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This case study looks at building partnerships and networking relationships that developed in the course of implementing a three-year (August 2009–August 2012) Information Literacy (IL) in Higher education project “Developing an Information Literacy Programme for Lifelong Learning for African Universities” funded by Development Partners in Higher Education (DelPHE). The process leading to the end of the project has been enriching and opened windows to various professional networking relationships and institutional cooperation within the African region and with those abroad. The contacts have opened new avenues for further research and collaboration in areas such as monitoring and evaluation of the IL programs in Higher Education (HE) institutions. The University of Botswana (UB) has benefited from these collaborative initiatives and this chapter traces the partnerships that evolved in the course of institutionalizing and embedding information literacy at UB, its participation in the DelPHE project, and how the leadership took advantage of opportunities that came along in order to augment and enrich the activities and outcomes of the project as well as promote the university’s vision and mission. The chapter concludes by highlighting some of the benefits and challenges of collaboration among institutions, organizations, and individual professionals in advancing the institutional policies, strategic plans, and interests which may be at variance and how some of these challenges can be overcome.

Between 2008 and 2011 academic teaching staff from Leeds Beckett University (UK) and Chainama Hills College of Health Sciences (Zambia) worked together on a Development Partnership in Higher Education (DelPHe) project funded by the Department for International Development (DFID) via the British Council. The partnership focused on “up-scaling” the provision of mental health education which was intended to build capacity through the delivery of a range of workshops for health educators at Chainama College, Lusaka. The project was evaluated on completion using small focus group discussions (FGDs), so educators could feedback on their experience of the workshops and discuss the impact of learning into their teaching practice. This chapter discusses the challenges of scaling up the mental health workforce in Zambia; the rationale for the content and delivery style of workshops with the health educators and finally presents and critically discusses the evaluation findings.

The purpose of this paper is to trace the path to achieving the millennium development goals (MDG) in developing countries through the lens of corporate social responsibility (CSR) and organisation health and safety (OHS).

The paper employed discourse analysis of views of participants of the workshop on CSR‐OHS project in Accra, funded by the British Council's Development Partnership in Higher Education (DelPHE). The analysis was shaped by the various theorizations and conceptualisations of CSR and OHS in developed and developing countries, in order to establish any link between CSR‐OHS and the MDG.

The paper established some linkage between CSR, OHS and the MDG. Although the paper observed divergence in practice between the two concepts of CSR and OHS, Ghanaians viewed OHS as a key competing dimension of CSR. Problem areas were identified with respect to OHS implementation and regulations and standardization proposed for its improvement. The paper calls for the provision of effective and efficient OHS services and the introduction of OHS courses in the curricula of higher educational institutions as a national strategy.

The paper demonstrates the relevance of OHS in the CSR concept as a tool for achieving the MDGs.

Over the next few months a lively image of Dick Whittington and his cat will be making its appearance in the capital. Walking briskly along, with his cat trotting obediently behind or dashing ahead with its tail in the air, he will stride across the print and posters of the Museum of London as the Museum's new corporate image.

A. Thèmes et rapports du Congrès I. Thème du Congrès Problèmes théoriques et pratiques de la localisation touristique.

Outlines new database products appearing in the Gale Directory of Databases, a two‐volume work published twice a year. Provides figures for the distribution and percentage of new and newly implemeted business and law databases, together with a list of the databases including name, vendor and medium. Briefly discusses these by each medium.

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.