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The purpose of this paper is to examine the challenges faced by the hospitality industries in developing an Islamic hospitality identity and indigenous styles of management, particularly in the context of the United Arab Emirates (UAE) – especially Dubai. It also aims to identify and comprehend the socio‐cultural implications of Islamic hospitality in terms of products and marketing.

This conceptual‐based paper critically reviews and amalgamates a diverse range of literature concerning Islamic hospitality (and tourism), Arab management and leadership qualities, human capital and nationalization of employment, industry skills and educational directives in hospitality and destination and product strategies.

The work critically accounts for the changing nature of skills needed by localised hospitality managers and the industry in general, especially to keep pace with dynamic customer demands and an increasingly sophisticated market and consumer. The outcome of the paper concerns the operationalisation of soft skills and managerial expertise attuned to ethnic and religious attributes of the host society. The evaluations propose ways in which the education sector can extend the career development and progression pathways for UAE nationals. The work also indicates how product development, innovation, transformation and marketing have a crucial role to play in advancing an Islamic and cultural approach to hospitality.

This paper uniquely concerns an under‐developed area of academic study: the role Islamic‐based principles and practices of hospitality and ways in which they can be developed through an indigenous‐led workforce, and Islamic and Arab styles of management, leadership and service sector operation.

Historically, Scottish education policymaking has been implemented independently of central educational policy makers, with policymakers negotiating with a variety of interest groups and elected policy makers. The paper discusses Scotland’s research policy; the purpose of research and its possible link to teaching and learning, the function of a research policy and a critical discussion of the theory of policy networks and policy communities to establish the key players who “really” shape and set Scotland’s research policy. The paper draws on documentary evidence to support recommendations on how to enhance the policy‐making process to ensure a greater representation and more effective implementation at the “grass roots” level of Scottish researchers and their academic managers.

This paper describes the findings from 89 focus groups held with 505 young (13‐39 years) and middle‐aged (40‐59 years) adults in the UK, Ireland, Spain, France, Slovakia and Sweden.There were many similarities across all countries and most differences were between the different age groups, rather than the different countries. Five major themes were identified from the comparative data: views of dignity; old age and ageing; views of older people's lives; across the generations and adding dignity to older people's lives. Many of these findings confirmed those of the focus groups with older people and health and social care professionals. Dignity was important to people of all ages but particularly to older people. Being treated as an individual was critical for the maintenance of dignity. In the participating countries older people were generally treated negatively and undervalued and seen as vulnerable, second‐class citizens.Old age was perceived as a time of physical and mental deterioration, poverty and dependency. Intergenerational activities were important for both individual self‐esteem and the ability to participate fully in society. Suggestions for enhancing dignity included greater public awareness about the dignity of older people and about existing care and support services for them. Health policies should tackle ageism in service provision and the development of standards in health and social care for older people could do much to improve dignity.

The suspension of a North London Polytechnic head of department, Mr W. J. P. Jenkins, at the end of last term is thought likely to cause more trouble when staff and students return this month. Relations between the student union—with the support of certain members of staff — and the polytechnic director, Mr Terence Miller, have never been good, and this latest incident is bound to be explosive. Mr Jenkins is very popular with students in his department of business studies.

This article aims to provide a comprehensive step by step plan on creating a Zombie Library, a physical collection of e‐books through the use of QR codes. Drawing on the collective authors' experience working with the QR codes creation, this article aims to help librarians interested in promoting e‐book collections and creating QR‐coded Zombie books in their libraries.

A literature review was performed using library databases, as well as consulting various online library subject guides on the use of QR codes in libraries. Between November 2011 and October 2012 Idaho State University (ISU) library executed a plan for creating QR codes for a Gale Virtual Reference Library e‐book collection.

The study found an increased usage of the e‐book collection. The actual physical production of the items was more time‐consuming than originally expected. The Zombie Library project received a lot of support and enthusiasm from the campus community. Plans are being made to expand this project to other e‐book collections and other physical media (posters, bookmarks, etc.). This article combines promoting e‐book collections with physical representations of the e‐book via QR codes.

This article is an inclusive step by step plan for promoting e‐book collections using QR codes.

This paper describes the creation of the educational materials developed as part of the Dignity and Older Europeans Project. Following a discussion of the development process, the materials themselves are described. The materials includes a poster of the dignity balance, which contains five core messages and illustrates the impact of both enhancing and violating individual dignity. The second product is a leaflet that also includes the dignity balance and lists of actions and approaches that will promote dignity or result in indignity. The final product to date is a multidisciplinary workbook which is described in some detail. The workbook Educating for Dignity provides a brief outline of the theoretical model of dignity, and four different sections based on the empirical findings:• understanding dignity• old age ‐ what is it like to be an older person?• dignity in care• the impact of the system.In each section quotations from participants, supplemented with images and cartoons, are used to illustrate various aspects of dignity. Readers are then set exercises to promote reflection about the issues raised. The workbook also contains a discussion of the exercises, an extensive bibliography and some policy implications. Finally, dissemination and use of the materials are explored.

Professionals' views concerning the importance of dignity and how this can best be maintained is important for the planning and provision of appropriate services, especially for older people.Dignity was described as an integral part of being human and closely related to respect. Overall, participants painted a negative image of the lives of older people, although clear distinctions were drawn between fit and frail older people. Indignities associated with old age arose from ill health, dependency, vulnerability, frailty and loss of competence. It was considered that technological advances and information technology had left many older people behind. However, many described working with older people as an enjoyable experience offering variety, intellectual challenge and satisfaction, while recognising that working with older people was often given low status.Professionals identified the following factors as essential to dignified care: promotion of autonomy and independence; a person‐centred and holistic approach; maintenance of identity and encouragement of involvement, participation and empowerment; effective communication and respect. Undignified care was associated with: invisibility; de‐personalisation and treatment of the individual as an object; humiliation and abuse; narrow and mechanistic approaches to care.Policy development and professional education should give greater prominence to dignity and a greater emphasis ought to be placed on living with dignity in old age rather than solely dying with it.