Resilient responses to climate change: exploring organisational learning in networked development organisations

Drawing from the organisational learning and governance literature, this paper assesses four internationally networked governmental and non‐governmental organisations in the UK addressing climate change. We analyse how those concerned understand the climate change crisis, what mechanisms are put in place to address information flows, and what evidence there is of learning through sharing information between the organisational headquarters and their regional offices. The most striking finding is the evidence of learning that largely depends on ad‐hoc informal processes and shadow networks.

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for fieldbased learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different GAs.

The career competencies of self-initiated and assigned expatriates: assessing the development of career capital over time

Building on a modern careers approach, we assess the effects of working abroad on individuals’ career capital. Given the dearth of longitudinal studies, we return to a sample of economics graduates in Finland eight years later. We measure changes in three dimensions of career capital; ‘knowing how’, ‘knowing whom’, ‘knowing why’ and find that company assigned expatriates learn more than self-initiated expatriates. All three career capital areas benefit from international experience and all are increasingly valued over time. Based on our findings we conclude that a dynamic notion of career capital acquisition and use is needed. Managerial implications include the need for a wider view of talent management for international businesses.