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The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.

This article is an extended version of an ‘experts’ briefing' commissioned to inform senior child welfare managers in English local authorities and voluntary agencies about the available evidence to inform the provision of effective services in complex child protection cases. It starts by noting how differences in the approach to service provision in different jurisdictions affect both the nature of research conducted and its transferability across national boundaries. It then summarises the characteristics both of parents who are likely to maltreat their children and also of the children most likely to be maltreated. The factors that make some families ‘hard to engage’ or ‘hard to help/change’ are then discussed, as are the essential elements of effective professional practice in child protection. Particular attention is paid to effective approaches to helping families and young people who are hard to identify or engage.

This paper presents the analysis from a study into the key lessons learned from e-procurement implementation across a range of UK public sector organisations. The literature relating to e-procurement implementation and operation is reviewed, identifying five main themes addressed by the current literature: impact on cost efficiency; the impact on the form and nature of supplier transaction; e-procurement system implementation; broader IT infrastructure issues; and the behavioural and relational impact of eprocurement. The research carried out was intended to explore the perceptions and reflections of both 'early' and 'late' adopters of e-procurement. Seven key lessons are drawn from the study and presented here. We conclude by proposing areas for further research, including the need for research into failed eprocurement projects.

The purpose of the chapter is to elaborate the theory of academic capitalism by focusing on rarely examined forerunners of academic capitalism: namely, business schools.

A research-based essay.

The findings emphasize that there are different forms of academic capitalism. Our example from Dubai context shows how more extreme form of academic capitalism, which we label Acamanic Capitalism, developed as a result of free educational markets.

The chapter provides scholarly value through novel conceptualization. The phenomenon of acamanic capitalism should also be acknowledged in academia and in critical management education.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

The purpose of this paper is to critically examine the concept of multi-stakeholder partnerships in relation to the United Nations' sustainable development goals and propose a renewed multi-stakeholder partnerships framework that enables the implementation of the sustainable development goals.

This paper employs an integrative review methodology to assess, critique and synthesize the extant literature on the multi-stakeholder partnerships and sustainable development goals.

We propose a conceptual framework of multi-stakeholder partnerships to support the sustainable development goals implementation. Thus, this paper contributes to the conceptual understanding of the multi-stakeholder partnerships mechanism that enhances the sustainable development goals implementation.

We propose a conceptual framework of multi-stakeholder partnerships to support the sustainable development goals implementation. Thus, this paper contributes to the conceptual understanding of the multi-stakeholder partnerships mechanism that enhances the sustainable development goals implementation.

We contend that this is one of the few early papers that contributes to the conceptual development of a collaborative multi-stakeholder partnerships paradigm by which such partnerships are formed and institutionalized among multiple interacting sectors to achieve the sustainable development goals.

The purpose of this paper is to develop a consolidated framework for government e-procurement (e-GP) performance measurement based on the importance internal stakeholders attach to performance measures and metrics, providing in-depth understanding of their interest in e-GP performance.

This study is divided into two main phases: internal stakeholder identification and consolidation of performance measures and metrics. The mixed-methods approach follows semi-structured expert interviews with questionnaires collected from 413 internal stakeholders.

Five internal stakeholder groups were identified: management, auditors, financial officers, service users, and service support staff. Eight measures and 44 corresponding metrics were consolidated, and 21 significantly distinct performance metrics were identified from stakeholders’ perceptions. As expected, financial measures were most important to financial officers, while contract management was most important to service support staff.

Although e-GP processes can vary by country, this study’s approach to developing an e-GP performance measurement framework is adaptable, offering beneficial guidelines for designing e-GP performance measurement systems.

This paper goes beyond the existing literature by magnifying the internal stakeholder roles and perceptions of importance, as reflected in the consolidated e-GP performance measurement framework. The consolidation approach with theoretical references (new public management, transaction cost economics, and institutional theory) yielded comprehensive e-GP-specific performance measures and metrics, providing a rigorous approach to measuring e-GP performance.