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There is increasing emphasis on the need for effective ways of sharing knowledge to enhance environmental management and sustainability. Knowledge exchange (KE) are processes that generate, share and/or use knowledge through various methods appropriate to the context, purpose, and participants involved. KE includes concepts such as sharing, generation, coproduction, comanagement, and brokerage of knowledge. This paper elicits the expert knowledge of academics involved in research and practice of KE from different disciplines and backgrounds to review research themes, identify gaps and questions, and develop a research agenda for furthering understanding about KE. Results include 80 research questions prefaced by a review of research themes. Key conclusions are: (1) there is a diverse range of questions relating to KE that require attention; (2) there is a particular need for research on understanding the process of KE and how KE can be evaluated; and (3) given the strong interdependency of research questions, an integrated approach to understanding KE is required. To improve understanding of KE, action research methodologies and embedding evaluation as a normal part of KE research and practice need to be encouraged. This will foster more adaptive approaches to learning about KE and enhance effectiveness of environmental management.

Purpose: The study aims to review the entrepreneurial and educational innovations in technology-enabled distance education in practical legal education (PLE) accomplished by a unit \"on the periphery\" of a strong research-led university. It also aims to examine the learning organisation (LO) attributes associated with this initiative. Design/methodology/approach: This is a longitudinal case study based on interviews and reflective analysis, and reviewed using three \"models\" drawn from the literature: breaking the \"iron triangle\" (containing costs; widening access; enhancing quality); a tailored version of distance education appropriate for research-intensive universities; a strategy for successful adoption of disruptive technologies in higher education. Findings: Entrepreneurialism yielded growth (PLE student numbers went from 150 to 2,000 in 15 years) and diversification (two new programmes established). The PLE programme advanced in two \"waves\": the first centred on widening access and the second, on enhancing quality. Costs were contained. Both the presence and absence of LO attributes are identified at three different organisational levels. Research limitations/implications: Challenges to academic identity may act to inhibit educational change, especially in research-strong settings. Practical/implications: Business logic, and the creation and institutionalisation of educational development support--an \"internal networking\" group, were keys to success. \"Organisational learning\" in complex institutional environments such as universities involves understandably lengthy timescales (e.g. decades or more). Practical/implications Technology-enabled disruption in higher education appears relentless. While institutional and individual performance metrics favour research, proven cases of \"how to do things differently\" in education may well not get exploited, thus opening the market to alternative providers. Originality/value: This is the only empirical example of a tailored version of distance education appropriate for research-intensive universities that we know about.

Purpose The study aims to review the entrepreneurial and educational innovations in technology-enabled distance education in practical legal education (PLE) accomplished by a unit “on the periphery” of a strong research-led university. It also aims to examine the learning organisation (LO) attributes associated with this initiative. Design/methodology/approach This is a longitudinal case study based on interviews and reflective analysis, and reviewed using three “models” drawn from the literature: breaking the “iron triangle” (containing costs; widening access; enhancing quality); a tailored version of distance education appropriate for research-intensive universities; a strategy for successful adoption of disruptive technologies in higher education. Findings Entrepreneurialism yielded growth (PLE student numbers went from 150 to 2,000 in 15 years) and diversification (two new programmes established). The PLE programme advanced in two “waves”: the first centred on widening access and the second, on enhancing quality. Costs were contained. Both the presence and absence of LO attributes are identified at three different organisational levels. Research limitations/implications Challenges to academic identity may act to inhibit educational change, especially in research-strong settings. Practical/implications Business logic, and the creation and institutionalisation of educational development support – an “internal networking” group, were keys to success. “Organisational learning” in complex institutional environments such as universities involves understandably lengthy timescales (e.g. decades or more). Practical/implications Technology-enabled disruption in higher education appears relentless. While institutional and individual performance metrics favour research, proven cases of “how to do things differently” in education may well not get exploited, thus opening the market to alternative providers. Originality/value This is the only empirical example of a tailored version of distance education appropriate for research-intensive universities that we know about.

'As a general matter, innovation represents change, and there is usually built-in resistance to change' (Maier and Weidner, 1975, p 70). Where the introduction of computers in learning involves providing students with greater autonomy as learners, this commonly conflicts with students' past educational experiences and can require a shift in their conceptions of what learning involves and what constitutes appropriate roles of students and teachers. Student resistance to the inevitable stress of such change is to be expected, irrespective of the potential learning benefits of introducing the technology. Factors which can aggravate or alleviate such resistance are discussed, with some illustrations from a computer-facilitated, problem-based course in Forestry.

Der Artikel beschreibt die Ergebnisse einer Fallstudie an der Australian National University (ANU). Einbezogen waren Studenten unterschiedlicher Ausbildungswege der forstwirtschaftlichen Ausbildung. Die meisten kamen direkt nach der Schulausbildung zur Universität. Untersucht wurde die Einführung von Computern in den Lernprozess. Es wurde herausgefunden, dass Innovationen im Bildungswesen einen Wandlungsprozess bewirken und nicht einfach mit der Akquisition von zusätzlichem Wissen gleichzusetzen sind. Veränderungen verursachen jedoch auch Stress und können den Lernprozess behindern. Lässt man diesen Faktor ausser Acht, kann das zu unnötiger Desillusionierung sowohl innerhalb des Lehrkörpers als auch der Studentenschaft führen. Forschungsmethode: deskriptive Studie. (BIBB).