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This paper offers an example of how to introduce student-centred knowledge creation and competency development in a systematic way into a master’s programme. The curriculum of a new course called Module 9 was framed according to experiential learning theory. While student teams work on self-selected projects, their learning processes are accompanied by workshops and tutorials. As a consequence, practical experience drives students’ learning within the applied projects that were implemented in collaboration with local companies. Coding of learning memoranda shows that each team applies each learning mode during the different stages of the projects. While evaluations of the experiences were generally positive, awareness of the learning processes can be increased throughout the course. Reflections include important lessons and improvements for the next cohorts.

By combining international human resources and information systems literatures, we explore the role internet-based expat platforms play in creating complementary sources for interaction leading to ...

The purpose of this paper is to explore corporate social responsibility (CSR) as part of a firm’s nonmarket strategy. Drawing on the legitimacy perspective, we argue that in institutional contexts,...

Leadership theory has evolved from an emphasis on traits and behavioral styles, to the more interactive theories associated with contingency theory, transactional and transformational leadership, and the emerging areas of servant leadership and shared leadership. The implication of evolving leadership theory for the education and development of leaders is explored as well as the methods commonly associated with developing leaders. Methodological issues related to research on leadership education and emerging areas related to developing leaders are also discussed.