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This study seeks to illuminate business instructors' undergraduate pedagogical processes toward developing resources and services to support their teaching.

The authors recruited participants through purposeful sampling and collected data through semi-structured interviews. The transcriptions were coded using a grounded theory approach.

The findings of this study demonstrate that faculty are motivated to be good teachers and want to engage in opportunities to improve. However, lack of time and teaching with technology pose pedagogical learning curves for faculty. Institutional support for improving teaching is welcomed, but it may also be perceived as white noise against competing priorities and a deluge of information. Lastly, business, as a discipline, may uniquely use informational formats such as multimedia and case studies that may pose a challenge to traditional collection development.

The project was designed to be exploratory, small-scale and grounded in approach. This study does not purport to be statistically representative nor are the recommendations meant to be prescriptive.

Academic libraries should be more intentional about positioning subject librarians to provide suggestions for textbooks or other course materials, collecting, organizing and preserving case studies and multimedia and their relationships with publishers that use models that subvert collecting textbooks. Libraries should also partner with technology and pedagogy support units to offer cooperative programming when possible.

This study contributes to the fields of library and information studies, business and education by articulating the unique needs of instructors within the larger contexts of business pedagogy, and the evolving relationship between libraries and undergraduate teaching support.

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in the field of knowledge and knowing, namely, Habermas’ cognitive interests and Chinn, Buckland and Samarapungavan’s notion of epistemic cognition. It examines the common ground between the two bodies of theory, drawing illustratively on empirical work in the field of doctoral examination. The comparison of the Habermasian theory of cognitive interests with Chinn et al.’s notion of epistemic cognition led to the conclusion that there were areas of overlap between the two conceptual schemas that could be utilised to advance research into doctoral examination in higher education. Habermas’ cognitive interests (which underpin his ways of knowing theory) offer a conceptual lens that facilitates analysis of the interaction of ontological and epistemic components of knowledge production. Chinn et al.’s notion of epistemic cognition allows for finer grained analysis of aspects of the cognitive work involved in knowledge rendition. This work is particularly pertinent in an era that sees the boundaries of the disciplines being challenged by the need for new perspectives and cross-disciplinary approaches to solving complex problems.

In 1974 the University of Newcastle, Australia, established a mature age access programme called the Open Foundation. Since that time, thousands of adults have entered university through the Open Foundation portal. This article explores the layers of context for the establishment of the Open Foundation in the early 1970s. It seeks to understand the reasons why the University of Newcastle, which already provided the means for direct entry for some adults, sought to widen participation for adults at that time by creating a year long pre‐tertiary programme. Pascoe’s explanation that matureage entry schemes in Australian universities were prompted by ‘pragmatic considerations’ such as the disruption to intakes due to the lengthening of secondary schooling in New South Wales in 1969 and the falling demand for university places in the late 1970s and 1980s, does not satisfactorily account for the establishment of the Open Foundation Programme. Rather this article argues that the Open Foundation was set up in response to a variety of international, national and local influences, and as a reflection of educational ideas that were flowing from overseas at the time, especially around the establishment of the Open University in the United Kingdom, and in which not only pragmatism, but also idealism figured.

This study aimed to explore how forensic mental health service users make sense of their past adverse experiences. Secondly, it aimed to explore whether service users considered their adverse experiences to be related to their current stay in a forensic mental health setting.

Interpretative phenomenological analysis was used to analyse interviews with eight service users in low and medium secure care. Six of the participants were male and two were female.

Four super-ordinate themes emerged from the data: “Living amongst adversity”; “Managing adverse experiences”; “Making sense of going into secure care”; and “Coping with the past in the present”. All participants referred to multiple adverse experiences throughout their lives and used harmful coping strategies to manage these. Individual differences in how they related their past experiences to their detention in secure care were evident.

Author guidelines state that this section is optional. Implications for clinical practice are discussed at length in the discussion section.

This study offers an insight into the way in which forensic mental health service users make sense of their past traumas in relation to their current admission to secure services. To the best of the authors’ knowledge, no research has previously addressed this from the perspective of service users.

The purpose of this paper is to identify cross-country differences in socio-economic sustainability, which are operationalized as relative efficiency of economic and social impacts of hyperconnectivity (usage intensity of information and communication technologies (ICT) devices). The authors have a particular interest in the emerging economies because they enjoy outstanding growth rates and prospects for market expansion, and have undertaken significant economic reforms and, thus, should be expected to lead other two groups in the efficiency of transforming hyperconnectivity into sustainable growth.

The authors use canonical correlation analysis (CCA) to confirm the existence of a strong and significant relationship between hyperconnectivity drivers and socio-economic outcomes on a country level. The authors test the difference in efficiency of transforming hyperconnectivity into socio-economic sustainability among three groups of countries: advanced, emerging and developing nations using data envelopment analysis (DEA).

The findings indicate that indeed emerging economies were the most effective ones to use infrastructure and digital content followed by developing and advanced countries, respectively. However, relatively better affordability of technologies in the emerging countries did not produce as much socio-economic impact as compared with developing nations. Favorable legislative conditions and high individual ICT usage in advanced economies did not contribute much to socio-economic sustainability either.

One of the limitations of this study stems from the classification of the countries. World Economy Forum and International Monetary Fund resources are utilized for the economy categories, but their basis for classification of counties is rather subjective. Lack of existing comparative efficiency studies on a country level prevents effective benchmarking of the results.

Since the key vehicles of transforming technology into socio-economic impact are organizations, they should design and implement an appropriate organizational architecture which would facilitate this transformation in the emerging markets more effectively.

In a climate of increasing public accountability, governments have been increasingly urged to introduce good administrative practices and performance standards to enable efficient utilization of their resources and enhance social implications within and across countries.

Although the impact of ICT on macro-economic development has been previously studied, the efficiency of this impact was not. Using CCA as a complementary tool for DEA approach in this study constitutes a methodological contribution to existing DEA research, mostly done in the area of operations management. Using DEA on a country level is a novel approach which contributes to the realm of application of this methodology.

In investing energy in developing reasoning machines of the future, one must abstract away from the specific solutions to specific problems and ask what are the fundamental research questions that should be addressed. This paper aims to revisit some fundamental perspectives and promote new approaches to reasoning machines and their associated form and function.

Core aspects are discussed, namely the one‐mind‐many‐bodies metaphor as introduced in the agent Chameleon work. Within this metaphor the agent's embodiment form may take many guises with the artificial mind or agent potentially exhibiting a nomadic existence opportunistically migrating between a myriad of instantiated embodiments. The paper animates these concepts with reference to two case studies.

The two case studies illustrate how a machine can have fundamentally different capabilities than a human which allows us to exploit, rather than be constrained, by these important differences.

Aids in understanding some of the fundamental research questions of reasoning machines that should be addressed.