Many undergraduate business students in the United Kingdom (UK) find themselves during the initial stages of their degree programmes required to study numerical subjects which, for many, have not been encountered since completing compulsory education. This paper considers the utilisation of a technology-based approach in order to support first-year undergraduate students engage with and achieve in the business numeracy subject area. The purpose of this paper is providing background introduction to new pedagogy through the use of technology. Through a longitudinal study conducted within a modern university in the UK over a 11-year period (2006–2017), this paper qualifies the impact of a video-based learning (VBL) approach on the achievement profiles of first-year undergraduate students within a modern business school. Results indicate that the use of a VBL approach such as that adopted within this study supports not only improvement in the number of students gaining an overall pass, but also an overall improvement amongst higher achieving students within business numeracy. Findings also demonstrate those characteristics of a VBL approach that support continuation of student engagement with the subject matter throughout their studies. Whilst such findings offer a range of benefits to both students and educators in enhancing student achievement, these also serve to introduce a new learning model which will be explored in subsequent research.

The continuous growth of the tourism industry has made the issue of tourists’ environmentally responsible behavior (ERBR) an urgent issue in both academic and policy terms. This research aims to develop a conceptual model through the integration of the Theory of Planned Behavior (TPB), the Norm Activation Model (NAM), and environmental factors to analyze the mechanisms that influence tourists’ intentions and behaviors to be environmentally responsible. Data were collected from 400 Thai tourists and analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The results indicate that the research model can comprehensively explain tourists’ behaviors. Internal mechanisms such as attitudes, subjective norms, perceived behavioral control, and personal norms all have significant influences on environmentally responsible behavioral intention and environmentally responsible behaviors. In particular, the norm internalization process shows that subjective norms can be systematically transformed into internal ethical values, which is key to fostering long-term sustainable behavior. This model provides a comprehensive theoretical understanding of environmentally responsible tourism behavior and can be used to effectively design policies and proactive activities to promote environmentally responsible tourist behaviors in the long term.

This chapter highlights the transformative impact of Higher Education Apprenticeships in the health and social care sector. Through a collaboration between local authorities, hospitals, wider care providers, and universities, apprentices gain hands-on experience alongside academic study, earning qualifications while contributing to service user and client interventions and care. This innovative approach not only addresses skills shortages but also enhances the quality of service delivery, demonstrating the vital role Higher Education Apprenticeships play in advancing health and social care and improving outcomes for those who use their services. The apprenticeship curriculum emphasises real-world clinical and practice-focused skills, critical thinking, and compassionate care, preparing apprentices to meet the evolving needs of local communities. In this chapter, we take a case study approach to explore apprentices’ learning experience within the health and social care setting when viewed through the lens of the Iterative Learning Model proposed by Lewis. This model is ideal because, instead of viewing apprenticeship learning as solely the result of either lecturer/practice educator guidance or self-determination by the learner, it acknowledges the combined roles of both parties in a partnership where responsibility is mutually defined. The model articulates several key stages in the acquisition of knowledge and skills within health and social care environments, which are themselves dependent upon development opportunities by which the learner may reinforce knowledge and skills through repeated engagement and application over the length of their apprenticeship.

A challenge for many academic staff delivering taught provision to undergraduate business students in the United Kingdom (UK) is how to accommodate those learners confronted with numerical subjects not encountered since completing compulsory education. This paper considers the interactive and dynamic nature of the teaching and learning environment through which Video Based Learning resources support first year undergraduate students within the business numeracy subject area. Visualisation and evaluation of the learner/tutor relationship throughout the duration of the curriculum delivery is achieved through the construction of hypothetical models. The Structural Equation Modelling (SEM) method was undertaken to identify influential relationships within the theoretical models. Results indicate that the dynamic learning models developed within this study highlight that the learning process has a number of clearly defined stages. Each stage is both influential in securing an effective learning experience and cumulative in terms of supporting the learner towards both competence and assessment achievement within the study's educational framework.