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This study investigates how university libraries in Nigeria are staffed and presents staff development opportunities and learning activities that sustain staff.

A survey research design was adopted. Purposive sampling technique was used to select 46 universities and 400 respondents consisting of 46 heads of libraries and 354 professionals from federal, state, and private universities. Content of the instrument was based on literature comprising six questions. The 327 (92.4%) usable responses were analyzed using descriptive statistics and presented in simple frequency tables.

The study showed that library workforce in Nigerian universities included different categories of professionals and para-professionals having diversified job opportunities and duties. Most libraries had staff development budget and respondents received various forms of assistance to foster learning. Although all nontransferable skills recorded high mean, respondents accorded less importance to nonlibrary personal skills that can be used to leverage the expectations of recruitment, retention, and sustainability.

The study was limited to practicing professionals but has staffing implications for all libraries across Nigeria.

Many professionals may lack the appropriate multi-skills that would enhance exploring new approaches and breaking out of traditional ways of operation in the different library and outside library settings.

The study contributes to knowledge about sustaining library staff in relation to adopting the recommended skills on a broad scale, and assessing how their acquisition can change the perception of professionals to its immense contributions to sustaining them in the workforce.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.

During the last 15 years of the 20th century cities in the mexican northern border experienced an impressive increase of foreign investment specially in electronics and autoparts. Word class techniques, certifications like ISO 9000, more sophisticated manufacturing processes spread trough a handful of very big plants. Although these changes changed the skills requirements in technical levels, no significative evidence has been found in labor lowest levels, were routine operations and scarce opportunities to build a career are the most common situation.

Entrepreneurship education should catch up with the current developments in today’s digitally interconnected and virtual world. As all forms of conducting business become digital, essentially entrepreneurship needs a new digital competence-based learning approach. This chapter proposes a Digital Communications competency profile that every modern entrepreneur should possess. The proposed profile incorporates digital marketing (DM) as it recognises the need for major changes in entrepreneurship educational programmes. The proposal is based on an extensive literature review, which reveals that future demand for competencies goes beyond basic traditional entrepreneurship skills to include digital communication. It is shown that future entrepreneurs should possess advanced communication skills, in DM, which includes social media marketing, digital marketing strategies, search engine optimisation, content marketing and E-mail marketing. These competencies would facilitate customer involvement and open innovation. As a result, via the process of co-creation creative ideas can be transformed into successful products and services. The modern entrepreneurship profile underlines the paramount role of digital communications skills, which should be incorporated in entrepreneurship educational programmes.

Value management (VM) practice has come to stay in the construction industry. It is no more alien that the construction industry is making use of this practice and other sectors of the economy connected to a country's policy. The basic idea is to adopt the system into every facet of the economy to have a better output at the end of a fiscal year in the long run. The construction industry in Scotland is not left behind as this study focuses on the adoption of VM practice in the country in terms of value planning, methodology, value engineering, review and analysis. Best value and VM focus on the delivery of values attached to VM projects and brings into notice how VM could serve as a risk management tool. This study also explains the role of teams in VM, VM actions, rewards and challenges experienced along with a summary of the whole system in Scotland.

Studies have suggested that entrepreneurship is a key mechanism for rejuvenating and facilitating economic growth in deprived areas. To provide further understanding of the persistently low entrepreneurial intentions found in deprived areas this chapter identifies key mechanisms and theoretical frameworks that link the formation of appropriate human capital to the prevailing environment, and that influences may flow in both directions. This contributes to the existing literature to provide a fuller understanding of interest to policy-makers of why past interventions have struggled to boost entrepreneurial intentions and where new interventions may be most effective in generating more positive entrepreneurial intentions in deprived areas.

Over the past 15 years or so, a very large proportion of the forensic economics literature has been devoted to research concerning better ways of estimating damages in cases involving personal injury and wrongful death (PI/WD). This is probably not surprising since the largest fraction of consulting income for forensic economists (at least those in the National Association of Forensic Economics, NAFE) comes from such cases.

At global fora which discuss the regulation of international migration the Philippine government is typically hailed a “good practice example” for its institutional as well as legal framework and proactive interest in the welfare of its citizens. The Philippine history of migration policy making is indeed shaped by a shift from “exporting workers” to an increasingly comprehensive rights-sensitive approach that addresses most aspects of migration: the regulation of recruitment agencies, pre-migration training, insurance systems, overseas voting rights, consular services, social rights of the left behind, and re-integration of returned migrants. This state of affairs, however, has not always been like that and is largely the result of activism by the vibrant migrant rights movement in the Philippines which reaches across the world. The case of the Philippine also shows mixed approaches to government-social movement relations, characterized by both pressure politics and critical engagement.

Considerable gaps and loopholes remain in this web of rights-based policy aspects. Structural weaknesses are major problems that need to be addressed if labor migration is to evolve into a truly choice-driven economic decision. Still, comparatively and historically speaking, the Philippines have come a long way. The combined effects of leadership from below and leadership from above had led to some concrete results – even if far from perfect – in the betterment of many migrants’ lives.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.