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Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.

To attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.

Findings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.

Studies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

This paper aims to put the focus on political disaffection that the voters may have and its impact on their resistance to the changes, thereby influencing intention to adopt Internet voting. This study also examines the impact of perceived risk and technological skills on the trust of the Internet technology and informal networks, such as social influence and media influence on the trust of the government.

To empirically test the model, an online survey is administered to 851 people who are eligible to vote.

The findings show that positive media influence and social influence also significantly impact trust in government but trust in government does not necessarily decrease resistance to change and positively impact intention to adopt eVoting. Also, the resistance to change was shown to significantly influence the intention to use Internet voting.

A primary potential limitation of this study is the use of convenience sampling, which may lead to self-selection bias that limits the generalization of our research to all citizens.

Government institutions, as well as political parties, can use the findings of this research to understand how political dissatisfaction such as apathy and cynicism can increase trust in technology and lead to higher participation in online voting.

While the focus on previous literature has been heavily on security and system requirements, this study expands existing research by exploring voting habits, political disaffection, the resistance of change and informal influence on intention to use online voting.

The limited evidence of effectiveness of existing teenage pregnancy strategies which focus on sex education, together with growing evidence that factors such as poor school ethos, disaffection, truancy, poor employment prospects and low expectations are associated with teenage pregnancy, has increased interest in interventions which target these “wider” social determinants. This paper aims to identify promising interventions and priorities for future research and to make recommendations for policy and practice in the UK.

This paper discusses the evidence regarding the potential of interventions which target determinants of teenage pregnancy relating to school disaffection and low expectations, drawing on recent systematic reviews and trials to consider future directions for research, policy and practice.

High‐quality research evidence illustrates the potential of two approaches to address determinants of teenage pregnancy relating to disaffection and low expectations. These are school‐ethos interventions, which aim to facilitate a positive and inclusive school‐ethos, strengthen school relationships and reduce disaffection; and targeted, intensive youth work interventions, which aim to promote positive expectations, vocational readiness and self‐esteem through vocational and life‐skills education, volunteering and work experience.

Two forms of intervention which address key social determinants of teenage pregnancy – school‐ethos interventions and targeted youth work interventions – require more attention from researchers and policy‐makers.

This paper calls for a shift in the research and policy agenda. In addition to interventions that aim to address proximal, individual factors, such as sexual health‐related knowledge, there should be a more complementary focus on socio‐environmental as well as targeted individual‐focused interventions aiming to address the wider social determinants of teenage pregnancy.

To most minds libraries exist at the periphery of debates over education and educational reform. However, the purpose of this paper is to demonstrate how, in 1910, the Melbourne Public Library (now the State Library of Victoria) was central, rather than peripheral, to a conflict which focussed on the role of the library in education and how the library and its collection could best be organised to meet this purpose. It will be argued that libraries and the way they are organised act as indices of the dominant views about education and can be seen as social and educational artefacts. As artefacts they encapsulate community beliefs about how learning could best occur at a given time and what knowledge was esteemed, made available and to whom.

To illustrate this point of view and illuminate the broader issues, this paper will use a particular set of events and a particular group of protagonists in Australian history as a case study.

This case study illuminates conflicting ideas about the place of libraries and the organisation of their collections in early twentieth‐century society and demonstrates how these ideas continued to have an impact on the place of libraries in educational reform agendas in Australia in the following decades.

The argument reported as “the disaffection in the library” was both philosophical and practical and illuminated ongoing debates surrounding the place of the library in education. The outcome influenced the shape and place of libraries in Australia and demonstrates broader concerns at work in Federation Australia.

The paper casts a new light on the relationship between libraries and education and the place of libraries in the educational process. The network of influence in Federation Australia and the impact of this on the development of institutions and professions in Australia is also examined.

The management of the enhancement of the quality of service delivery is often primarily focused on minimising negative responses to product offerings, rather than maximising positive responses. To date there has been little debate on the negative aspects of quality. This paper reviews the origins and use of the concepts dissatisfaction, dissonance, disconfirmation and disaffection which are variously explored in a diverse collection of literature spanning service quality, the service experience and marketing. A framework is proposed that places these four concepts on a grid on the basis of whether the term applies to one incident, or many, and the action that is likely to be taken by customers as a result of experiencing each of these. This grid can be used to better understand the relationship between the various approaches that are used to provide organisations with feedback on customer perceptions of their service quality, such as complaints procedures, surveys, suggestion boxes, focus groups and representation and consultation.

Migration is one of the most significant domestic, development and foreign policy issues in the world today. According to the International Organization for Migration, 1 out of every 35 persons worldwide is an international migrant. This chapter discusses the complex issue of international teacher migration, and reports findings from empirical research conducted in the UK to illuminate the socio-cultural and economic contexts of teacher migration in both industrialized nations and in developing countries. This research, commissioned by the Commonwealth Secretariat, served to inform development of a Commonwealth Teacher Recruitment Protocol, which was adopted by 53 countries in late 2004. This chapter serves to disseminate the results of this research to a larger international audience. It also provides an analysis of the process in which educational research informs international policy development.