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The purpose of this paper is to help reference librarians in academic institutions to more effectively use UN information resources to meet users' needs.

This paper outlines the United Nations' structure, addresses the effects of misconceptions regarding the organization's boundaries, describes the categories of UN information resources and their most useful content, identifies and evaluates the most important reference tools by or about the UN, and casts light on little‐known obstacles to intellectual access in the UN information environment.

Access to UN information is often hindered by the idiosyncrasies of UN documents and their records, misconceptions about the United Nations' relationships with other organizations, and a lack of in‐depth information about UN reference sources. The effects of these problems can be ameliorated, however, through the information, techniques, and strategies presented here.

This article identifies and evaluates the UN reference sources of greatest use to general reference librarians. This is the first publication to demonstrate how indexing policies and common characteristics of UN documents impede access to UN information and to show how these barriers can be circumvented.

Females are underrepresented in Science, Technology, Engineering and Mathematics (STEM), both in the workforce and in universities. Low self-efficacy and limited access to role models are key factors preventing retention of female STEM students enrolled in university degrees. This paper aims to report on one social marketing pilot programme that was co-designed to increase self-efficacy in females currently enrolled in STEM programmes.

The Co-create, Build and Engage (C-B-E) framework was applied. Process and outcome evaluations were conducted using a repeated measure design to assess pilot programme effectiveness.

A significant increase in self-efficacy and high satisfaction rates were observed for STEM students that attended the bias literacy workshop. Social advertisements raised awareness for available STEM specific university services.

This paper outlines the application of the C-B-E framework. To the best of the authors’ knowledge, this study delivers the first scientific paper reporting an outcome evaluation for a social marketing programme seeking to retain women enrolled in university STEM degrees.

This paper aims to examine the socialization of alcohol through a reflective writing task within a social marketing program delivered to adolescents. The aim was to elicit adolescents’ experiences and perceptions of alcohol and investigate cognitions, emotions, attitudes’ and behaviors regarding alcohol.

This study used a qualitative approach in which 1,214 adolescents aged 14 to 16 years were invited to write a story about an experience that involved alcohol. Data were qualitatively coded, and themes were discerned by an inductive analytic process.

Adolescents’ perceptions of alcohol were arranged along a continuum from mere description with little analysis to reasoned reflection and cognition. Qualitatively different socializing agents, learning situations, processes and effects of learning were apparent in the narratives. Family roles influenced adolescents’ perceptions and experiences of alcohol.

This study supports the use of narratives and reflective introspection tasks as methods that uncover insights into the socialization of alcohol among adolescents. Findings provide guidance to social marketers and alcohol educators for future program design. By understanding the continuum of developing socializations toward alcohol, social marketers can effectively engage adolescents and design targeted programs involving key social learning variables that shape adolescents’ perceptions and experiences with alcohol.

Narratives provide a research methodology that can bring consumer voice to inform scenarios that can be delivered in future program design.

This paper presents base‐line data about the incumbency or length of time spent in office by Australian vice‐chancellors who held appointments in the years 1963 to 1983. Principal findings of the analysis are that the average length of incumbency has declined from 13.6 years for 1963 to 8.0 years for 1983 vice‐chancellors, that the period 1983 to 1987 will witness an unprecedentedly high rate of turnover among vice‐chancellors, and that an increasing proportion of vice‐chancellors no longer regard their incumbency as their final full‐time professional appointment. The conclusions are related to apparent stratification and ranking among Australian universities in an emerging system of higher education which is becoming more complex.

The purpose of this study is to respond to calls to increase levels of theory application and extend understanding beyond individuals ensuring social and structural environmental considerations are taken into account. Social cognitive theory (SCT) was applied across two settings to examine its potential to explain breakfast eating frequency.

A cross-sectional survey was conducted in two institutional feeding populations [military (n = 314) and mining (n = 235)]. Participants reported key SCT constructs including breakfast eating behaviour (self-efficacy, skills, practice), cognitive aspects (knowledge, attitude, expectations) and their perceptions regarding environmental constructs (access, social norms, influence). These were measured and analysed through SPSS and structural equation modelling (SEM).

Results indicated that 71% males and 90% females in the military do not eat breakfast at work, and in the mining, 23% males and 24% of females do not eat breakfast at work. Furthermore, SEM modelling found only a satisfactory fit for SCT as operationalised in this study. Within the models, behavioural aspects of self-efficacy, skills and practice were significant influences on breakfast eating. Cognitive influences and perceptions of environmental influences exerted little to no effect on breakfast eating. Study results indicate that SCT, as measured in this study using a selection of environment, cognitive and behavioural constructs, does not offer sufficient explanatory potential to explain breakfast eating behaviour.

The value of this paper is to deliver a complete application of Social Cognitive Theory, ensuring multiple constructs are measured to examine the explanatory behaviour of breakfast eating frequency in workplace institutional settings.

The purpose of this paper is to explore differences in the degree of innovation in employment relations (ER) between emerging and established firms,

A large national telephone survey (N=1,416) of both emerging (<5 years) and established firms was conducted.

Emerging firms were more casualised, less unionised, and experiencing higher levels of market expansion and unpredictability. Despite these differences, younger firms showed otherwise remarkable similarity to older firms across a range of ER practices, and both categories showed a reliance on business networks, rather formal training, for ER knowledge. While introducing ER changes more rapidly than older (and larger) firms, they were converging towards a suite of ER practices similar to that adopted by older firms. The results suggest that, if anything, established firms may have been engaged in greater innovation in more unusual ER practices.

Only managers were surveyed. The data are cross-sectional rather than longitudinal. As the study was undertaken in only one country, replication in other settings would be desirable.

The results raise major doubts about the notion that new firms represent the cutting edge of innovation, and highlights the degree to which newer firms match or mimic older firms’ ER architecture.

Social marketing theories have habituated to a theoretical and methodological focus that is criticised for being myopic and stigmatising. Following recommendations to redirect focus theoretically, the purpose of this paper is to apply an observational methodology to understanding how project stakeholders interact to examine whether consideration of stakeholders can identify factors facilitating or impeding farming practice change.

More than 48 events involving as many as 150 people including project stakeholder meetings, one-on-one consultations and annual events were observed over more than 100 h by between one and five researchers. Field notes were gathered, and thematic coding focussed on understanding how stakeholders facilitated or impeded practice change.

Observations identified limited provision of information about the project by on ground project stakeholders to targeted individuals (farmers). On the rare occasions where information sharing was observed, communication was delayed making it difficult for individuals to connect actions with outcomes observed. Participating stakeholders did not freely support delivery of activities needed for individual practice change.

This study indicates the value of wider process and outcome assessment encompassing stakeholders to identify factors impeding and facilitating farming practice change.

Approaches that centre attention on individuals fail to acknowledge the inputs, activities and outputs delivered by project stakeholders within a system of change. By redirecting evaluation focus, shared responsibility is gained and stigmatisation of one stakeholder group can be avoided.

This study demonstrates how observations can be used to redirect focus to consider actions and interactions occurring between on ground project stakeholders. A stakeholder evaluation approach extends monitoring and evaluation focus beyond individuals targeted for behaviour change. Implications, limitations and future research directions are outlined.

Investigative interviewers assess their colleagues' interviews (‘peer review’) as a necessary part of their practice, and for their self-development. Yet, there is little guidance around what the process involves and how they might do it. Research suggests that effective peer review is supported by using guidance material. The goal of the present work was to describe the use of such a guide by a group of professionals who regularly conduct investigative interviews with children, to share what was learned with other professionals seeking to create a formalized peer review process.

Sixty US child witness interviewers completed a guided peer review assessment of an anonymous interview, as an assignment at the conclusion of an 18-hour training program that focused on developing their interviewing skills. They consented to the use of their learning data in research, and the research was approved by the university's research ethics board. Peer reviews were coded for the extent to which they used the guide to support their evaluations, and the overall quality of the review to assess the utility of the guide in supporting them to conduct effective assessments.

In general, the guide and instructions for providing feedback were moderately effective in supporting the peer assessments, but results suggested specific training in how to deliver peer review would be useful.

Through this process, the authors identified components that would be helpful to further increase the efficacy of peer review.

The aim of this work was to spark a greater conversation among practitioners and academics about professionalizing the peer review process and aiding interviewers to develop peer review tools that would support their continued growth. The authors conclude with five key tips for professionals that stem from the experiences creating and evaluating the guide in combination with existing literature and three areas for future investigation.

While awareness of social, health and environmental consequences of our collective action are growing, additional efforts are required to deliver the changes needed to affect the greater good. A review of the literature indicates that research efforts may be misdirected. Drawing from empirical data where a total of 161 caregivers reported changes in their child’s walking behaviour following a month long social marketing program, the purpose of this paper is to illustrate differences between behaviour and behaviour change.

Data analyses involved use of multiple linear regression on static followed by dynamic measures of behaviour and behavioural change and their respective determinants. The static model used variables reported by caregivers after program participation, while the dynamic measures used change scores for all variables reported (T2-T1).

Results from the static model showed that only intentions and barriers explained behaviour at Time point 2. In contrast, findings from the dynamic data analysis indicated that a change in injunctive norms (important others’ approval of the child walking to school) explained a change in walking to and from school behaviour. Taken together, the results of the current paper suggest research attention needs to be directed towards dynamic methodologies to re-centre research attention on behavioural change and not behaviour, which dominates current practice.

This paper offers a foundational step to support the research community to redirect research efforts from understanding behaviour to focussing research design and theoretical development on behavioural change. Theories of behaviour change are needed to affect the greater good.

This study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.

A survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.

It was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.

The study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.

The findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.