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The purpose of this paper is to analyze standard setting and how a critical mass of users emerged in an industry in which multiple interface standards co‐exist and a critical mass of users was created multiple times.

This paper is based on research conducted for almost ten years using the case study approach. Data were gathered through more than 100 interviews with Japanese firms and through analyses of published sources.

The paper finds that growth in mobile internet services required agreements on multiple interface standards where some of these interface standards exhibited interdependencies and thus required integral design, while others have been built on top of these “basic” interface standards. Agreements on the former interface standards enable basic data connections between phones, services, and content and this required integral design. The latter interface standards connect the mobile phone with content and applications from other industries (e.g. music, video, publishing, broadcasting, and payment) and each critical mass of phones, services, and content for them partly builds from previously created critical masses.

The research focused on a single industry in a single country.

This paper helps scholars and practitioners better understand how interface standards and critical masses for them emerge.

This is the first paper to analyze multiple interface standards in a single industry and the emergence of a critical mass of users or complementary products for these standards.

The paper examines the content moderation practices and related public disclosures of the World's most popular social media organizations (SMOs). It seeks to understand how content moderation operates as a process of accountability to shape and inform how users (inter)act on social media and how SMOs account for these practices.

Content analysis of the content moderation practices for selected SMOs was conducted using a range of publicly available data. Drawing on seminal accountability studies and the concepts of hierarchical and holistic accountability, the authors investigate the design and appearance of the systems of accountability that seek to guide how users create and share content on social media.

The paper unpacks the four-stage process of content moderation enacted by the World's largest SMOs. The findings suggest that while social media accountability may allow SMOs to control the content shared on their platforms, it may struggle to condition user behavior. This argument is built around the limitations the authors found in the way performance expectations are communicated to users, the nature of the dialogue that manifests between SMOs and users who are “held to account”, and the metrics drawn upon to determine the effectiveness of SMOs content moderation activities.

This is the first paper to examine the content moderation practices of the World's largest SMOs. Doing so extends understanding of the forms of accountability that function in the digital space. Crucial future research opportunities are highlighted to provoke and guide debate in this research area of escalating importance.

This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides.

Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats of a sample set of 36 psychology research guides.

Although online research guides offer a platform for presenting instructional content in myriad formats, it was found that the sample set of psychology research guides rarely incorporated instructional content.

Psychology course guides were not part of the sample set; it is possible that guide authors approach the addition of instructional content in course guides differently than in general psychology subject guides.

This paper provides an overview of how libraries are, or are not, using research guides as part of their instruction program. The researchers propose a framework for adding instructional content to psychology guides using Standard Two.

Considering the ubiquity of online research guides on academic library Web sites, little research on the existing integration of instructional content into guides has been published. This study offers a snapshot of current guide practice and proposes a practical, systematic and unique model for aligning information literacy standards with guide content areas which has not been proposed elsewhere.

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.

This study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.

The results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.

The study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

This paper aims to evaluate the website content of Alabama academic libraries to examine their services, content and compliance with design and accessibility standards.

A content analysis was conducted on 24 academic library websites discovered through Jeanne Burke’s Higher Education Directory and the Alabama Colleges directory website. All data were collected within a month.

Study data revealed that while academic libraries are offering more online services, many continue to lack certain services or fail to implement basic web design and accessibility standards.

Inclusion into the study was limited to the independent library websites of Alabama institutions offering four-year degree courses and content data discoverable within three clicks of the home page. Future studies might identify why certain libraries lack reference chat services, social media accounts and/or certain accessibility accommodations. Additional research might evaluate multilingual websites and their methods for providing language options.

The results of this study should assist in the evaluation of library websites and increase awareness of design and accessibility standards, enabling designers and policy makers to improve upon future website designs.

This study presents a depth of evaluation and currency unseen in most web content analyses. The extent of this study should provide librarians, web designers, and library policy makers with a suitable comparison for website projects and evaluations.

A content analyses study of social studies textbooks was completed in 1993 by Rahmia Wade. She found the problematic way in which researchers examined texts noting they relied too much on personal perceptions and opinions of social studies topics and failed to cite additional sources to support their claims. The investigation further asserted social studies textbook analyses lacked interrater reliability and data quantification. In many cases, the authors of these works were comparing textbooks to other textbooks, rather than to standards, and were not examining all the texts used in a particular discipline. Based on these findings, Wade questioned the effectiveness of these analyses for improving social studies education. This project replicated Wade’s study. A random sample of social studies textbook analyses published between 2002 and 2012 was considered and the author found that they have changed little since Wade’s article. Suggestions are offered for those interested in conducting textbook analysis with a focus on how to make such studies more relevant for classroom teachers. These suggestions include: analyzing both the textbooks and standards simultaneously, analyzing the entire textbook, and providing student centered lesson ideas.

The purpose of this paper is to investigate the implications of the paradoxical situation in which standard setters are placed when standardising human practice. Contrary to standards, human practices are ambiguous, heterogeneous, and highly context dependent; in contrast, standards are unambiguous and apply across cases.

The paper is primarily theoretical and its analysis is based on conceptual content and extent analysis. For the purpose of illustration, the paper draws on the example of organic agricultural standards.

The author shows how illusion creation is innate in the practice of standardisation and therefore the risk of creating untrustworthy standards is prevalent for standard setters.

The paper provides a new understanding of standards and demonstrates the need to research standardization processes in depth and bring in a much more critical perspective to this prevalent but largely invisible practice.

This paper aims to make a comparative study on the latest version of green campus evaluation standard between China and America: Green Campus Evaluation Standard (GB/T51356-2019) and the sustainability tracking, assessment and rating system (STARS 2.2). The differences of evaluation methods and contents are analyzed and their respective characteristics and advantages are sorted out, so as to promote the development of sustainable campus evaluation standards.

The research mainly adopts the method of comparative study, which is carried out from three dimensions, namely, the related policies development of campus construction and world university sustainable rankings; the content of evaluation standards (including evaluation methods and evaluation categories and scores); the characteristics and current application of standards.

There are great differences between the evaluation standards of China and America in organization and participation mode, evaluation method and content. Public engagement, energy and campus engagement are the hot spots. Buildings, energy, food and dining and investment and finance will become the focus of sustainable campus in the future. Specific optimization strategies of key points, evaluation method and content and organization and participation mode of Chinese standard are put forward.

This paper clarifies the advantages and disadvantages of the current global sustainable campus, and provides the basis for the next stage of construction policy. At the same time, it is helpful for all countries, especially China, to formulate construction guidelines that not only meet their own actual needs but also conform to the trend of global sustainable campus development.

The connotation of sustainable campus is enriched, and the evaluation standards of sustainable campus are improved. The development of sustainable campus is promoted, so as to realize the sustainable development goals.

This research expands the scope of the study to the whole campus, rather than just one aspect of campus buildings. It compares the evaluation standard of green campus in China with STARS in the USA, and no longer compares leadership in energy and environmental design for schools. It discusses the campus building’s energy conservation while paying attention to the campus green consciousness, green management and green planning. Based on the relevant data currently used by STARS in the global evaluation, this paper analyzes the hot spots and shortcomings of the current global sustainable campus construction and puts forward some optimization suggestions for China’s green campus evaluation system.

The purpose of this paper is to describe the insights and a proposal into the structure of standards of business conduct and its intended applications.

The case study is based upon an inductive content analysis of corporate ethics artefacts.

It is concluded that the standards of business conduct may be highly prescriptive in world wide corporations, but that there should be an explicit commitment to a flexible and dynamic approach to the application of standards of business conduct.

An examination of the actual behaviour of a corporation's operations was beyond the scope of the present research, but such a study has potential for future research. This would open up the wider question of how corporations can minimise the gap between corporate intentions and actual outcomes in business operations across national and cultural boundaries.

These diverse national and cultural contexts that world wide corporations encounter must be taken into consideration in the content of their standards of business conduct.

The authors emphasise the concern of recognising that the contexts surrounding standards of business conduct are dynamic. Corporate codes of ethics should be regarded as dynamic artefacts. A framework of application is proposed.

The purpose of this paper is to explore addressing the accessibility, availability and interoperability issues of exchanging agricultural research output by means of the AGRIS application profile – an exchange metadata standard – and controlled vocabularies or subject‐specific knowledge organisation systems.

Based on an analysis of the open access (OA) publishing model and the open archives initiative (OAI), the authors share their proposal for the architecture for open archive networks in agricultural sciences and technology.

The lack of adequate information exchange possibilities between researchers in food and agricultural sciences represents a significant weakness, limiting the research system to properly help address the issues of agricultural development. The OA publishing model promotes the availability of content online, including grey literature, which is not available through commercial distribution channels but which significantly contributes to agricultural research and development. The new architecture proposed in this paper is based on these OA and OAI paradigms and has three components: the creation of content with agreed content description standards, the harvesting of the content using common exchange standards and the value‐added services provided to the users using the exchanged standard content.

The paper presents how the agricultural sciences and technology community can adopt the OA model and OAI tools. The paper will be useful to information professionals who are planning to improve the accessibility and interoperability of the agricultural research produced in their institution by the creation of institutional repositories.