The purpose of the study was to analyze the experience provided by e-learning in a higher education setting in Kazakhstan as viewed by university administrators and graduate school e-learners. Surveys revealed that the e-learners expressed a high interest in study at remote universities. From the standpoint of the administrators, the main challenges of distance education development are the considerable implementation costs, a lack of technical support, the need to train qualified teachers, and a need for the full-fledged development of new courses. Clarifying the implication of these challenges can help administrators develop e-learning classes in universities nationwide. The research results can be applied towards identifying the resources needed for further developing e-learning initiatives for higher education, with the goal of giving universities a competitive advantage.

Kazakhstan’s emergence as an independent nation began with the fall of the U.S.S.R. twenty years ago. Increasing globalization has opened up new opportunities for today’s students in the country to step into leadership positions in emerging and growing organizations. New policies at academic institutions have required lecturers to earn a diploma in their field. Both of these situations have created a need for training and the earning of a diploma by adults across the country. Since many of these potential students do not live within commuting distance to a university, distance education provides a method of meeting the educational needs of this 21st century workforce. The distance education program and its students at the University of International Business in Almaty, Kazakhstan are reviewed as a model for distance education in the region, and the results of recent research are reported. This research focuses on the demographics of these online learners, the perception of their distance education experience, and the implications for their lifelong learning.

Background: The ICON6 trial (ISRCTN68510403) is a phase III academic-led, international, randomized, three-arm, double-blind, placebo-controlled trial of the addition of cediranib to chemotherapy in recurrent ovarian cancer. It investigated the use of placebo during chemotherapy and maintenance (arm A), cediranib alongside chemotherapy followed by placebo maintenance (arm B) and cediranib throughout both periods (arm C). Results of the primary comparison showed a meaningful gain in progression-free survival (time to progression or death from any cause) when comparing arm A (placebo) with arm C (cediranib). As a consequence of the positive results, AstraZeneca was engaged with the Medical Research Council trials unit to discuss regulatory submission using ICON6 as the single pivotal trial. Methods: A relatively limited level of on-site monitoring, single data entry and investigator’s local evaluation of progression were used on trial. In order to submit a license application, it was decided that (a) extensive retrospective source data verification of medical records against case report forms should be performed, (b) further quality control checks for accuracy of data entry should be performed and (c) blinded independent central review of images used to define progression should be undertaken. To assess the value of these extra activities, we summarize the impact on both efficacy and safety outcomes. Results: Data point changes were minimal; those key to the primary results had a 0.47% error rate (36/7686), and supporting data points had a 0.18% error rate (109/59,261). The impact of the source data verification and quality control processes were analyzed jointly. The conclusion drawn for the primary outcome measure of progression-free survival between arm A and arm C was unchanged. The log-rank test p-value changed only at the sixth decimal place, the hazard ratio does not change from 0.57 with the exception of a marginal change in its upper bound (0.74–0.73) and the median progression-free survival benefit from arm C remained at 2.4 months. Separately, the blinded independent central review of progression scans was performed as a sensitivity analysis. Estimates and p values varied slightly but overall demonstrated a difference in arms, which is consistent with the initial result. Some increases in toxicity were observed, though these were generally minor, with the exception of hypertension. However, none of these increases were systematically biased toward one arm. Conclusion: The conduct of this pragmatic, academic-sponsored trial was sufficient given the robustness of the results, shown by the results remaining largely unchanged following retrospective verification despite not being designed for use in a marketing authorization. The burden of such comprehensive retrospective effort required to ensure the results of ICON6 were acceptable to regulators is difficult to justify.

While the idea of organizational culture and organizational learning have emerged and developed over the past decades, views of leadership have changed significantly as well. In addition to the already complex connection between these ideas, they have all been influenced by emerging technologies. This chapter will investigate and provide examples of these individual ideas, their intersections and the impact of technology on their past and future.

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.