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The purpose of this paper is to develop support for the annotation of educational resources within a digital library and their subsequent integration with distance learning course materials in a virtual learning environment.

A toolset for supporting the annotation of structured course materials was developed in participation with subject librarians, lecturers and library cataloguers.

The transparency of support provided by the system was found to be an important factor influencing the acceptance of the toolset. The approach was to facilitate rather than automate the annotation tasks of the subject librarians, lecturers and cataloguers.

The tools developed were used in two pilot applications: one for an undergraduate health and social care course, and the second for a postgraduate science communication course. The implications of the research are not limited to these domains, and further applications of this approach and the toolset would help to further generalize and refine the work done.

The value of the work described here is in identifying the benefits of transparent support tools for multi‐disciplinary teams involved in the production and deployment of online course materials. Here the benefits of metadata annotation are highlighted by enabling the subject librarians, lecturers and cataloguers to see how the annotations are made and the consequences of those choices.

Sexual violence prevention programs on college campuses have proliferated in recent years. While research has also increased, a number of questions remain unanswered that could assist campus administrators in making evidence-based decisions about implementation of prevention efforts. To that end, the field of prevention science has highlighted the need to examine the utility of booster sessions for enhancing prevention education. The purpose of this paper is to examine how two methods of prevention delivery – small group educational workshops and a community-wide social marketing campaign (SMC) – worked separately and together to promote attitude change related to sexual violence among college students.

The two-part study was conducted at two universities. Participants were from successive cohorts of first year students and randomly assigned to participate in a bystander based in-person sexual violence prevention program or a control group. Participants were later exposed to a bystander based sexual violence prevention SMC either before or after a follow-up survey. Analyses investigated if attitudes varied by exposure group (program only, SMC only, both program and SMC, no prevention exposure).

Results revealed benefits of the SMC as a booster for attitude changes related to being an active bystander to prevent sexual violence. Further, students who first participated in the program showed enhanced attitude effects related to the SMC.

This is the first study to look at the combination of effects of different sexual violence prevention tools on student attitudes. It also showcases a method for how to investigate if prevention tools work separately and together.

The present paper sketches the way Gordon Pask has influenced our lives as human beings and intellectuals. The first part refers to some of our memories of Gordon Pask as a most remarkable person, a kind of mix between gentleman and Bohemian. The second part tries to overview how Gordon Pask and cybernetics in general inspired, on the one hand, our thinking on a category of poets and writers we label “absolute writers” and, on the other hand, the making of music and our thinking about making music. We have concentrated on these artistic aspects to show how many‐sided Gordon Pask’s influence on people really was.

A major dilemma facing an organization today is the successful migration to new computing technologies. Inherent in this problem is how to develop or acquire information systems (IS) workers to implement the transition. Although prevalent in other fields, the information systems profession has not utilized assessment centers to address this issue. This article articulates the problem from the organization’s point of view and suggests strategies for developing the careers of IS employees. Assessment centers can be used to identify skills needed for the career development of IS employees. In addition, the organization obtains the knowledge resources necessary to compete for scarce IS workers. The use of assessment centers results in a win‐win situation for both employees and employers in the information systems industry.

This paper critically examines how female students at a Finnish business school understand gender in management.

The analysis is based on female students' learning diaries from a basic management course.

The findings show how students respond to the topic of gender inequality through a neoliberal postfeminist discourse. The students' discourse is structured around three discursive moves: (1) rejecting “excessive” feminism, (2) articulating self-reliant professional futures and (3) producing idealized role models through successfully integrating masculinity and femininity.

This article contributes to current understanding of the role of postfeminist sensibilities in shaping student participation in the management profession. Awareness of students' responses to gender-equality initiatives offers management educators insight into the inclusion of equality topics in teaching in ways that support equal gender socialization in the management profession.

The purpose of this paper is to introduce, apply and compare how artificial intelligence (AI), and specifically the IBM Watson system, can be used for content analysis in marketing research relative to manual and computer-aided (non-AI) approaches to content analysis.

To illustrate the use of AI-enabled content analysis, this paper examines the text of leadership speeches, content related to organizational brand. The process and results of using AI are compared to manual and computer-aided approaches by using three performance factors for content analysis: reliability, validity and efficiency.

Relative to manual and computer-aided approaches, AI-enabled content analysis provides clear advantages with high reliability, high validity and moderate efficiency.

This paper offers three contributions. First, it highlights the continued importance of the content analysis research method, particularly with the explosive growth of natural language-based user-generated content. Second, it provides a road map of how to use AI-enabled content analysis. Third, it applies and compares AI-enabled content analysis to manual and computer-aided, using leadership speeches.

For each of the three approaches, nine steps are outlined and described to allow for replicability of this study. The advantages and disadvantages of using AI for content analysis are discussed. Together these are intended to motivate and guide researchers to apply and develop AI-enabled content analysis for research in marketing and other disciplines.

To the best of the authors’ knowledge, this paper is among the first to introduce, apply and compare how AI can be used for content analysis.

This study investigated how superintendents lead the process of within-district racial and socioeconomic integration.

The researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.

The emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.

The current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.

The Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

The purpose of this paper is to outline the development and piloting of a training intervention for social care staff that uses a capable environments framework to improve the quality of staff support.

A single case study was used to evaluate changes in the quality of staff support and in levels of engagement and challenging behaviour for one of the individuals supported.

The case study demonstrates the usefulness of the capable environments framework as a model for training and development of support planning. Staff provided more positive interaction and support to the individual, who displayed increased participation in activities and reductions in the occurrence and episodic severity of challenging behaviour.

Capable environments is a systematic, theoretically-driven approach, which is focussed on the quality of support design and provision for people with intellectual disability. The use of such a framework as an intervention assists staff in the provision of effective personalised supports, a foundation for positive behaviour support.