Search results

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

The purpose of this study is to review empirical studies on the relationship between climate change and tourism for a period of 15 years, from 2007 to 2021. The main variables analyzed were research subjects, topics and economic development levels.

Literature review was used to analyze articles published on climate change and tourism from 2007 to 2021. A staged article selection process was followed using the Scopus database. Statistical comparison tests found differences among sub-groupings of articles.

The research articles on climate change and tourism continued their upward trajectory until 2021. The 893 articles analyzed were published in 254 different journals, with over 60% from non-tourism or cross-disciplinary journals. Significant differences were found by time period and between developed and developing countries.

Gaps in the literature were detected with respect to policy analysis and it was concluded that the research for developing nations remains insufficient. More research should be encouraged to focus on the situation and solutions to climate change and tourism in developing countries. Additional research is also needed on biodiversity declines in destinations because of climate change.

This research dealt exclusively with empirical research studies in academic articles. It compared results across three different time periods and between developing and developed countries. Statistical tests supported the comparisons.

This article aims to relate investments in human capital to the United Nations Sustainable Development Goals (UN SDGs), and examine the spending levels necessary to achieve high performance in related SDG sectors for Azerbaijan.

Employing data from the World Bank, the empirical approach undertaken in this study relies on peer analysis by examining spending levels for nations exhibiting similar income levels and geographical proximity to Azerbaijan.

This study estimates that total spending in education would need to increase by 0.4 percentage points of GDP by 2030, while total spending in health would need to increase by 5.9 percentage points of GDP by 2030 for Azerbaijan.

This study contributes to the literature by conducting an empirical analysis in which other nations can emulate in measuring their relative progress on human capital investments and related UN SDGs.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-02-2023-0137

This paper aims to refer to the knowledge transfer of entrepreneurial skills between digital incubators and nascent entrepreneurs. It questions the role of the context and of the richness of the ecosystems in which these women evolve, as defined by Welter and Baker (2021) on such an attempt.

This research is based on a qualitative study that refers to case studies of women nascent entrepreneurs who evolve into two different contexts – one rich zone and one deprived economic one of the French Parisian Region – and who integrated the same digital incubator.

Context does partly matter: besides the “Where”, the “Who” and, moreover, the level of education and previous entrepreneurial experience really matters, and only educated women, whatever the other components of context, seem to be capable to receive the “best” knowledge transfer from incubators. Second, incubators can be considered as to be a knowledge hub that allow knowledge transfer not only from trainers and coaches to women nascent entrepreneurs but also among women entrepreneurs. This paper concludes with a discussion on the role of digital training and coaching in such knowledge transfers.

Findings are limited to a specific place (the region of Paris). Therefore, women entrepreneurs evolve in more different contexts but the national entrepreneurial and institutional context remains the same. There should be need to explore the role of an incubator that evolves into more contrasted contexts.

If results can be generalized, this means incubators should differentiate their services, teaching and coaching expertize according to the education level of nascent entrepreneurs: This is a plaidoyer against institutionalized incubators that claim to be capable of targeting any nascent (women) entrepreneurs.

This study is also a plaidoyer for more digital incubator to mix persons from different contexts, especially to welcome persons from more deprived economic zones.

The research reveals the role of context – and, some components of the context – intro coaching and training that are provided by online incubators. It contributes to the literature on knowledge transfer that is brought about by incubators. It also contributes to the literature in entrepreneurship by showing that some components among the others that define what we call “the context” matter more than others.

The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.

Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.

There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.

A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.

The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.

The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.

In the context of constructing an integrated national strategic system, collaborative innovation among enterprises is the current social focus. Therefore, in order to find the interest relationship between multiple game subjects, to explore the influencing factors of collaborative innovation of civil-military integration enterprises. This paper constructs a collaborative innovation mechanism for military–civilian integration involving four game subjects (military enterprises, private enterprises, local governments, and science and technology intermediaries). It aims to solve and reveal the evolutionary game relationship among the four parties.

To explore the mechanism of military–civilian collaborative innovation involving four players, this study employs game theory and constructs an evolutionary game model for collaborative innovation with the participation of military enterprises, civilian enterprises, local governments, and technology intermediaries. The model reveals the evolutionary game patterns among these four entities, analyzes the impact of various parameters on the evolutionary process of the game system, and numerical simulation is used to show these changes more specifically.

The research findings demonstrate that active government subsidies promote cooperation throughout the system. Moreover, increasing the input-output ratio of research and development (R&D), the rate of technological spillovers, and the R&D investment of civilian enterprises all facilitate the tendency toward cooperation within the system. However, when the government chooses to actively provide subsidies, increasing R&D investment in military enterprises may hinder the tendency toward cooperation. Furthermore, central transfer payments, government punishment from the central government, and an increase in the information conversion rate of technology intermediaries may suppress the rate of cooperation within the system.

Most of the previous studies on the collaborative innovation of military–civilian integration have been tripartite game models between military enterprises, private enterprises, and local governments. In contrast, this study adds science and technology intermediaries on this basis, reveals the evolution mechanism of collaborative innovation of civil-military integration enterprises from the perspective of four-party participation, and analyzes the factors influencing the cooperation of the whole system. The conclusion of this study not only enriches the collaborative innovation evolution mechanism of military–civilian integration enterprises from the perspective of multiple agents but also provides practical guidance for the innovation-driven development of military–civilian integration enterprises.

In this chapter, the interplay between the development of the discipline, the development of the field of study, and the emergence of professional fields is examined using the example of mathematics. In connection with the formation of the modern research university, mathematics has emerged as an independent scientific discipline and as an independent field of study. In the process, mathematics attains a high degree of formalization and internal coherence. This is the basis for the penetration of mathematicians into more and more professional fields, even outside science. Real problems or real facts are reduced to aspects that are amenable to mathematical modeling by treating them as quantifiable parameters. As mathematics expands as a field of study, more and more professional sectors become applications of mathematical models. As a consequence, more mathematical fields of study are differentiating themselves, specializing in these application fields. This chapter analyzes this dynamic and its preconditions.

This theme issue sought to find answers to the question: What should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?

A thematic analysis of the articles in this collection draws together the key outcomes related to the strategic question, with particular reference to the contribution to knowledge, important to generate ideas and conceptual researches that will support institutions teaching tourism and hospitality. Archive research results and recommendations to encourage the collaboration of different stakeholders involved in sustainable tourism development. Most importantly to raise awareness of the question of what educators are doing in tourism education for social, organizational structures in learning environments and the actual tourism sector.

Two key players, the educator and sector has been challenged to consider their roles in education as well as depicting the role of social and organizational structures that support the students, institutions and the tourism sector. The main findings have proven the important role education plays for a truly sustainable tourism model, suggesting that it is not possible to create awareness of the sustainable development goals without incorporating them in the tourism education system with the support of information computer technology.

This paper reflects on the strategic question discussed in this theme issue, and it contains valid reviews, research studies by practitioners who are experienced in the field of tourism education with an opportunity to research, reflect and develop new possibilities in learning, mitigate negative points and increase positive tourism education roles for sustainable tourism development, in the destination and industry.

The aim of the article is to determine research areas and to recognize the current direction in the development of maturity models, to indicate the key areas of organizational maturity models (OMMs) development and their classification as well as to pinpoint research gaps and areas of potential development of OMMs in the context of scientific research and the needs of management practitioners.

The research was conducted using the literature review method, bibliometric analysis and visual mappings.

The empirical classification developed in this paper identified 12 categories based on management areas, constituting the criteria for classifying OMMs models, where OMMs are being developed: Information Technology, Project Management, Business Management and Strategy, Human Resource, Ergonomics, Health and Safety Management, Industry 4.0 concept, Knowledge Management, Process Management, Performance Management, Quality Management, Supply Chain Management, Risk Management and Innovation Management.

The main limitation is the analysis in the scope of topic OMMs including solely the Scopus and Thompson Reuters Web of Science database. Another shortcoming is conducting data analysis and classification based on the abstracts of the selected articles.

This work is a starting point to prospect trends for future revolving around the OMMs crossing different databases.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.