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The authors introduce an innovative and practical approach for conducting, directing, and teaching qualitative research through inquiry-based learning at the undergraduate level. Folknography is a qualitative research methodology that allows the undergraduate to successfully learn the academic concepts and guidelines required for participating in field investigations. This methodology relies heavily on the investigative techniques associated with ethnography, phenomenology, and sociology. Data collection techniques are specifically designed to reveal thick descriptions that represent the subjective attitudes, perspectives, and interpretations of the folk selected for investigation. The main objective of study is to gather qualitative data that allows for the emergence of a collective voice assumed to be representative of the targeted population. This chapter identifies three separate research projects in which undergraduate students immersed themselves in a specific setting; and, from that perspective, made important discoveries that expanded their knowledge of socio-cultural phenomena. Folknography is presented in this chapter as parallel actions; first, as a method of teaching undergraduates research; and, second as a system of data collection specific to qualitative investigations.

Professor David Keith‐Lucas, M.A., M.I.Mech.E., F.R.Ae.S., assumed the office of President for the year 1968–9 at the Annual General Meeting of the Royal Aeronautical Society.

THE recent lecture by Professor David Keith‐Lucas, M.A., M.l.Mech.E., F.R.Ae.S., on ‘The British Aircraft Industry and its Future’ must be regarded as essential reading for all those concerned with the industry. In order to give his paper the prominence it deserves, and so that the text can be given almost in full, it takes the place of the Leader for this issue.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships.

Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes.

This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support.

Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions.