Search results

The purpose of this article is to report findings from a national study of primary headteachers in their second headship in England. This investigated their reasons for moving schools, their choice of second school and a comparison of their experiences as heads of the two schools.

The research design involved a national representative survey of primary school headteachers who were in a headship beyond their first. Questionnaire responses were obtained from 86 primary headteachers: a 74 per cent response rate. Follow‐up telephone interviews with 20 of them obtained more detailed responses on the research questions.

The reasons that heads gave for taking a second headship fell into three groups – personal, school and external. The over‐riding reasons were to provide a fresh challenge and prevent feelings of stagnation. Movement between schools was complex and the clearest overall trend was a move to larger schools. Heads generally considered themselves more effective in their second school than their first and there were many accounts of the re‐energising effect of taking on a new post.

The findings suggest that second headship should be considered as a valuable means of contributing to the continuing development of headteachers. Headteachers should consider a second headship as a possible extension to their headship career. They may need to plan their career before and during their first headship in order to obtain their desired second headship.

This is the first large‐scale study of headteachers in a second headship. The numbers of headteachers choosing to move to a second headship and their positive experiences suggest that further stages should be added to the current conceptualisations of the career of the headteacher.

This paper aims to assess practical aspects of implementation of institutional repositories (IRs) in Africa with reference to the University of Nairobi and provide useful guidelines to the issues and lessons learned to the other practitioners.

The study used cross-sectional descriptive survey design to gather and analyze data that was both qualitative and quantitative in nature. In addition, questionnaires, interview schedule and observation guide were utilized to collect data from the respondents.

First, the study established that the IR has not been well integrated into mainstream information services of the library. Second, there is lack of awareness on the use of IR as an information resource on the part of students and staff. Third, there is need to integrate different forms of information into the IR including graphics, video and sound to carter for the whole population of users even those with disabilities. Finally, there is need for aggressive or serious rebranding, marketing and promotion of the IR.

IRs are vital sources of information that are increasingly being integrated and utilized in African higher education. Discussion of the University of Nairobi as a case study provides practical lessons, implications and home grown solutions for other institutions of higher learning in the African context.

IR is not only contemporary or emerging source of knowledge, information and communication but also fundamental or basic in institutions of higher learning. Consequently, IR provides excellent opportunities for universities to expand knowledge beyond internal and external learning environments.

Being fundamental sources of knowledge, IRs provide and support teaching, learning, research activities, scholarly communications and community services in universities and the society at large. As information and communication hubs, IRs have reinvented the image and role of universities as sources of knowledge in the society.

Universities need to embrace IRs as vital and valid sources of knowledge and learning. Developing IRs without aggressive rebranding, marketing and promotional strategies is not enough for universities, associated institutions plus the information staff, but with prove that the resources are being utilized to achieve organizational goals and objectives.

The purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the world have faced various transformations to adapt to new opportunities for knowledge dissemination and utilization. Many benefits are gained from implementation of the platform including visibility, status and increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and research of higher institutions learning's digital resources more effectively, little has been written on how IRs can be used for effective teaching, learning and research in higher institutions of learning.

Using analytical method, this paper analysed and presented various thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.

The paper found that most universities have embraced IRs as an option for increasing their visibility, status and researchers' relevance in the knowledge world. It is the conclusion of the study that IRs are currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges in the digital world.

This paper provides higher institutions of learning an opportunity to prepare their IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of information at any time whenever required.

Knowledge accessibility and utilization bring about social change in the society.

Little has been documented on how IRs can be used for effective teaching, teaching, learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying teaching, learning and research through IRs in HILs.

High prevalence of violence against persons with disabilities (PwDs) has prompted a steady growth of training aimed at equipping PwDs with personal safety skills. This paper aims to examine the efficacy of safety trainings for PwDs.

A search of relevant electronic databases was conducted to shortlist peer-reviewed literature on empirically evaluated safety trainings for PwDs, between January 2010 and August 2020 with the defined inclusion criteria.

Six safety programmes were reviewed. Data analysis revealed key themes related to programme modifications for accessibility; fit of intervention to disability type; PwDs’ learning needs; and the context of disability abuse in designing intervention pathways.

PwDs can benefit from and contribute to safety training, if programmes are adequately modified to support their learning and participation. Future studies can target disability abuse by known persons; different disability groups; and generate longitudinal data to strengthen validity of programme efficacy.

Internet of Things (IoT) is an emerging paradigm that draws academia and industry attention in the past few years. The purpose of this paper is to review the current research on IoT in library operation, and report the future trends and research challenges as well.

To conduct this research, the literature on IoT and its application in libraries was retrieved from major databases such as Web of Science, IEEE Xplore, Scopus and Inspec for the period between 2010 and 2018.

This study identifies IoT potential impact on libraries, and excavates some valuable literature on IoT and its application in libraries from managerial perspective, especially focuses on library service innovation in IoT era.

The IoT application in libraries is a new subject. This study provides an overview of IoT application in libraries. The findings of this study contribute to the research on IoT and its role in library management.