A longitudinal interpretive phenomenological investigation into latent entrepreneurial learning processes: Key implications for entrepreneurial education.

The effectiveness and value of entrepreneurship education is much debated within academic literature. The individual’s experience is advocated as being key to shaping entrepreneurial education and design through a multiplicity of theoretical concepts. Latent, pre-nascent and nascent entrepreneurship (doing) studies within the accepted literature provide an exceptional richness in diversity of thought however, there is a paucity of research into latent entrepreneurship education. In addition, Tolman’s early work shows the existence of cases whereby a novel problem is solved without trial and error, and sees such previous learning situations and circumstances as “examples of latent learning and reasoning”, (Deutsch, 1956, pg115). Latent learning has historically been the cause of much academic debate however, Coon’s (2004, pg260) work refers to “latent (hidden) learning … (as being) … without obvious reinforcement and remains hidden until reinforcement is provided” and thus, forms the working definition for the purpose of this study.

Reconceptualising moderation in asynchronous online discussions using grounded theory.

This paper reports a grounded theory study of e-moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to e-moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the definition and practice of e-moderation, and then describes the study, which involved four e-moderators working in two different university contexts. Key themes on e-moderation, which emerged using a grounded theory approach, are discussed. It proposes a paradigm framework for e-moderation and suggests that as a facilitative activity, it should be sufficiently contained within ‘a ring-fenced learning arena’. Factors outwith and inside the ring-fence which appear to influence e-moderation and their implications for future theory development and validation are discussed. Keywords: e-moderation; grounded theory; online learning; asynchronous discussions; ring-fence

Work on the Move: mobile and nomadic working methodologies.

‘Work on the move’ is a design, process-driven methodology, which uses multiple locations within an outdoors setting and movement between locations, all of which function as learning places, confined to a specified time period. Between 2012 and 2015, a team of international Higher Education product design educators (all members of Carousel, a co-operation of Erasmus members in Zwolle, Edinburgh, Nantes, Rome, Kortrijk and Oslo), industry professionals and product design students developed and tested four case studies. Each case study was conducted in a different international location and was constructed with a different focus, to help define and refine a definitive working methodology. ‘Work on the move’ explores the influence of ‘place’ upon design, in terms of the impact it has on productivity and creative problem-solving, when working away from the traditional studio/office-based environment. It also explores the significance of shared place, when working directly with a client in situ, and experiencing the place-based influences upon their businesses. While identifying location as part of the design process, the study also seeks to understand the effects of time restriction and working in transit upon creativity and productivity, within the context of specific projects.