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Researchers piloted a problem-based learning (PBL) activity in a master’s degree-granting strategic studies program to explore how students apply knowledge and skills learned from the curriculum to their formulation of a strategy addressing a real-world global security scenario.

This mixed-methods pilot study used ethnographic observation, participant feedback, document analysis and surveys to assess the learning and engagement of multinational postgraduate students in the context of a PBL environment.

Findings revealed gaps in students’ causal logic and literacy, as well as student discomfort with ambiguity and reliance upon heuristic frameworks over willingness to conduct substantive, current and relevant research. Additionally, observed group dynamics represented a lack of inclusive collaboration in mixed gender and multinational teams. These findings suggest foundational issues with the curriculum, teaching methodologies and evaluation practices of the studied institution.

This study highlights the need to include explicit instruction in problem-solving and causal literacy (i.e. logical reasoning) in postgraduate programs for national and global security professionals, as well as authentic opportunities for those students to practice interpersonal communication.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Problem-based learning is an educational approach that cements foundational theoretical knowledge with real-life possibilities, aligning theory and practice to allow students to gain a meaningful understanding of their future roles.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy- to-digest format.

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified with a disability). However, little research exists regarding the use and evidence-base base of technologies for these populations. This chapter presents technology to support students who are GCT as well as students identified as twice exceptional, including assistive technology to support students in content area instruction. Although, an evidence-base is needed for using technology in education for GCT and twice-exceptional students, existing research supports using the Internet and Web 2.0 technologies with these students.

The purpose of this study is to apply the motivation–opportunity–ability (MOA) framework to investigate the relationships between ambiguity tolerance (AT), reflective thinking (RT) and performance in a complex task to predict knowledge-sharing intent.

In this study, 190 subjects performed a complex scheduling task in which they were randomly assigned to either participate in RT or not.

Results show that factors of the MOA framework positively predicted knowledge-sharing intent. In addition, RT significantly increased intention to share for individuals with low performance or with low AT.

More research is needed to determine relationships between complex task performance and knowledge sharing, and the role of learning strategies, particularly self-directed ones such as RT. Future studies may use a larger sample size for more complex analysis.

RT may be used to create a sustainable and low-cost method of increasing knowledge sharing in complex tasks, without which those with low AT or low performance may not have participated.

The study supports the importance of contextual influences and points to how organizations can use RT in addition to individual motivation and ability to encourage knowledge sharing.