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Total quality management (TQM) programs have been popularized for changing the culture and performance of service and manufacturing firms. These ubiquitous techniques have also been applied to educational settings to improve administrative processes but have found little success in improving the quality of faculty teaching, research, and service. Some colleges and universities have faced difficulties implementing TQM in these areas because of strong tenure systems in place. This article will review the history of tenure and post‐tenure review, the theory of TQM, the role of TQM in higher education, and finally how TQM can be implemented and even supported by tenure and post‐tenure programs. The article concludes with suggestions and changes educational institutions can adopt so tenure, post‐tenure review and TQM can work compatibly together.

This instrumental case study sought to determine how collegiate-level students changed throughout a personal leadership development course. Document analysis of an archived course assignment was employed to analyze the students’ perceptions of their personal leadership development. Four themes emerged from the analysis: (a) self-evolution, (b) cognitive gain, (c) perceived self-awareness, and (d) framework confusion.

This paper explores the various challenges associated with policing cybercrime, arguing that a failure to improve law enforcement responses to cybercrime may negatively impact their institutional legitimacy as reliable first responders. Further, the paper makes preliminary links between cybercrime and the paradigm of evidence-based policing (EBP), providing suggestions on how the paradigm can assist, develop, and improve a myriad of factors associated with policing cybercrime.

Three examples of prominent cybercrime incidents will be explored under the lens of institutional theory: the cyberextortion of Amanda Todd; the hacking of Ashley Madison; and the 2013 Target data breach.

EBP approaches to cybercrime can improve the effectiveness of existing and future approaches to cybercrime training, recruitment, as well as officers' preparedness and awareness of cybercrime.

Future research will benefit from determining what types of training work at the local, state/provincial, and federal level, as well as evaluating both current and new cybercrime policing programs and strategies.

EBP approaches to cybercrime have the potential to improve police responses to cybercrime calls for service, save police resources, improve police–public relations during calls for service, and improve police legitimacy.

This paper links cybercrime policing to the paradigm of EBP, highlighting the need for evaluating and implementing effective evidence-based approaches to policing cybercrime.

The literature on construction and project risk management published during the period from 1960 to 1997 is reviewed and analysed to identify trends and foci in research and practice. This analysis is used to identify gaps and inconsistencies in the knowledge and treatment of construction and project risk. The findings suggested that political, economic, financial and cultural categories of construction risk deserve greater research attention, as do those associated with quality assurance, and occupational health and safety. Temporal aspects of risk, and risk communication, are also important fields for investigation.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic.

An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham.

The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought.

William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919).

This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.

Since 2002, the Journal of Leadership Education (JOLE) has served as a primary source for the dissemination of new knowledge in the field of leadership education. The purpose of this study was to empirically analyze sources cited in research features included in the JOLE from Volume 1, Issue 1 through Volume 12, Issue 1. A total of 125 research features were analyzed, resulting in 3,497 citations, and yielding an average of 28 citations per research feature. A thorough examination indicated research features of the JOLE cite journals and books most frequently, accounting for 86.7% of all citations. The JOLE was found to be the most cited journal in research features. Nine books and five journal articles were found to be the most often cited references within the research features in this study. Future research should be conducted to understand the relative contribution of various document types to the overall composition of research features to better understand the relevance of each in today’s knowledge base.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This paper aims to present 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 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

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

The purpose of this paper is to point out paradigm shifts in recordkeeping responsibilities from records and information management professionals (RIM professionals) to knowledge workers, caused by advancements in information and communication technologies and by user and organizational expectations. The impact of these changes on the implementation of professional records management (RM) principles and guidelines particularly in ISO 15489 is discussed.

The paper looks at the issues from an academic viewpoint by reviewing ISO 15489's RM principles presented in Part 1 and guidelines in Part 2 of the standard. The currency of the standard in capturing the changing practices that are flowing into RM approaches are then evaluated against four of the principles. These four principles are reviewed against three key paradigm shifts.

The authors present evidence of significant paradigm shifts relating to changing technology, work practices, devolution of recordkeeping responsibilities to users, their growing expectations, and increasing organizational concerns for RM accountability. These are generating pressure on RM systems to change and become more responsive. This review highlights the critical need to better appreciate the changing RM context and its implications for broader policy and professional practice.

The key practical implication identified in the paper relates to reconceptualisation of the roles of RIM professionals, knowledge workers and senior management for recordkeeping.

The changing nature of RM in organizations will necessitate stronger engagement of knowledge workers and senior management with their RM services.

This paper focuses on the user responsibilities for RM versus traditional RIM professionals having this role. The paper offers an innovative view of professional RM practice and suggests some new directions for RIM professionals to better accommodate user needs and expectations.