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COVID-19 forced universities to engage in rapid improvisation and adoption of online learning and teaching. This paper explores "real-time blended" learning in which online students are taught simultaneously with students who are experiencing proximate learning. Two cliques could develop with those learning online becoming observers rather than participants in an active learning process. This paper is based on action-based research to develop an inclusive approach to simultaneous teaching of proximate and online students. This approach includes alterations in classroom layout, the equipment used, facilitating varying modes of social interaction and the role of communication. Effective teaching requires continual minor modifications to teaching design and delivery. This represents an ambidextrous approach to teaching in which teachers focus on the immediate co-creation of student experiences, but also identify cues which are used to adjust the ways in which they engage with a student cohort over the course of delivering a module. Module evaluation becomes an ongoing process in which alterations are made in real-time and to subsequent learning encounters with students. The paper evaluates student performance and concludes that the approach went some way towards ensuring equality of the student experience between those learning online and those proximate with the lecturer.

The COVID-19 pandemic closed university campuses forcing rapid improvisation and adoption of online teaching. This paper explores the experience of converting three modules from proximate to online learning delivery in March and May 2020. This process was facilitated by reflective practice to support a process of improvisation as a buffering response to the pandemic. This paper distinguishes between the development of Distance Learning programmes compared to rapid adoption of online learning. Shifting to complete online teaching involves a process by which the lecturer's role transitions towards the curation of online and offline student experiences. This includes facilitating and blending extensive and intensive online learning experiences. Extensive involves the selection and curation of online learning support bundles. This requires the creation of learning roadmaps to facilitate student learning. Intensive revolves around online engagement between academics and students and takes two forms: shallow as involving a limited dialogue with students and deep which involves a co-creation process between students and lecturers. Online learning provides opportunities to adapt learning experiences in real-time. The paper evaluates the shift to online practice from the students' and academics' perspectives.

Creating a circular economy (CE) is considered central to solving problems like climate change and resource depletion. In this context, the concept of global destruction networks was developed to better theorise using waste in new production. However, CE advocates also seek to avoid waste production by extending products' lives. These efforts occur within what we term waste reduction networks. Examining how these two sets of networks intersect allows a fuller understanding of the CE's emergent geographies. We analyse 17 European and US clothing firms focussed on value creation through waste minimisation to illustrate our argument. [ABSTRACT FROM AUTHOR]

This paper explores the processes behind legitimacy building and its role in new path creation and the path transformation or the 'de-locking' of an established industry. We use a mixed-methods approach and focus on the emergence of 'New Space' or Space 2.0 in the UK, a new-to-the-world industry, with radically different products and/or conventions. Legitimation of new product categories is essential to enable future adoption by regulators and consumers. Our findings suggest that this is not a linear process but involves interlayering, or complex feedback loops, between three distinct types of legitimacy building: regulatory, normative, and cognitive. Failure in some of these feedback loops, for example, problems with altering regulatory legitimacy, would prevent the formation of new industrial pathways with significant implications for the development of new-to-the-world and new-to-region industries. [ABSTRACT FROM AUTHOR]