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BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.

The data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.

The findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.

The current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.

As universities become increasingly accountable for the quality of their teaching and learning, alongside the quality of their research, academics need to improve their understanding of the educational process. The traditional response has been to provide staff development courses for academics to improve their teaching skills. Argues that universities additionally need to strengthen the more strategic role of educational development, working with academics across the institution to enhance academic quality.

This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology.

An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs.

The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience.

The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.

This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.

The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.

The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

The purpose of this paper is to examine publication patterns of scholarly literature related to academic libraries and development (i.e. funding), including publication trends over a five-year period, core journals and authorship, so that library directors and library development officers will have a basic collection of relevant resources.

The methodology consisted of journal article searches in three databases relating to the field of library information science with 2006-2010 as the date limiter. The primary search terms came from the topic of this study and were joined to secondary-level search terms by using the Boolean operator: AND. Secondary-level keywords originated from the literature review and the search process. Results were stored in an Excel file based on pre-determined categories and were evaluated based on the research questions.

There were 106 articles published on the topic of academic libraries and development authored by 164 individuals, pairs, groups or associations during the five-year period of 2006-2010. In 2010, the greatest number of articles (35) was published on the topic, but in 2008, the least number (14) was published.

This study takes the bibliometric analysis approach, which has rarely been used on the topic of academic libraries and development work with the specific focus on library funding. It provides a foundation for further research on the topic, as well as resources to be used by library practitioners.

The study aims to explore the factors which influence collection development and management in academic libraries. In libraries and information centres, collection development is considered an essential element of the information life cycle. Collection development and management activities do not emanate from a vacuum. Several factors have a direct bearing on the way in which collections are developed and managed in the academic libraries. These factors are bridges and barriers for effective collection development and management.

An extensive review of the available literature was made to conduct the study.

The study found that several factors have a direct bearing on the way in which collections are developed and managed in the academic libraries. These factors include goals of collection development and management policies and procedures, user needs, collection development policies (CDPs), collection development budgets, collection evaluation to determine the strength and weaknesses of various subjects in the collections, selection of reading materials, formats in which materials are selected, the issues of access versus ownership, cooperative collection development, resource-sharing programs and legal issues in collection development and management.

This study provides an overview of various factors that influence collection development activities in the academic libraries. It provides an insight for the selectors of library resources to take these factors into account for building effective collections in the academic libraries of Pakistan and abroad.

Examines the tenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.