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The purpose of this paper is to describe specific techniques of “inquiry‐based learning” employed by three instructors in Engineering schools, one in Europe and two in the USA.

Theorists such as Bransford et al. argue that twenty‐first century educators need to teach students to do more than simply remember and repeat information. Engineering educators Prince and Felder critique traditional methods of teaching in which instructors focus on mathematics and theory, but fail to convey practical applications of that knowledge. They advocate moving students to a higher level of learning – past the stage of memorizing and reciting data – to more sophisticated methods of analysis, synthesis, and application of knowledge. To enact such transformations, Prince and Felder recommend “inductive teaching methods,” including “inquiry‐based learning,” in which students learn through engaging with challenges and a series of questions. The paper provides examples of inquiry‐based learning activities from each of the authors. The paper then discusses the cross‐pollination of ideas and describes how the authors have shared inquiry‐based teaching strategies and collaborated to develop new and relevant assignments and approaches to teaching.

The willingness of learners to discuss a range of pedagogical topics, from specific practices to shared experiences and readings, led to an exchange of ideas, and also to deeper reflections on current practices. The cross‐pollination of assignments and techniques resulted in well‐structured, stimulating, and relevant research projects that engage engineering students from Texas to Portugal, and from communication to technical classes.

The use of inquiry‐based learning activities and the sharing of resources across continents aimed at improving learning and teaching requires expanding upon and further development.

The paper demonstrates the use of cross‐pollination of ideas, development of assignments and improved approaches to teaching.

The inability of cultural institutions to make available digital reproductions of collected material highlights a shortcoming with the existing copyright framework in a number of national jurisdictions. Overlapping efforts to remedy the situation were recently undertaken in the form of EU Directive 2012/28/EU, the “Orphan Works” directive, and a new licensing scheme introduced by the UK Intellectual Property Office (UKIPO). The purpose of this paper is to empirically evaluate both the EU and UK policy approaches, drawing on data collected during a live rights clearance simulation.

The authors attempted to clear rights in a sample of 432 items contained in the mixed-media Edwin Morgan Scrapbooks collection held by the University of Glasgow Library. Data were collected on the resource costs incurred at each stage of the rights clearance process, from initial audit of the collection, through to compliance with diligent search requirements under EU Directive 2012/28/EU and the UKIPO licensing procedures.

Comparing results against the two current policy options for the use of orphan works, the authors find that the UKIPO licensing scheme offers a moderate degree of legal certainty but also the highest cost to institutions (the cost of diligent search in addition to licence fees). The EU exception to copyright provides less legal certainty in the case of rightsholder re-emergence, but also retains high diligent search costs. Both policy options may be suitable for institutions wishing to make use of a small number of high-risk works, but neither approach is currently suitable for mass digitisation.

This rights clearance exercise is focussed on a single case study with unique properties (with a high proportion of partial works embedded in a work of bricolage). Consequently, the results obtained in this study reflect differences from simulation studies on other types of orphan works. However, by adopting similar methodological and reporting standards to previous empirical studies, the authors can compare rights clearance costs between collections of different works.

This study is the first to empirically assess the 2014 UK orphan works licensing scheme from an institutional perspective. The authors hope that it will contribute to an understanding of how policy could more effectively assist libraries and archives in their digitisation efforts.

The 2016 announcement of plans for a large new UK nuclear plant at Hinkley Point, just 250 miles from Ireland’s coast, was met with concern by many Irish people. Paradoxically, nuclear power was rejected in Ireland in 1979 with the development of the coal burning plant at Moneypoint in County Clare, and outlawed as an energy option in 1999, yet the country still utilises electricity from the UK’s power grid, which includes energy derived from nuclear power. Ireland’s interconnected energy grid includes Northern Ireland and the Republic. This chapter will examine the issues surrounding Ireland’s energy policy. In particular, it will focus on the debates that have occurred in Ireland in relation to the use of nuclear energy.

On 2 September 2015, it was announced that Tom Ford would again be ‘dressing James Bond’, Daniel Craig, in Spectre (Mendes, 2015) after tailoring his suits for Quantum of Solace (Forster, 2008) and Skyfall (Mendes, 2012). Ford noted that ‘James Bond epitomises the Tom Ford man in his elegance, style and love of luxury. It is an honour to move forward with this iconic character’.

  With the press launch of ‘Bond 25’(and now titled No Time to Die) on 25 April 2019, it is reasonable to speculate that Ford will once again be employed as James Bond’s tailor of choice, given that it is likely to be Craig’s last outing as 007. Previous actors playing the role of James Bond have all had different tailors. Sean Connery was tailored by Anthony Sinclair and George Lazenby by Dimitro ‘Dimi’ Major. Roger Moore recommended his own personal tailors Cyril Castle, Angelo Vitucci and Douglas Hayward. For Timothy Dalton, Stefano Ricci provided the suits, and Pierce Brosnan was dressed by Brioni. Therefore, this chapter will analyse the role of tailoring within the James Bond films, and how this in turn contributes to the look and character of this film franchise more generally. It aims to understand how different tailors have contributed to the masculinity of Bond: an agent dressed to thrill as well as to kill.

This chapter intends to give insights into the use of technologies such as virtual reality (VR), augmented reality (AR) and artificial intelligence (AI) in tourism and hospitality. Thus, the objectives are to: (1) give an overview about the meaning of luxury the use of technologies in tourism and hospitality, (2) provide examples about the use of such technologies (e.g., VR, AR, AI in practice) and (3) point out suggestions about further research in the interface of luxury and technologies in tourism and hospitality. The chapter is of interest to both academics and practitioners since it presents luxury, VR, AR and AI concepts, gives examples of technologies applications and points out critical areas for future research.

The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them.

A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software.

Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options.

Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

Significant advances in digital technologies impact both organisations and knowledge workers alike. Organisations are now able to effectively analyse significant amounts of data, while accomplishing actionable insight and data-driven decision-making through knowledge workers that understand and manage greater complexity. For decision-makers to be in a position where sufficient information and data-driven insights enable them to make informed decisions, they need to better understand fundamental constructs that lead to the understanding of deep knowledge and wisdom. In an attempt to guide organisations in such a process of understanding, this research study focuses on the design of an organisational transformation framework for data-driven decision-making (OTxDD) based on the collaboration of human and machine for knowledge work. The OTxDD framework was designed through a design science research approach and consists of 4 major enablers (data analytics, data management, data platform, data-driven organisation ethos) and 12 sub-enablers. The OTxDD framework was evaluated in a real-world scenario, where after, based on the evaluation feedback, the OTxDD framework was improved and an organisational measurement tool developed. By considering such an OTxDD framework and measurement tool, organisations will be able to create a clear transformation path to data-driven decision-making, while applying the insight from both knowledge workers and intelligent machines.

This study aims to examine students' perceptions and their acceptance towards implementing a laptop program.

Extensive research has been carried out on the technology acceptance model (TAM) to better understand the behavioral intention of individuals to accept and use technology. Therefore, the TAM was adopted as the theoretical framework. Data analysis consisted of factor analysis according to the TAM model's two primary constructs, followed by T‐tests to determine the impact of the discovered factors on participants' attitudes on a laptop initiative.

This study analyzes survey questions related to the two factors in the TAM model, as well as the discovery of a third factor, perceived change. By understanding what factors are of main concern to students, a laptop program can be made more useful to students and universities.

This research was limited to one particular university. Suggestions for further research are to adapt and conduct the suggested survey tool in other university settings, according to the constructs of the TAM model as described in this paper.

The laptop initiative questionnaire contains questions that focus on all three TAM model factors. This provides a comprehensive base of questions for those needing to conduct similar lines of research within their universities.

This paper provides a tested survey based upon the widely accepted technology acceptance model with an added factor pertinent to the exploration of technology acceptance within the university environment.

In light of the recent increase in the scholarly attention given to meaningful engagement with gamified information systems (IS), this research explores the definition and measurement of meaningful engagement as well as its role in predicting employees’ knowledge contributions via gamified knowledge management systems (KMSs).

The authors conducted two empirical studies. Study 1 develops a measure of meaningful engagement and evaluates its validity and reliability. Drawing on the literature on user engagement and work gamification theory, Study 2 places meaningful engagement in a nomological network and assesses the construct’s utility for predicting the quantity and quality of knowledge contributions via a gamified KMS.

The results show that meaningful engagement encompasses five specific dimensions: intense involvement, sense of meaning, self-discovery, pursuit of excellence, and personal expressiveness. The results also indicate that fostering meaningful engagement, which goes beyond hedonic and instrumental engagement, is essential to enhance the quality and quantity of knowledge contribution.

This research contributes to the literature on gamification by drawing scholarly attention to meaningful engagement as a parsimonious yet powerful construct that complements the notions of hedonic and instrumental engagement with KMSs. Although previous studies have highlighted the significance of meaningful engagement with gamified IS, little effort has been made to develop a scale to measure meaningful engagement. The scale the authors have developed will help researchers precisely measure users’ meaningful engagement and systematically examine its role in gamified systems compared to that of other forms of engagement. The study also has practical implications, as the results can inform future design strategies to enable the successful implementation of gamified KMSs that facilitate knowledge contribution in the workplace.

The development of new constructs is the starting point for theoretical development. This research responds to the call to conceptualize meaningful engagement with gamified IS.