Search results

The purpose of this paper is to highlight collection development activity in UK higher education libraries and to place it within both a conceptual and strategic context.

This paper uses a theoretical approach to collection development and content strategy derived from literary theory to contextualise debates. It uses current examples from collection management within UK academic libraries.

This paper suggests that collection development is not exclusively a library practitioner activity but needs to be considered within a wider context that takes account of multiple strands of collection selection and management. Collection development cannot be considered in isolation but alongside collection management and in relation to content strategy.

This paper includes consideration of the topic of collection development that is influenced by other disciplines, notably literary theory. This suggests that research in library science should include input from other disciplines.

This paper includes implications for content development within academic libraries that suggest that a re-focus at the strategic level of content is required.

This paper introduces a conceptual register to collection development outside of traditional library science models and posits a move to strategy.

Many literature reviews on project management (PM) research are limited to studies published only in PM journals but some reviews do expand their analysis on PM research published also in journals belonging to the management studies field. However, the authors found no previous literature reviews comparing the PM content in different sectors outside the management studies field. Therefore, the analysis and findings of PM content derived from the sector-specific engineering and technology-focused journals are new. The paper aims to discuss this issue.

The authors analyze PM content in nine different sectors, where each sector and its inherent research is connected to specific engineering, technological, or industry-related disciplines. The authors conduct an evidence-informed literature review on PM knowledge in the distinct literatures of these nine sectors. The period of analysis is 24 years from 1986-2009. The authors discuss potential consequences of the findings’ sector-specificity for future PM domain development.

The perspective on different origins of PM leads to a meta-level PM concept covering several different PM domains, each with its own sector specific and separated development path.

The literature analysis purposefully excluded PM journals and management studies, and the authors focused only on sector-specific engineering and technology-focused journals that represent knowledge and wisdom of different PM contents in nine sectors.

The findings have significant potential to contribute to scholarly discussion on the development of a universal PM theory. For applicability across sectors, the authors suggest a modular PM theory with different sector-specific modules for knowledge, concepts, and underlying assumptions.

Currently, this discussion has been mainly focused on theorizing concepts and approaches in management studies only. This study expands the understanding to engineering and technology-focused journals across nine industry sectors/domains.

The authors propose a strategic-balance approach to local content laws in which less developed economies in sub-Sahara Africa can develop investment incentive policies for attracting multinationals and direct foreign investment but, at the same time, have a structured and operational framework for the enforcement of local content laws. The purpose of the paper is to identify the elements involved in the equation: the incentives, the potential spillovers and the criteria for evaluation.

The approach involves a review of the literature and the operational details and limitations of local content laws in sub-Sahara Africa.

The paper develops a conceptual model for a holistic understanding and management of this dilemma by policymakers and development practitioners to maximize the benefits of natural resources to less developed countries in sub-Sahara Africa towards the fight against poverty and underdevelopment.

This paper provides the opportunity to influence policy direction in relation to the adoption of investment incentive policies and programs and the enforcement of local content policy guidelines and regulations in sub-Sahara Africa.

Multinational companies (MNCs) operating in less developed and emerging economies in sub-Sahara Africa should consider how their economic and corporate social responsibility activities can help develop the capabilities of the local workforce through training and development activities; develop domestic firms’ capabilities via enterprise development programs; and develop local firm’s absorptive capacities through knowledge transfers and innovation systems to support development activities.

Policymakers in less developed and emerging economies in sub-Sahara Africa need to strike a balance in adopting investment incentives policies towards attracting foreign investments and the enforcement of local content regulations to make sure they derive the maximum benefits from their strategic resources. It is important for policymakers to understand that the mere attraction of MNCs into an economy does not explicitly guarantee domestic job creation; rather, it depends on how MNCs respond to local content policy regulations through their business strategies. Linking investment incentives with local content policy regulations at a critical point could potentially support and strengthen industrial development in sub-Sahara Africa.

This paper is among the first to examine the challenges of both attracting foreign direct investment and enforcing local content laws and regulations in sub-Sahara Africa. This paper contributes to the understanding of this dilemma and how less developed economies can manage such a crucial and important issue using our proposed strategic-balance approach. The contribution of local content laws and the design and adoption of investment incentives policies and programs to attract foreign investment to promoting sustainable domestic growth and development must depend on the balance between the enforcement of local content policy guidelines and the provision of such investment incentive packages to attracting foreign investment.

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

States that the rate of change of Internet technology is alarmingly high. The main question addressed in this article is: how can organizations cope whose main activities are not Internet‐technology related? METANET is a framework containing the concepts required to keep pace with the rapid evolution of Web applications. It has four main components: development, maintenance, tools architecture and organizational fit. A typology of Web applications and the development method allows IT departments to determine what types of Web applications they are ready to develop. Content maintenance models are set out. The necessary organizational structure is discussed. An architecture for efficient and productive corporate development tools is set out. To illustrate the concepts a prototype repository is discussed.

This chapter discusses the findings of a qualitative study conducted on the US–Mexico border to investigate preservice bilingual teachers’ understandings of the effective practices needed to teach content in bilingual classrooms. Specifically, participants’ understandings of teaching language through content to emergent bilinguals and the role of academic language in a content methods course taught in Spanish for preservice bilingual teachers were explored. The results of the study show that preservice bilingual teachers struggled to internalize how to develop language objectives that embed the four language domains as well as the three levels of academic language into their content lessons. Although participants emphasized vocabulary development, they integrated multiple scaffolding strategies to support emergent bilinguals. Moreover, although preservice bilingual teachers struggled with standard Spanish, they used translanguaging to navigate the discourse of education in their content lessons. The use of academic Spanish was also evident in participants’ planning of instruction. The authors contend that bilingual teacher preparation would benefit from the implementation of a dynamic bilingual curriculum that: (a) incorporates sustained opportunities across coursework for preservice bilingual teachers to strengthen their understanding of content teaching and academic language development for emergent bilinguals; (b) values preservice bilingual teachers’ language varieties, develops metalinguistic awareness, and fosters the ability to navigate between language registers for teaching and learning; and (c) values translanguaging as a pedagogical strategy that provides access to content and language development.

The study examines the instigating factors behind the development of the local content (LC) policy in Ghana and it further investigates the accountability mechanisms that drive the LC policy implementation to promote sustainable development.

The study reports on a series of interviews with key actors using Institutional Theory and the application of Bovens’ (2010) Global Accountability Framework as a lens for discussion and interpretation of results.

The results reveal that two forces instigated LC policy enactment. One is external funding pressure from the Norwegian government and the World Bank. The other is the government’s engagement of Civil Society Organisations and other internal stakeholders to justify its activities and missions to signal adherence to impartiality, neutrality, and, to a lesser extent, solidarity. The analysis also reveals tensions in how accountability legitimacy relates to implementation of the LC policy. The study further discovers that while participation, transparency, monitoring, and evaluation are frequently invoked as de jure institutional legitimacy in oil and gas contracts, actual practices follow normative (de facto) institutionalism rather than what the LC policy law provides.

The interview had a relatively small number of participants, which can be argued to affect the study’s validity. Nevertheless, given the data saturation effect and the breadth of the data obtained from the respondents, this study represents a significant advancement in LC policy enactment knowledge, implementation mechanisms and enforcement in an emerging O&G industry.

The findings of this study suggest that future policy development in emerging economies should involve detailed consultations to increase decision-maker knowledge, process transparency and expectations. This will improve implementation and reduce stakeholder tension, conflict and mistrust.

The findings of this study build on earlier investigations into legitimacy, accountability and impression management in and outside the O&G sector. Also, the findings reveal the legitimising tactics used by O&G actors to promote local content sustainable development targets.

The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers ' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers ' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning.

The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning.

The paper provides insights into the authors ' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts.

The paper includes implications for the design, development and implementation of teachers ' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA).

This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.

From 2007 to 2009, Kansas State University Libraries (K-State Libraries) committed to strategically assess and redevelop their organizational structure. The Libraries’ Strategic Plan and position redistributions commenced in 2007 and 2009 respectively, with adjustments in 2010 to accommodate the university’s K-State 2025 Strategic Plan. Together, these changed the roles of former subject librarians, dividing and transferring responsibilities for outreach, reference, instruction, and collection development. Among the more significant changes was the creation of departments devoted to patron groups, rather than specific academic disciplines. Illustrating how the reorganization changed the roles of traditional library services, this chapter outlines the responsibilities of three librarian positions: Undergraduate and Community Services, Faculty and Graduate Services, and Content (collection) Development. The librarians are also founding members of the K-State Libraries Arts Matrix, an ad hoc team operating within the new organization to enhance communication and expand subject expertise in the visual and performing arts. These transitions presented both opportunities for engagement and specialization, as well as challenges to communication and subject identity. These issues are addressed, including solutions offered by the matrix model. Although this study is limited by the neoteric existence of this model, and lack of precedents for comparison, K-State Libraries’ example may offer a viable model for institutions adapting to fiscal realities. Additionally, matrices may supplement the traditional subject librarian model for those seeking to enhance engagement and collaboration. This chapter offers further insight into a strategic planning process, as well as a transparent, inclusive strategy for librarians adjusting to organizational change.