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This study surveyed the entrepreneurship community on a large university campus in 2016 and in 2020 to identify and understand its information habits and needs. User needs can inform service design and assessment, as well as inform approaches to reference interactions. Librarians are encouraged to conduct similar surveys to better understand this niche population.

Investigators employed repeated cross-sectional design, a longitudinal research approach that draws on samples of non-overlapping or minimally overlapping cases over time. Qualitative and quantitative data were collected using online survey instruments. Data collected included demographic information, venture characteristics, participation in institutional activities such as accelerator programs and credit courses, general startup research behaviors and needs, and details of a specific instance of business or market research as well as interaction with the library and access to training. Triangulation of semantic and episodic was applied to draw reliable conclusions about respondent behavior.

In both surveys, over half of respondents were students and 75% of respondents were engaged in startup activity, most at the early stages. While respondent demographics, type and purpose of information sought remained constant between the two surveys, awareness and use of the library rose on several metrics. Coding revealed insights into respondents’ attitudes toward and strategies for secondary business research. Information obtained during the research process had a moderate impact on their ventures. These findings informed the development of library research and instruction services, programs, and collections for entrepreneurs.

The repeated cross-sectional design of the study is unique and shows trends in the community over time. The mixed-methods approach provides a robust and nuanced portrait of the community. These findings informed the development and assessment of library research and instruction services, programs and collections for entrepreneurs.

This article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.

Through semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.

This study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.

This study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

While recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.

This study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.

This study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.

This study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.

The purpose of this study was to evaluate the effectiveness of sustainability-focused, cocurricular, interdisciplinary programming for graduate students at creating future leaders in sustainability, i.e. did interdisciplinary sustainability programming further prepared graduate students in sustainability leadership beyond the scope of the individual student academic programs from the perspective of the student participants.

The objective of the study was met by evaluating the University of Michigan Dow Sustainability Fellows Program. With a decade of graduate-student participation, surveys and interviews of Fellows alumni from 2013 to 2020 were used to assess the program impact on creating sustainability leaders. Opportunities for program reflections were included through prompted open-ended questions.

A majority (88%) of the Fellows who responded to the survey agreed with the statement that their career path was positively affected by their participation in the program and that the cocurricular program provided opportunities to explore sustainability-related topics from perspectives they would not have experienced otherwise. The interdisciplinary aspect of the program and the focus on practical community sustainability projects were the most valued attributes of the cocurricular programming.

Supporting cocurricular interdisciplinary programs requires significant resources and intentionality to engage diverse disciplines and diverse partner organizations.

Programs that provide experiential opportunities to build interdisciplinary team skills successfully enable graduate students to become leaders in sustainability fields in the workplace and in outreach and service.

Cocurricular graduate student programming focused on community sustainability projects can successfully create valued learning experiences while simultaneously supporting communities with practical solutions to sustainability challenges.

To the best of the authors’ knowledge, this work is the first longitudinal assessment of the effectiveness of the interdisciplinary cocurricular programming on graduate student sustainability leadership outcomes. The results include feedback received from eight years of cocurricular programming.

This study reviews the teaching of real estate in the USA for the first 100 years after the foundational curriculum was laid down in 1923 by three key institutions: the National Association of Real Estate Boards (NAREB), the Institute for Research in Land Economics and Public Utilities (The Institute) and the American Assembly of Collegiate Schools of Business (AACSB). Its line of investigative pursuit is the persistent lamentation by American real estate scholars that real estate is not getting the respect it deserves as an academic discipline compared to its peers in the school of business such as accounting, finance and marketing. The study addresses a fundamental question: What is the cause of this endless “search for a discipline”? This is motivated by the belief that identification of the root cause of this “search for a discipline” will lead to the requisite solution: the intellectual foundation of the real estate discipline.

The study used qualitative document analysis to review two primary documents published in 1959 as reports on business education in the USA: (1) Higher Education for Business, financed and sponsored by the Ford Foundation, and (2) The Education of American Businessmen – financed and sponsored by the Carnegie Corporation of New York. The impacts of the publications on the teaching of real estate to date have been reviewed in the context of scholarly actions and literature that has been generated in relation to the two documents.

The two primary documents impacted negatively on the teaching of real estate. The committee members who produced the two reports had indicated that real estate did not fit into the business curriculum hence should not be taught in business school. This conclusion led to unintended negative outcomes for real estate education. The negative impact of the reports arose principally because the teachers of real estate misinterpreted the outcome to mean that they should tweak the real estate curriculum to fit in the pedagogical framework of the business school. This reaction is responsible for perpetuating the identity crisis that has plagued real estate as an academic discipline since its inception as a subject of study in 1923. Secondly, at the inception of the real estate education in 1923, while the AACSB accepted real estate as a discipline in the school of business, Richard T. Ely wrote the curriculum under land economics which has led to the persistent collegiate dilemma regarding the teaching of the discipline.

The study sheds light on the situation of business education in the USA and AACSB-accredited colleges internationally. It draws attention to the incoherent body of knowledge of business education and will help schools of business to redesign their curricula to include course contents that rightly reflects the business oriented academic disciplines.

The study is timely as it has been done 100 years since the development of the first standard collegiate real estate curriculum following the 1923 conference at Madison. The study has reviewed the first 100 years in terms of the persistent quest: “in search of a discipline”. In so doing, it has uncovered the root cause of this search during the first centennium; and to end the search, it proposes that real estate should not be taught as a business discipline.

The professional development (PD) of teachers is vital to student learning, yet PD continues to be plagued by positivist assumptions and low teacher buy-in. Because PD is based on persuasion, and because the roles of PD providers and receivers are not as discrete as they appear, rhetorical theory offers a valuable framework for understanding teacher PD. This study applied rhetorical theory to educator PD to elucidate the complex roles that educators take on as the event unfolds, whether in person or on social media.

This collective instrumental case study used a holistic design structure to examine how educators embrace, resist or otherwise respond to the roles they are given in PD in person and using social media; and how educators use the affordances of X (formerly Twitter) to shift rhetorical roles in X-based PD activities. A taxonomy was developed to apply the theory accurately and consistently. Data collection included semi-structured interviews and participants’ PD-related X use. Interviews were analyzed using descriptive coding by theme. X data was analyzed in three dimensions by use type, topic and rhetorical move.

The participants exhibited enthusiasm about both receiving and providing PD. Analysis of the participants’ perceptions of their PD and of their PD-related X use revealed shifting and layered ways they embrace, resist and otherwise engage with the roles they are given in PD, as well as the complex ways they used the affordances of X to engage with all of the available roles online.

In examining teacher PD using an ecological model of the rhetorical situation, this case study demonstrated the usefulness of rhetoric as a framework for PD that recognizes the nuanced and powerful roles teachers fulfill in their own PD activities in person and on social media.

The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).

This study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.

The results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.

This study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

This study aims to visualize and map the emerging themes in the field of quality of teaching and learning in higher education.

This study uses a bibliometric approach to review studies published between 2000 and 2021. The leading trends in authorship, publications and countries were analyzed using the Web of Science database.

The analysis reveals four distinct clusters: quality, teaching and learning, supportive environment and learning outcomes. The literature in the field is lop-sided, and many issues still need to be addressed.

While bibliometric analysis has achieved significant recognition among academicians, this study was restricted to the data set provided by Web of Science. In addition, the analysis covers a specific time frame and may not capture recent developments in the field. Future research should address these limitations and consider expanding the sample size and incorporating more diverse methodologies.

The findings have implications for practitioners, policymakers and researchers. Practitioners can benefit from the identified core authors’ work and access evidence-based practices to enhance the quality of teaching and learning in their institutions. Policymakers can use the research findings to inform policymaking processes and develop robust quality assurance frameworks. Researchers can build upon the identified clusters and core authors’ work to address research gaps and advance knowledge in the field.

This study contributes to the existing literature by providing a comprehensive bibliometric review of the quality of teaching and learning in higher education. Identifying clusters and core authors offers a systematic overview of the significant themes and influential figures within the field. This research provides a foundation for further exploration and understanding of quality in higher education.

This paper describes the planning and implementation program of Remaja Berdaya Sehat Tanpa Rokok (JayaStar) or Empower Youth Healthy without Smoking (EYHWS). This is a pilot tobacco control program for smoking behavior with a community-based participatory research (CBPR) approach in a rural area of Indonesia.

This research used the participatory rural appraisal (PRA) method. The paper would describe three stages of the JayaStar program that started from diagnosis, planning action and taking action. Participants in this research were all youths aged 17–25 years including as many as 33 people. The key informants were the village head, the hamlet head, the hamlet head’s wife, the youth leader, health promotion officers at the Pleret Health Center and the Health Promotion Section of the Bantul Health Office.

The determinants of the youth empowerment process are divided into (1) predisposing factors, (2) group structure and (3) group climate. It has an important role in the success of the youth empowerment process in smoking behavior control. The implementation of the JayaStar program consisted of (1) outbound, and training with the theme of increasing self-potential; (2) training on the impact of cigarettes/vapors on the health of youths; (3) discussion and practice of making health campaign videos; (4) parenting program with the theme of the important role of parents in creating a healthy and superior young generation; (5) declaration and inauguration of JayaStar volunteers.

This research is an example of a successful community-based youth project that resulted in a demonstrable positive outcome. It demonstrates the importance of good relations between stakeholders. The JayaStar movement could be a potential model for youth empowerment projects to control smoking behavior among future generations in Indonesia.