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The purpose of this paper is to report on how library and information science (LIS) as a field operationalizes the concept of organizational sustainability for managing digital resources, projects and infrastructures such as digital libraries and repositories over time. It introduces a nine dimensional framework for organizational sustainability in the digital cultural heritage community.

Content analysis of publications from three LIS databases (2000–2015).

Comparing the articles to the nine dimension framework shows that most LIS articles discuss technology, financial or management dimensions. Fewer articles describe disaster planning, assessment or policy dimensions.

Three LIS databases might not include all relevant journals, conferences, white papers and other materials. The data set also did not include books; library management textbooks might include useful material on organizational sustainability. Claims about the prevalence of themes are subject to methodological limits of content analysis.

Organizations that steward digital collections need to be clear about what they mean when they are referring to organizational sustainability so that they can make appropriate decisions for future-proofing their collections. The analysis would also suggest for a greater need to consider the full range of dimensions of organizational sustainability.

By introducing a new nine dimensional framework of organizational sustainability the authors hope to promote more and better conversations within the LIS community about organizational sustainability. The authors hope these conversations will lead to productive action and improvements in the arrangements of people and work necessary to keep digital projects and services going over time, given ongoing challenges.

Advance the state-of-the-art on how frugal innovation links to sustainability outcomes and based on content analysis of empirical publications in the field of frugal innovation, analyzing when and how FI is connected with social, environmental and economic outcomes.

Quantitative content analysis on empirical papers published on frugal innovation, using data visualization techniques to disclose relationships among the constructs adopted. Materials were collected following a step-wise methodology. In total, 130 articles were identified, read in depth and coded according to five main categories: context; development; implementation, adoption, diffusion; characteristics; and impacts.

The potential of frugal innovation to drive sustainability outcomes is influenced by the type of actors developing the innovation, regarding their organizational form (large firms, small firms, non-firm actors), their geographical origin (foreign or local) or motivations (mostly profit-motivated or socially-oriented). Collaboration plays a key role along the various stages of the frugal innovation cycle and is thus relevant for its potential to drive sustainability outcomes. The results reaffirm the need for greater attention to where and when sustainability-enhancing outcomes of frugal innovation are more likely to occur.

This study provides a qualitative study based on content analysis of empirical studies to explore the associations between frugal innovations and improved economic, environmental and social sustainability outcomes. The key novelty of this study lies in the systematic coding of each paper regarding the features of the innovation, the innovators, and the outcomes achieved. This allows taking stock of the evidence emerging in such a scattered literature, quantifying the extent to which insights take place in the empirical literature, looking for correlations, and highlight research gaps to understand to what extent frugal innovation can contribute to sustainable development.

The purpose of this study is to assess the contributions of graduate research to social innovation and change for learning and improved transdisciplinary practice. Universities, as centers of teaching and research, face high demand from society to address urgent social and environmental challenges. Faculty and students are keen to use their research to contribute to social innovation and sustainable development. As part of the effort to increase societal impact, research approaches are evolving to be more problem-oriented, engaged and transdisciplinary. Therefore, new approaches to research evaluation are also needed to learn whether and how research contributes to social innovation, and those lessons need to be applied by universities to train and support students to do impactful research and foster an impact culture.

This paper uses a theory-based evaluation method to assess the contributions of three completed doctoral research projects. Each study documents the project’s theory of change (ToC) and uses qualitative data (document review, surveys and interviews) to test the ToC. This paper uses a transdisciplinary research (TDR) quality assessment framework (QAF) to analyze each projects’ design and implementation. This paper then draws lessons from the individual case studies and a comparative analysis of the three cases on, namely, effective research design and implementation for social transformation; and training and support for impactful research.

Each project aimed to influence government policy, organizational practice, other research and/or the students’ own professional development. All contributed to many of their intended outcomes, but with varying levels of accomplishment. Projects that were more transdisciplinary had more pronounced outcomes. Process contributions (e.g. capacity-building, relationship-building and empowerment) were as or more important than knowledge contributions. The key recommendations are for: researchers to design intentional research, with an explicit ToC; higher education institutions (HEI) to provide training and support for TDR theory and practice; and HEIs to give more attention to research evaluation.

This is the first application of both the outcome evaluation method and the TDR QAF to graduate student research projects, and one of very few such analyses of research projects. It offers a broader framework for conceptualizing and evaluating research contributions to social change processes. It is intended to stimulate new thinking about research aims, approaches and achievements.

The followership field remains overshadowed by the leadership field, with traditional assumptions attached to the follower concept further undervaluing the importance of progressive understandings of leadership. This paper considers following as a relational process and provides illustrative extracts from empirical research. Future areas for research are discussed, as well as the importance of incorporating followership into the leadership education agenda.

This study aims to examine consumer perception during COVID-19 and identifies cruise industry marketing strategies to fill a gap in crisis management and product pricing literature.

This study developed and validated two-factor measurement scales (vaccine perception and protective behavior), which predicted cruise intents well. This study revealed how geo-regional factors affect consumer psychology through spatial analysis.

This study recommended pricing 7-day cruises at $1,464 (the most preferred length). The results also showed that future price hikes would not affect demand and that coastal marketing would help retain customers.

This study contributed to the business, hospitality and tourism literature by identifying two new and unique factors (vaccine perception and protective behaviors), which were found to affect consumers’ intention to travel by cruise significantly. The result provided a better understanding of cruise tourists’ pricing preferences and the methods utilized could easily be applied to other cruise markets or tourism entities.

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.

A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.

The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.

This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.

This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework.

Quantitative and qualitative data were collected amongst staff in 16 child centres offering joint pre-school, education and childcare.

The authors' findings suggest that in general, both teachers and childcare workers perceive themselves as skilled and motivated for collaboration. They perceive aspects of opportunity to perform as most important barriers.

Based on this research, school leaders are advised to organise opportunities for collaboration, especially by fostering an inclusive organisational climate and scheduling sufficient time for collaboration.

This paper contributes to the relatively scarce body of research on HRM within the education sector. Furthermore, it illustrates the applicability of the AMO model for gaining insight into how educational management can be utilised to foster increased collaboration between teachers and childcare workers.