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This paper aims to determine whether high school students can become agents of change in their local communities by participating in a formal internship program implemented through a partnership between academia (high schools and universities), nonprofit organizations and key community stakeholders.

Pre- and post-assessments, activity journals and on-line interviews are used to measure the impact of internships on high school students’ sustainability leadership, using a train-the-trainer intervention led by university interns. A conceptual problem-solving framework is proposed and empirically tested to explore the linkages between complex problem constellations, sustainability transition strategies and sustainability visions.

The five core leadership competencies (systems thinking, strategic, anticipatory, normative and interpersonal) may not be as uniquely discrete as suggested in the literature. An effective learning experience depends on students’ developing competence in their ability to implement a strategic intervention, which is better acquired through hands-on experience rather than a classroom setting.

Students need experiential learning outside of the classroom to make sustainability come alive as a viable option for their communities.

The principles of social responsivity, engagement, experiential learning, capacity-building and entrepreneurialism can be executed by transforming the campus into a learning lab, which includes the local community.

This study empirically demonstrates that students need involvement in strategic interventions to imagine and conceptualize sustainability visions. It also shows how academia can help fulfill the United Nations sustainable development goals.

Roots of global Terrorism are in ‘failed’ states carved out of multiracial empires after World Wars I and II in name of ‘national self‐determination’. Both sides in the Cold War competed to exploit the process of disintegration with armed and covert interventions. In effect, they were colluding at the expense of the ‘liberated’ peoples. The ‘Vietnam Trauma’ prevented effective action against the resulting terrorist buildup and blowback until 9/11. As those vultures come home to roost, the war broadens to en vision overdue but coercive reforms to the postwar system of nation states, first in the Middle East. Mirages of Vietnam blur the vision; can the sole Superpower finish the job before fiscal and/or imperial overstretch implode it?

This article focuses on group work with children using a board game format. Combining the principles of group work and board games helps to engage and motivate children and adolescents to address and work through their difficulties. Lifegames are a series of six therapeutic board games developed for group work with children and adolescents who encounter adversity in their life as a consequence of bereavement, family break up, poor relationships, bullying, chronic illness or obesity. The games facilitate the understanding and disclosure of the complex feelings experienced by children and young people when they are confronted with traumatic life events. The games encourage and assist the participants to obtain and maintain behavioural change. Lifegames are a means to assist professionals in their group work with children and adolescents.

A month or so after the Stresa meeting, the French ISHM chapter, organising a session on ‘Gallic inks’ (!), summoned me to deliver some comments on the 5th European Hybrid Microelectronics Conference. Although it was only a matter of interlude during this technical session, I felt the task quite a difficult one. It became a hazardous project when Brian C. Waterfield kindly asked me to let what is in fact a personal opinion—my personal opinion, standing back from my daily work—appear in Hybrid Circuits. I'll do my best.

Many of the fatuities and disasters attending the introduction of computers into Library and Information Services (LIS) can be ascribed to the ill‐conceived notion that intellectual analysis both of the subjects of documents and of enquiries for information was no longer needed, that the machine would perform all the necessary concept relationships in short order and without human intervention. Anyone who has patiently watched Prestel clanking away in search of cricket scores will appreciate the fallacy well enough.

This paper aims to set out a coherent intellectual framework to help to better understand how people create, organise, manage, use and dispose of their personal digital archives. The context for this is the increasing volume and diversity of digital information objects being captured and stored by individuals in their personal capacities and the need to find ways to preserve this material for posterity.

The research presented here is based on literature analysis, the questions having been informed by an earlier series of in‐depth interviews. The approach taken is to synthesise key concepts from the computer science, information management, and archives and records management literatures. Key concepts from the existing literature in computer science, information management, and archives and records management were elicited and synthesised to create a coherent document lifecycle narrative.

Individuals exhibit great diversity in terms of personal information management and digital archiving practice at just about every point in the digital information cycle: much more so than is the case in formal repositories. Practices exhibited are not always conducive to efficient document management. This represents a very keen challenge for professional curatorial practice.

Little is known about how individuals manage digital information resources in their personal capacity, outside of their corporate or institutional employment. Yet both individuals on their own and professional curators on behalf of repositories are increasingly being faced with the challenge of how to deal with digital media. It is hoped that this paper will contribute to a growing debate in this area.

Personal information management from the perspective of personal digital archives is a surprisingly under‐researched area and the proposed model adopts an archival information lifecycle approach. It seeks to apply and promote an archivally‐oriented personal information management.

In this study, specific measures adopted by the social media platforms in China supporting personal information management are investigated via surveys targeting such platforms. The purpose of this paper is to find out how social media platforms understand information management, and from which aspects and through what specific methods they provide support for information management, which contributes to understanding the issues and strategies associated with personal information management on social media.

The dimensions and specific contents of the current platform support provided for information management are clearly defined by performing qualitative text analysis based on the content obtained from 11 platform policies published by five representative Chinese social media platforms.

How social media platforms support personal information management on creation, collection, utilisation, sharing, storage, protection, removal and modification is identified. By analysing the status quo of support provided by the Chinese social media platform, some issues are proposed for discussion. Improved normative management is required to address the coexistence of multivalued information and management risks. However, the user rights are limited because the platform policies tend to be more focused on the perspective of the social media platform. Furthermore, the platform policy contents regarding information management are incomplete, and the applicability of these policies should be improved.

This study seeks to contribute to personal information management on social media from the perspective of platform support. The perspective from the platforms as the service providers supporting information management also helps identify information management challenges and potential strategies. Furthermore, combining with the personal information management perspective, this study provides a background understanding of information management under a social collaborative framework for platforms, authorities, users and memory institutions.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2020-0249

Differences in personal information management (PIM) behavior are well established in the literature, but are defined from the narrow perspective of practical use (e.g. filing/piling, emailing). This paper aims to identify the types of PIM behavior that would help us understand how people manage personal information in the digital era.

The authors relied on the theoretical framework, published in a recent article (Alon and Nachmias, 2020a), examining actual PIM behavior (e.g. actual practice), ideal behavior (e.g. perceptions of best practice) and the gaps between them. Our framework drew on data collected via a questionnaire on the use of 25 PIM practices (N = 465).

The findings indicated four types of PIM behavior that differed by activity level (actual PIM) and satisfaction level (ideal PIM and gaps): passive and satisfied, active and satisfied, fairly active and unsatisfied and active and fairly satisfied. This allows the classification of users according to their dominant tendency to use specific practices.

Previous studies focused mainly on specific PIM practices or contexts. Our research creates a classification of types, based on ideal as well as actual PIM behavior, and also examines a broader perspective.

The purpose of the paper is to explore the character of scholars’ research-related personal information collections (PICs).

The study was based on in-depth interviews and office tours of 17 scholars in Education and Health Sciences in a Kuwaiti Higher Education Institution.

Scholars’ research-related PICs were added to throughout the research life-cycle. They were huge, diverse, hybrid and fragmented. Key factors shaping the collections were the pressure to do research, time pressure in general, quality of space available, technology opportunity, lack of support from central services, the need to collect Arabic material, self-presentation and self-management. Older scholars and non-Kuwaiti nationals experienced the pressures slightly differently.

The study was limited to scholars in two disciplines, in one institution in a developing world context. However the models produced are suggestive of factors involved in shaping of the research-related PICs of scholars in general.

Failures in personal information management are a cause for concern in terms of data integrity and validity of research. Interventions could include training of early career researchers for a life time of collecting.

This is the first study to examine the contents of scholars’ research-related PICs and to provide a model of factors shaping them.

This paper aims to explore whether formal, non-formal, and informal learning experiences contribute to developing sustainable development competencies (SDCs) among students in a Principles of Responsible Management Education (PRME) signatory business school.

An online survey based on the students’ learning experiences and a questionnaire on sustainability competencies already validated in the literature were given to a sample of 274 bachelor students at a PRME signatory business school. Nominal variables representing students’ categories were created to test a set of hypotheses developed according to the literature. Because the data was not normally distributed, non-parametric independent-samples Mann–Whitney U test was conducted, and descriptive statistics was used to help the analysis.

The results suggest that a hybrid format with a combination of formal, non-formal and informal learning experiences is essential to maximising the development of SDCs and raising students’ sustainability literacy.

This study is one of the first attempts to understand the importance of a hybrid approach in developing sustainable competencies (SDCs). Future studies could adopt longitudinal analysis to check the development of these competencies over time, assess students from different PRME signatory schools or comparing students to those in non-signatory business schools.

This study provides insight into how business schools could address challenges in developing sustainable competencies through redirecting their educational systems by balancing formal, informal and non-formal learning approaches to educate future responsible leaders.

This research provides evidence on how a hybrid learning approach could maximise the development of sustainable development competencies and, therefore, generating insights for educational policies.