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A literature review or review article is an integral part of a scientific body of research which synthesizes prior knowledge and provides a holistic overview of a subject domain. While several studies emphasize the significance of literature reviews and include the guidelines for conducting a review, limited studies demonstrated different types of literature review methodologies in a comprehensive way. Accordingly, this chapter presents various types of review methodologies which includes narrative, descriptive, systematic, meta-analysis, hybrid, umbrella, scoping, theoretical, and critical reviews. In addition, the authors' skills including logical reasoning, content analysis, literature mapping, critical writing, and ethical consideration are presented. Further, quality aspects of the literature review are discussed such as the rigor and relevance of the selected studies. Overall, this chapter provides implications for researchers in understanding types of literature review methodologies along with their objectives, strengths, and weaknesses which can assist them in selecting a suitable methodology while conducting a review.

This chapter examines whether students’ perceptions of learning, attitudes, and performance are affected by the use of multimedia technology. Both traditional and multimedia methodologies were used in the financial accounting II course offered at one of the leading universities in Lebanon, using data collected from a sample of 110 students. In order to eliminate faculty-specific characteristics, the same professor taught all sections, thereby minimizing the effect different instructors might have had on student evaluations. Results indicate that students perceived the use of multimedia, specifically PowerPoint (PPT) lectures, as being more entertaining and organized than the traditional method; however, the latter methodology demonstrated more efficiency in terms of explaining theories, enhancing problem-solving abilities, and allowing for greater interaction. The two methodologies, however, did not demonstrate a significant statistical difference in terms of student learning and comprehension. Despite the positive student perception of PPT lectures, results suggest that the systematic approach of traditional methodologies exceeds PPT in emphasizing course materials and enhancing problem-solving abilities. As measured by their final grade, PPT methodologies affected student performance negatively, especially for below-average business students.

Allocating risk in public–private partnership (PPP) projects based on public–private parties’ risk management (RM) capabilities is a condition for success of these projects. In practice, however, risks are allocated to these parties beyond their respective RM capabilities. Too much risk is often assigned to the private or public party, resulting in poor RM and costly contract renegotiations and terminations. This chapter proposes a methodology based on fuzzy set theory (FST) in which decision makers (DMs) use linguistic variables to assess and calculate RM capability values of public–private parties for risk events and to arrive at risk allocation (RA) decisions. The proposed methodology is based on integrating RA decision criteria, the Delphi method and the fuzzy synthetic evaluation (FSE) technique. The application of FSE allows for the introduction of linguistic variables that express DMs’ evaluations of RM capabilities. This provides a means to deal with the problems of qualitative, multi-criteria analysis, subjectivity and uncertainty that characterise decision-making in the construction domain. The methodology is outlined and demonstrated based on empirical data collected through a three-round Delphi survey. The public–private parties’ RM capability values for land acquisition risk are calculated using the proposed methodology. The methodology is helpful for performing fuzzy-based analysis in PPP projects, even in the event of limited or no data. This chapter makes the contribution of presenting a RA decision-making methodology that is easy to understand and use in PPP contracting and that enables DMs to track calculations of RM capability values.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

To provide a primer on the major project management protocols and examples of how these protocols have been used to manage library projects.

The chapter presents a broad review of the literature on project management in general, and as it has been applied in library settings, including brief histories of each major methodology, its development, component elements, and examples of its use in libraries.

Many of the major project management protocols, such as Six Sigma, Agile, Lean, Scrum, and Waterfall, have been used successfully in library settings across a broad range of areas and project types.

As libraries continue to innovate and expand their services, the management of complex projects and processes has become commonplace. This chapter will serve as a primer on the major project management protocols, highlighting the ways in which they can be used in libraries, and to which types of library projects they have been successfully applied.

The Pasifika (Pacific Island) research methodology talanoa (conversation) has contemporary resonance beyond its local context. At the recent Bonn Climate Change Conference, for example, talanoa was adopted to spark international dialogue about our collective futures. But this and other recent instances raise the question as to whether and how talanoa can and should be applied in a non-Indigenous context – or, indeed, online. As a culturally diverse research team, we undertook a talanoa about our experience of researching historical literacy with Māori and Pasifika students through talanoa. Here we introduce what we learnt from the literature about the nature of talanoa, its use as a methodology, and its application in higher education and reproduce our own recent online talanoa on the experience of learning to do talanoa together. Three key lessons emerged from our research conversation. Firstly, we learnt that time is of the essence: researchers must carefully balance the need for the talanoa to run its natural course with the need to not overburden the participants. Secondly, we learnt that where the researchers undertake the talanoa is less important than attending to the relationships (the vā) between the researchers and participants, and the researchers and participants themselves. And, finally, in keeping with what some Māori researchers and their allies have argued of Kaupapa Māori research methodology, we learnt that indigenous methodologies like talanoa, when employed with care and in recognition of their emergence out of decolonial struggles for indigenous sovereignty and self-determination, can foster a fruitful intercultural research conversation.

Precise and rigorous international comparative research requires methodological reflections and determinations at each step of the empirical research process. This chapter analyzes the precision and rigor of international comparative higher education research by diagnosing their comparative methodology, particularly their country selection and case sampling. It evaluates 202 studies that have been published in journals of both higher education and comparative education, because international comparative higher education intellectually and institutionally intersects both interdisciplinary fields. The major empirical findings show a relative lack of explicit and elaborate justification strategies, as well as a lack of comparative methodology. But they also show that the intellectual and institutional context, represented here in the form of the journals, influences the implementation of comparative methodology. The use of comparative methodologies is more thorough in the context of comparative education, where a continuous debate about the theoretical and methodological aspects of comparative studies takes place. One of the implications of the study is that the debate regarding comparative methodologies within higher education research should be intensified.