

The value of our work to research is identification of the assortment of ways that nonprofits collaborate. Future research may consider how any of the issues discussed in the literature – trust, co-opetition, resource dependence, network connectedness – vary or are conditioned by differences across these models of collaboration.

The paper documents collaboration as a viable strategy for the enhancement of performance and productivity among third sector organizations in the USA. For each model described, the paper discusses the circumstances in which they might be used, as well as the challenges and advantages associated with implementation.

The purpose of this paper is to present a synthesis of the origins and theoretical frameworks of adult mentoring practices in educational and workplace settings along with an analysis and critique of their application to mentoring processes.

The authors systematically analyzed books and articles published in peer-reviewed journals from 1978 to 2012 using qualitative meta-summary and qualitative meta-synthesis methodological approaches.

This systematic review of the literature resulted first, in an organized, historical framework of theories of adult mentoring in academic and workplace and educational contexts from 1978 to 2012. Second, it provided information regarding the recognized challenges in traditional mentoring endeavors that led to the more expansive concept of developmental networks and participation in communities of practice. Third, it served as a foundation for a critique of the theories as applied to mentoring relationships and programs.

The paper provides the theoretical foundation for future empirical work in the field of adult mentoring in educational and workplace settings.

This paper is the first to condense the vast theoretical frameworks that inform the field of adult mentoring in the twenty-first century.

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.

We explore the significance of social ontology and its capacity to inform the specification of organizational status, architecture and capacities. We consider how different conceptions of social ontology are critical for explicating a range of epistemological and socio-economic questions concerning organizations and develop a research agenda oriented to studying these issues from the perspective of management and organization studies.

The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum.

A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject.

Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.

Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing.

The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications.

Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.

This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.

A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.

This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.