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PurposeAccording to Fee (2009), e-learning systems have three components: technology, learning content and e-learning design. Few studies have examined e-learning design as an educational process, although universities are increasingly using e-learning as they become more entrepreneurial. This article aimed to investigate how universities approach e-learning design.Design/methodology/approachThe study used a mixed methods approach. First, the authors carried out a quantitative analysis of the websites of the top 100 European universities in the Quacquarelli Symonds Ranking. The authors then moved to a qualitative approach, analyzing a pilot case and three case studies. Semistructured interviews were conducted with managers of e-learning services at the chosen European universities.FindingsThe 100 best European universities in the Quacquarelli Symonds Rankings all use e-learning methods. The case study universities were selected from this list. The semistructured interviews with managers of e-learning services highlighted the importance of the design of e-learning courses. However, most focused on the professional figures involved, rather than the process for e-learning and the overall design of the course.Originality/valueThe article provides a detailed study of e-learning design in an educational context. The analysis of multiple case studies allowed the authors to identify how the selected universities carry out didactic design activity through the use of technology. It therefore contributes to knowledge of cases of digital academic entrepreneurship.

This article proposes a model aimed at considering both voice and inclusion during social and medical transition of transgender and gender non-conforming (TGNC) people in their workplace. A preliminary theoretical framework is focused on voice and inclusion in organisation. The rationale of this article lies in the difficulties expressed in current research in taking into account TGNC issues in organisation due to lack of empirical evidence. The model proposed in the current work intends to add knowledge on the experiences of TGNC people within their workplaces, especially during the transition process.

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