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A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.

The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.

Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.

The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.

A checklist of functions and capabilities of online searching systems has been compiled, from experience, and from a study of some of the major vendor systems. The checklist attempts to cover all system features, and is not restricted to the searching functions. It is offered as a tool for checking features of a new system which is being learned, as a framework for comparison of systems, and as a source of suggestions for functions and capabilities which might be incorporated into new and developing online systems such as OPACs. It could also serve as a ‘snapshot’, permitting a comparison of functions and capabilities currently available with those which may become available on future systems.

As advocates and scholars dedicated to advancing equality for women and girls, we believe that sport can empower all people – and to change the world. Exclusion and restrictions for transgender athletes undermine this cause. Transgender athletes are not and have never been a threat to women's sport. There are, however, serious and well-documented threats to women's sport that warrant attention, including unequal opportunities in participation and leadership, inequitable funding and pay, uneven media coverage, a lack of sponsorship opportunities, sexual harassment and abuse and incomplete implementation of gender equality policies (Bisgaard & Støckel, 2019; Cooky et al., 2021; Hindman & Walker, 2020; Lough & Greenhalgh, 2019; Novkov, 2019; Pape, 2020; Raso, 2019; Schultz, 2018; Staurowsky et al., 2020; Yanus & O'Connor, 2016; Zerunyan, 2017).

A close reading of peer-reviewed, researched-based and credible sources allow us to better understand the experiences of trans athletes, to dispel the dangerous misinformation peddled in recent media accounts and political debates, to outline critical legal and policy discussions about trans athletes, and to highlight why access to sport matters for everyone. There is a clear consensus across multiple disciplines: the future of sport includes transgender women and girls.

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

The main objective of this research was to measure the effects on sponsor recall¹ at the soccer African Nations Cup (ANC) in Tunisia in 2004. This quantitative investigation used a sample of 308 people who watched the event on television and/or in the stadium. The research demonstrates that there was indeed an effect by type of audience and other variables.

The purpose of this paper is to identify the entrepreneurial competencies that women SME owners perceive to be important to the success of their business, and the competencies that women with high turnover growth rate deem important, and makes a comparison between the two sets of competencies.

A questionnaire-based survey of female entrepreneurs in England and Wales collected data on those entrepreneurial competencies that women perceived to be important for their business, alongside key business performance measures, such as turnover growth rate. A ranking of the top ten competencies that women thought were important for success was generated; this ranking was compared with a list of four competencies identified as being important by those women whose businesses exhibited high business growth.

All of the competencies perceived by the whole group to be important to the success of their business were personal and relational competencies. This is in stark contrast to the findings from logistic regression, which shows that high-growth businesses can be differentiated from low-growth businesses regarding the importance assigned to the following four competencies by their owners: pro-activeness, strategic planning and implementation for opportunities, acquiring finance, and risk-taking.

This study suggests that women business owners’ prioritisation of the key competencies for their business may impact on business growth, and raises the question as to whether women business owners are able to identify the competencies that will drive the growth of their business. The particular contribution of this study is this gap, which poses challenges for policy makers, practitioners, and researchers.

In the fall of 1987, the first of three volumes of a scholarly research atlas—The Historical Atlas of Canada—was published to great acclaim. Describing the Atlas as “the most innovative, beautiful and successful single volume on the history of Canada, and indeed the most ambitious cartographic venture ever attempted in this country,” the Royal Canadian Geographic Society awarded gold medals to the volume's editor, R.C. Harris, and cartographer/designer, Geoffrey J. Matthews, as well as to the director of the whole Atlas project, W.G. Dean. The volume received many honors, including the Sir John A. Macdonald Prize for the best book of the year on Early Canada from the Canadian Historical Association and the George Perkins Marsh Award in Environmental History from the University of Utah. Reviewers described the volume in superlatives. American reviewers were equally generous in their praise. Petchenik (herself the editor of the Historical Atlas of Early American History) described the volume as “an amazing accomplishment” and commented that “Not only a country but a civilization has been enriched by this publication.” Konrad assessed the volume as “a unique statement unrivaled in its potential impact.” Shuman, a professor of library science, noted that “this atlas, when complete, should stand as a model to be emulated by all other nations, whenever possible.” Pye, writing in the [British] Geographical Journal stated that “it is difficult to imagine that it could be even remotely paralleled in the foreseeable future.” Volume III of the Atlas appeared in 1990 and again won plaudits. Reviewers obviously felt that the high standards set by the first volume had been maintained.

Evans Library at Texas A&M University has developed and released a Virtual Library Tour available via the World Wide Web (WWW). The URL for the tour is 〈http://www.tamu.edu/library/reference/ virtual/tour00.htmlhttp://www.tamu.edu/library/reference/ virtual/tour00.html〉. The tour, designed as a remotely accessible alternative to the basic library orientation tour, provides information on library departments, services, materials, and policies. Development and implementation of this new orientation tool involved technological issues and library instructional techniques. Approximately 165 hours of professional time were required to create and release the tour. To achieve an optimum combination of effective instruction and technical expertise, the development team for the Texas A&M University Evans Library's Virtual Library Tour consisted of the coordinator of instructional services, Pixey Anne Mosley, and the automated information retrieval services (AIRS) librarian, Daniel Xiao. This article discusses the process used and lessons learned through the creation of the Virtual Library Tour.

Recent accounting research has connected the coercive and enabling types of formalisation (C/E) (Adler and Borys, 1996) with the distinction between diagnostic and interactive controls (D/I) proposed by Simons (1995, 2000) to tackle research questions on complex control situations involving both the degree of employee autonomy and patterns of management attention. The diverse conceptual approaches used for connecting C/E and D/I have led to fragmentation in the literature and raise concerns about their conceptual clarity. In this paper, we assess the conceptual clarity of various forms of connection between C/E and D/I. Firstly, we conduct an in-depth content analysis of 59 recent papers, and inductively identify three points of conceptual ambiguity and divergence in the literature (namely, the perspective from which a phenomenon is studied; whether categories capture choices driven by design or by style-of-use; and the properties of control systems). We also observe that the literature proposes various forms of connection (i.e. coexistence, inclusion, and combination approaches). Secondly, we use the three detected points of ambiguity and divergence as assessment criteria, and evaluate the extent to which conceptual clarity is at risk under each form of connection. Based on this assessment, we provide guidelines to enhance the conceptual clarity of the connections between C/E and D/I, propose several research models, and indicate opportunities for future research in this area.

Vocabularies such as thesauri and lists of subject headings have tended in the past to have been regarded as ‘indexing vocabularies’ rather than ‘searching vocabularies.’ Online searching, which requires input of search terms before any part of the database can be scanned, and which usually permits searching on ‘free’ terms as well as controlled terms, has placed emphasis on the need for vocabularies for searching. The term ‘searching vocabularies’ has been used to describe vocabularies produced with the searcher, rather than primarily the indexer, in mind. Such vocabularies are categorized as: enhanced thesauri and lists of subject headings, term listings, synonym listings and merged vocabularies.