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Purpose – During the last decade, several nonprofit governance codes have emerged in Germany and Switzerland. In contrast to the corporate sector, where one code exists in each country, the nonprofit sector has not unified its initiatives on governance guidelines. This research study searches for reasons of this heterogeneity by analyzing the content of the governance codes.Design/methodology/approach – Based on a comparative content analysis of 15 governance codes from Germany and Switzerland, this survey gives some insight about the different range of issues and levels of detail.Findings – The findings report a great variety among the nonprofit governance codes. Three different clusters are defined in order to classify the governance codes regarding their information detailedness. Some codes present the basic principles, others give detailed information on focused subjects, and some others function as soft law with a large scope. Additionally, the kind of the producers does have an influence on the content of nonprofit governance codes.Research limitations/implications – The survey is limited because of its geographically focus. However, several implications for further research can be drawn, that are of international relevance. Better knowledge is necessary about the implementation of the governance codes. Additionally, further influence factors on the content of governance besides the kind of the producers have to be analyzed. Finally, it would be interesting to test the acceptance of the codes and the participation process of development among a larger group of organizations that complies with a governance code.Originality/value – For the first time, a complete list of all nonprofit governance codes in the two countries was conducted as a basis for this study. Former studies used a smaller sample of governance codes without clarifying the reasons for the selection.

As more people become Internet users, the likelihood of free public Internet access at libraries or other institutions increases. However, demand alone does not drive governments to offer this public service. Governments in Eurasia face economic, reform, and freedom of information challenges. People in Eurasia face computer illiteracy, lack of affordable computers and Internet providers, missing relevant online content in their mother tongue in their local context, and disinterest in creating content or learning new technologies.

Today, Ukraine, Kazakhstan, and Georgia have made the most progress in promoting the Internet as an information resource in the public sphere. Moldova, Uzbekistan, Belarus, Azerbaijan, and Kyrgyzstan have made progress in some key areas, but government, political, market, economic, and geological impediments need to be addressed. Tajikistan and Turkmenistan have two of the lowest percentages of Internet users in the world, and they have barely begun to make the Internet a relevant public information resource.

The next generation of leaders (those currently below 25 years of age) and increased government support of access, training, and content will raise rates of Internet adoption. As this unfolds, a mixture of government reform in its support of libraries and donor support could improve libraries’ current abilities to meet the information needs of the citizens in Eurasia.

Much has been theorized about what change strategies to employ given particular types of organizational change. Organizational theorists have linked participative strategies with culture change, strategies based on logic and reason with new technology implementations, and power strategies with the introduction of new laws and legislation. However, to what degree are these suggested recommendations carried out in organizations? In this paper, we explored the extent to which change recipients perceive the use of theorist recommended strategies when undergoing specific types of organizational changes. Using survey research (N = 88), we investigated the perceived relationship between two components of change: change content and change strategy. The results partially follow the ideals proposed by previous theorists, but they also highlight a significant relationship between power-coercive strategies and episodic change events that is contrary to those ideals. For practitioners, our findings draw attention to the connection between change content and change strategy in the hope of offering some guidance to those change agents who must determine how to lead a particular change initiative. Additionally, since our investigation is original and exploratory, we incite future research aimed at understanding the congruency between change content and change strategy formulation.

In recent years, the network perspective has become highly influential in the strategy research. A number of strategic phenomena and outcomes have been studied successfully by adopting the methodology of social network analysis and taking a relational perspective on firm behavior and outcomes. However, while the social network methodology provides a powerful research tool for strategy researchers, it is fraught with both theoretical and methodological challenges. In this paper, we argue that many of the issues related to using the social network approach in strategy research derive from the use of an essentially individual level methodology being applied to the level of the organization. Organizations being large, complex, and nested entities, the social processes that are implied in network research at the level of the individual are often questionable at the interorganizational level. We identify ten specific issues, grouped under three major heads: issues relating to network structure, to network ties, and to network actors and action. We discuss the theoretical and methodological challenges associated with each issue and conclude with some suggestions for using the network perspective in strategy research.

Purpose/Aim: Over the last quarter of a century, several voluntary frameworks and non-financial reporting standards have been developed by various initiatives and organisations. Especially after the 2008 financial crisis, which deepened into values crises, the need for evaluating social, environmental, and economic consequences and herein for non-financial disclosures accrued. This chapter aims to outline the current state in the ecosystem for non-financial reporting and its projected future developments and suggests further developments in this field. Since financial institutions played a negative role in the crises and will be important in future responsible investing, the authors also addressed some financial institutions’ specific non-financial issues.

Method: In search of an answer to our questions about whether existing non-financial reporting pronouncements meet (various) stakeholders’ expectations and whether international pronouncements are needed, we rely on triangulation. We start with the identification of phenomena of non-financial reporting. Description of phenomena is further on supplemented with a literate overview. Based on a review of prior research and study of the current framework’s pros and cons, we present a possible path of further development in non-financial reporting. Making that mixed-methodological approach is used (i.e. deductive and inductive reasoning).

Results/Findings: The authors deduce that there has been a substantial increase in demand for non-financial information, social responsibility ratings and other non-financial information services on behalf of preparers, users of such reports and the public. The authors particularly highlight the shortcomings that currently exist and outline the characteristics that future international non-financial reporting frameworks would have to meet with the awareness that such framework or standards will have their advantages and disadvantages. As seen by the authors, the main problem is how to achieve political consensus and then general acceptance by users.

Originality/Significance: The International Financial Reporting Standards (IFRS) Foundation has become active in the field of non-financial reporting and started a project to become an internationally recognised standard-setter. However, with many mandatory or voluntary initiatives being started in this field, IFRS Foundation will need to address many challenges and ambiguities to become a leading organisation in non-financial reporting. Therefore, the research question is whether a new board, comparable to the International Accounting Standards Board, with the straightforward task of setting non-financial reporting standards would be needed in the future.

As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time ‘on placement’ – applying their theoretical learning to the clinical area.While off campus and at a distance from their peers and university staff, however, they must continue to study and complete assessments. This creates enormous complexities for nursing students; issues of retention and success, anxiety and isolation are well documented in the research literature relating to this particularly diverse group. Emerging technologies offer opportunities to increase engagement between nursing students and faculty, thus potentially eliminating many of these difficulties. At Glasgow Caledonian University, a blog was developed to provide new students with remote support and a virtual community while on their first placement. The open access resource offered a link between faculty and students and a forum for peer support among the cohort. Student produced materials, such as ‘talking head’ videos and placement diaries, were posted alongside assessment-specific learning resources developed by staff. The blog was fully interactive and participants were encouraged to comment on and respond to posts in order to increase engagement. A thorough evaluation of the continuing initiative highlighted the success and further potential of the resource but also suggested limitations in terms of interactive engagement and issues of digital literacy among some learners. This chapter will discuss the use of technologies such as blogs in providing remote support to learners, using the student nurse blog as a case study.

While access to devices and connectivity remain key issues in Latin America and the Caribbean, a growing body of literature also recognises the importance of media literacies and competencies necessary to navigate an information-rich society. This media literacy movement highlights skills that lead to critical analysis and the assembly and production of knowledge. In the Caribbean region, information literacies have been linked to competency in exploiting opportunities for informal and lifelong learning. This paper builds on the literature dealing with media literacies by drawing on ethnographic interviews with women in Trinidad and Tobago.

The methodology consists of an 18-month long ethnography including participant observation data as well as transcripts of 90 interviews.

The research shows how women in a lower middle class community dubbed ‘Belleton’ build and refine their digital media skills through lifelong adult learning. These informal learning processes that are facilitated by digital technologies that are spaces of learning where these women construct knowledge and build fluency and larger life skills.

This research makes a contribution to the literature on media literacy and digital skill-building. It ethnographically analyses the social practices of Trinidadian women who interact with digital media in a wide range of daily life activities including DIY consumption and small-business entrepreneurship.

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world were faced with the difficult questions of how to continue to provide training, learning and research activities to students during outbreaks, epidemics and pandemics. Online and blended learnings are relatively new modes of teaching and learning activities which enable HEIs to offer either online only or a combination of online and physical-based programs of study respectively. Adoption of such learning practices helped ensure continued HEIs operations during outbreaks, epidemics and pandemics. However, there are HEIs which still have no or limited investment in online and blended learning. This chapter outlines the different models of online and blended learning that HEIs can adopt, demystify the benefits, values and challenges posed by these models, necessary infrastructure including information and communication technologies (ICTs) as well as required staff and student support services to ensure effective and efficient uptake and usage. It further shows that with a deliberate initial investment in the necessary infrastructure, staff and student support services, the resources of and potential for online and blended programs can be enormous. It also outlines remote learning models that HEIs can adopt, how to support students’ readiness for online and blended learning, the benefits and challenges posed by employing online and blended learning in HEIs and the necessary infrastructure and support services.