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The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

This chapter reports the results of a survey deployed to 113 of the 124 Association of Research Libraries (ARL) members on the current role makerspaces play in academic libraries. Nearly one-quarter of ARL institutions (n = 26; 23%) indicated they have a makerspace. This research analyzes ARL institutions who have established makerspaces within their physical library spaces. This chapter describes the physical aspects of makerspaces, programs and marketing, and demographic details (Bagley, 2014). According to the respondents, what constitutes a makerspace depends on the patrons ARL institutions serve.

Purpose – The author introduces the Eastern philosophy of wisdom, especially its epistemology of Yin-Yang Balancing as the Eastern cognitive frame, to shed light on the debates over the distinction and integration between research and practice as well as between qualitative and quantitative methods so as to solve the problems of relevance-rigor gap as well as complexity-simplicity gap. The author also applies the frame of Yin-Yang Balancing to the development of a novel method of case study.

Methodology/Approach – This is a conceptual article.

Central theme – The Eastern philosophy of wisdom is better at an open-minded exploration of open-ended issues by emphasizing relevance and complexity, while the Western philosophy of science is better at a closed-minded exploitation of close-ended issues by emphasizing rigor and simplicity. A geocentric integration of both Eastern and Western philosophies is needed.

Research and practical implications – Management research is far behind the need for theoretical insights into practical solutions largely due to the increasing gaps between relevance and rigor as well as between complex problems and simple solutions. The root cause of the two gaps lies in the overreliance on the Western philosophy of science, so a new light can be found in the Eastern philosophy of wisdom, and the ultimate solution is a geocentric integration of Eastern and Western philosophies. A novel method of case study can be built by applying the Eastern philosophy.

Originality/Value – The author highlights the urgent needs for the Eastern philosophy of wisdom and its integration with the Western philosophy of science toward a geocentric meta-paradigm. As a specific application of the geocentric meta-paradigm, the author proposes a novel method of case study called Yin-Yang Method.

We study the informational content of factor structures in discrete triangular systems. Factor structures have been employed in a variety of settings in cross-sectional and panel data models, and in this chapter we formally quantify their identifying power in a bivariate system often employed in the treatment effects literature. Our main findings are that imposing a factor structure yields point-identification of parameters of interest, such as the coefficient associated with the endogenous regressor in the outcome equation, under weaker assumptions than usually required in these models. In particular, we show that a “non-standard” exclusion restriction that requires an explanatory variable in the outcome equation to be excluded from the treatment equation is no longer necessary for identification, even in cases where all of the regressors from the outcome equation are discrete. We also establish identification of the coefficient of the endogenous regressor in models with more general factor structures, in situations where one has access to at least two continuous measurements of the common factor.

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

In this chapter, we propose a nonconventional methodology, the graph theory, which is especially relevant for the study of high-dimensional financial data. We illustrate the advantages of this method in the context of systemic risk in derivative markets, a main subject nowadays in finance. A key issue is that this methodology can be used in various areas. Numerous applications have now to face the challenge of analyzing gigantic financial data sets, which are more and more frequent. We offer a pedagogical introduction to the use of the graph theory in finance and to some tools provided by this method. As we focus on systemic risk, we first examine correlation-based graphs in order to investigate markets integration and inter/cross-market linkages. We then restrain the analysis to a subset of these graphs, the so-called “minimum spanning trees.” We study their topological and dynamic properties and discuss the relevance of these tools as well as the robustness of the empirical results relying on them.

What is our unit of analysis and by implication what are the boundaries of our cases? This is a question we grapple with at the start of every new project. We observe that case studies are often referred to in an unreflective manner and are often conflated with geographical location. Neat units of analysis and clearly bounded cases usually do not reflect the messiness encountered during qualitative fieldwork. Others have puzzled over these questions. We briefly discuss work to problematise the use of households as units of analysis in the context of apartheid South Africa and then consider work of other anthropologists engaged in multi-site ethnography. We have found the notion of ‘following’ chains, paths and threads across sites to be particularly insightful.

We present two examples from our work studying commissioning in the English National Health Service (NHS) to illustrate our struggles with case studies. The first is a study of Practice-based Commissioning groups and the second is a study of the early workings of Clinical Commissioning Groups. In both instances we show how ideas of what constituted our unit of analysis and the boundaries of our cases became less clear as our research progressed. We also discuss pressures we experienced to add more case studies to our projects. These examples illustrate the primacy for us of understanding interactions between place, local history and rapidly developing policy initiatives. Understanding cases in this way can be challenging in a context where research funders hold different views of what constitutes a case.

Retailing thought and practice is premised on the assumption that consumers visit retailers to search for and acquire objects produced by manufacturers. In essence, we assume that the acts of consuming and producing are conducted by separate entities. This unspoken yet familiar premise shapes the questions retail scholars ask and the way retail practitioners think about their industry. Although this assumption accurately depicted retailing since the Industrial Revolution, its relevance is being challenged by a growing set of individuals who are equipped with new digital tools to engage in self-manufacturing. In this chapter, we examine self-manufacturing with a particular focus on the recent rise of desktop 3D printing. After discussing this new technology and reviewing the literature, we offer a conceptual classification of four distinct types of 3D printed objects and use this classification to inform a content analysis of over 400 of these objects. Based on this review and analysis, we discuss the implications of self-manufacturing for retailing thought and practice.