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This chapter explores 10 years of development in online leadership by asking, How may information and communications technology (ICT) increase the economic, cultural, or social capital of online leaders in a global information-technology company classified as big business? Drawing on practice theory, this chapter is aimed at investigating online leaders' approach to their role seen “from inside,” particularly in regards to three types of capital (social, cultural, and economic capital). This qualitative case study employs the methods of memory work and document analysis covering the development of ICT by Oracle, a global IT company from 2002 to 2012. The analysis provides insights into four themes: first, establishment of common ground for cooperation; second, working practices; third, critical competencies; and fourth, stock valuation trends. The findings indicate that ICT supports the enhancement of all three types of capital.

The aim of this article is to examine collective memory work (CMW) as a method for turning the work-life experiences of adult learners in a part-time master’s program into a collective knowledge resource, thereby strengthening the interplay between theory and practice in the students’ learning processes. CMW is a well-known qualitative research method, but only a limited amount of research has been done on its use in the context of higher education. This article is based on a case study of five CMW workshops executed between 2015 and 2019 as part of the program ‘Master’s in ICT and Learning’ provided by four collaborating Danish universities. The data consist of an educational design, in-class observations, and 103 memories written by students. This study shows how CMW enables students to share and analyze their work-life experiences as a relevant and rich collective knowledge resource, which allows them to discover shared structures between their work-life experiences and strengthen the interplay between theory and practice in their learning. The conclusion is that even though CMW is not designed to be used in an educational setting, the method can be applied with great results to turn students’ work-life experiences into a collective knowledge resource.

Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences developed by and with online teams; the chapter also provides a metaphor by which online leaders' learning is likened to a spiral. The theoretical foundation rests in activity theory and proactive review. The methodological approach involves a case study and netnography, the latter of which is utilized for researching phenomena that occur in the interaction between humans and information and communication technology. Data were gathered online from an online team in a global IT company classified as big business. The following research question was addressed: How do online leaders learn from experiences generated by their online teams by utilizing proactive review as a practice of learning?