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This article aims to explore the character of an emerging model of corporate social responsibility (CSR)‐oriented societal governance in an exchange theoretical perspective and to examine the distinctive characteristics of the relations between civil society, business and government in the new model and the drivers behind it.

By analyzing typical roles and role‐sets in political, commercial and regulatory exchange, the article pin‐points characteristics of the embedded relational governance/CSR model contrasted against liberal governance and the Keynesian welfare state. The analysis is stylized and conceptually based, in line with the Weberian ideal type concept and brings out stylized juxtapositions of the three governance models based on previous studies.

An emerging model of corporate social responsibility (CSR) or embedded relational governance seems to share the basic market orientation of the liberal model, yet, at the same time, sharing many of the social and collective goals of the welfare state. This combination is apparently achieved by embedding the social dimension into civil society and self‐regulatory market processes. Finally, the paper reflects on the drivers behind the new governance approach, in the context of a globalizing economy. The paper argues that NGO‐driven communicative intermediation interfacing with an increasing CSR and corporate governance focus in financial evaluation may serve to retain some of the social agenda from the welfare state, under the CSR‐ or embedded‐relational model, an agenda that seemed to be gradually losing out with the global competitive exposure of the welfare state.

The article presents a stylized analytical framework of CSR/embedded relational governance that lays a basis for further exploration and systematic testing through comparative empirical studies.

The paper brings out the interplay between political, regulatory and commercial processes and gives a broader understanding of the societal implications of CSR.

Original contributions of this paper: first, the analytical formulation of the societal governance implications of CSR; second, the exchange theoretical conceptualization of this mode of societal governance.

The embedded researcher is a healthcare-academic partnership model in which the researcher is engaged as a core member of the healthcare organisation. While this model has potential to support evidence translation, there is a paucity of evidence in relation to the specific challenges and strengths of the model. The aim of this study was to map the barriers and enablers of the model from the perspective of embedded researchers in Australian healthcare settings, and compare the responses of embedded researchers with a primary healthcare versus a primary academic affiliation.

104 embedded researchers from Australian healthcare organisations completed an online survey. Both purposive and snowball sampling strategies were used to identify current and former embedded researchers. This paper reports on responses to the open-ended questions in relation to barriers and enablers of the role, the available support, and recommendations for change. Thematic analysis was used to describe and interpret the breadth and depth of responses and common themes.

Key barriers to being an embedded researcher in a public hospital included a lack of research infrastructure and funding in the healthcare organisation, a culture that does not value research, a lack of leadership and support to undertake research, limited access to mentoring and career progression and issues associated with having a dual affiliation. Key enablers included supportive colleagues and executive leaders, personal commitment to research and research collaboration including formal health-academic partnerships.

To support the embedded researcher model, broader system changes are required, including greater investment in research infrastructure and healthcare-academic partnerships with formal agreements. Significant changes are required, so that healthcare organisations appreciate the value of research and support both clinicians and researchers to engage in research that is important to their local population.

This is the first study to systematically investigate the enablers and challenges of the embedded researcher model.

With the advent of new materials and technologies that enable passive components to be embedded within electronic substrates, one key question that arises is: under what circumstances (and for what type of applications) is it economically viable to consider using embedded passives? The economic issues that must be considered consist of a combination of manufacturing costs and throughputs, and non‐manufacturing life cycle costs. This paper discusses the assessment of manufacturing costs associated with embedding resistors and capacitors in printed circuit boards and provides cost modeling results for an avionics board. The discussion is extended to include optimizing the specific embedded passive content in a board and design for production modeling when embedded passives are present. Life cycle cost issues are also qualitatively discussed.

The purpose of this paper is to propose a model of knowledge transfer that takes into account both the perspective of the sender and the perspective of the receiver, with an emphasis on the latter. The contention is that, although externalizing knowledge residing in an individual or group and making it accessible to others either through direct communication or embedding information in the organizational system is a necessary component of knowledge transfer, it is not the only component. An equal, but understudied, share of the knowledge transfer effort takes place when the receiver of the knowledge engages with it, internalizing it and making it usable for the receiver as well.

The paper first defines knowledge from a pragmatic, organizational perspective. Second, it presents the model. Finally, it evaluates the current direction of knowledge transfer studies in light of the main tenets of the model.

Engagement of information is a necessary step before knowledge can be effectively transferred to a receiver. Engagement is defined as an act whereby the receiver of the information actively uses the information by applying it to specific tasks.

Companies should be aware that there is a tendency to under‐invest in engagement and over‐invest in embedding information.

The model differs from current models in that it proposes that in virtually no case is the interplay a zero sum game. In most cases, investing more in embedding information requires investing more in engaging the information.

This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.

An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.

The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.

Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

This paper aims to explore the benefits of embedding a records manager into a team of university administrators to help them address their information management needs.

The paper describes an experience that was inspired by reports of successful experiences with embedded librarianship. The literature on records management culture and embedded librarianship is reviewed to identify best practices and criteria for success. These criteria are used to design and implement a pilot project where, rather than hiring a consultant, a records manager is embedded into a quality assurance team working at a large university in Canada.

The project is a success in conventional terms (e.g. active files reduced; duplicates deleted; inactive files archived; naming conventions, version control and access rights applied); however, similar results could have been achieved using a consultant. More interesting are the added benefits achieved through embedding. Added benefits included identifying workflow inefficiencies, identifying terminological inconsistencies, iterative training opportunities and useful knowledge sharing outside the project’s scope. The argument is made that an embedded information professional is better able to appreciate the organizational culture, which in turn facilitates the establishment of trusted relationships and produces an overall added value for the entire team.

There is very little, if any, current literature that explores the value of embedding a records manager into a team, rather than simply hiring a consultant to address information management needs. The outcome of this pilot project will benefit those who are seeking to develop a model for embedding an information professional into their organization to gain an added value.

The purpose of this paper is to develop a delivery model for embedding Functional Skills in a prison environment, i.e. HMP Oakwood, to promote Functional Skills (FS) on vocational courses, i.e. Maths and Plumbing at Level 1, establish a research culture in a brand new organisation and raise standards in teaching, learning and outcomes.

The design/methodology of this research included the implementation of a qualitative approach based on classroom research, a focus group with seven students on the Level 1 Plumbing course, joint Practice Development meetings with FS and vocational staff, the development of key principles for creating an embedded model for vocational courses, the creation of lesson plan/bespoke resource developments, lesson observations of the new model followed by teacher and learner evaluation, a practical task (fitting a bathroom suite) undertaken by learners, initial maths exercises drawn from practical task which were vocationally relevant, associations made with real jobs and work, use of IT/video for added interest, highlighting of transferable skills and users undertook dedicated functional maths exercises.

A delivery model/logical sequence was agreed that worked for the teacher and learners – practical task/contextualised maths/transferable skills focus/situated maths. Targeted questions generated interest – will a litre of bath water hold if you use four in joists? The study allowed learners to reflect on maths elements from the practical task. The delivery model is implemented by vocational, not FS tutors. IT/video was used to introduce further maths for transferability to other related plumbing areas, i.e. fitting an outside garage tap. Constant links with use of maths for real job activity need to be made/reinforce relevance. Good tutor subject knowledge in maths is strongly recommended. Learners are ready to do dedicated/situated maths once they have built up their confidence.

This delivery model can be used across all other vocational courses at HMP Oakwood, i.e. bricklaying, multi-skills, painting and decorating, site carpentry, horticulture, industrial cleaning, catering, horticulture, etc. A framework/pedagogical guide can be developed for vocational tutors to implement this delivery model in their own subject areas as a basis for continued research. Bespoke CPD sessions for vocational staff can be run to share good practice in session plans and resources relevant to the delivery model. Peer observations can be arranged across the vocational department and the impact of the model on lesson observation grades and success rates can be analysed.

Practical implications can include the development of a two-year Learning and Skills Research Strategy with a focus on embedded pedagogy. A senior team leader in FS can become the research lead for the Education Department, and an extensive embedded learning audit across 35 courses can be undertaken by July 2013.

Further pedagogical research into embedded learning across the whole department including employability/PSD/IT/business courses can be conducted.

This study offers a simple, practical and ready to use delivery model which will help particularly non-specialist FS maths and English tutors working in vocational areas (i.e. construction, catering, etc.) to embed the teaching of maths and English in their subject areas.

As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy.

In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE.

The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions.

This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

As the concept of “embedded librarianship” is gaining acceptance globally, and a surplus amount of literature is available for the aspiring practitioners, it would be supplementary to carry out such a literature review and bring alike and crucial works together within one piece of writing. This paper aims to gather realistic instances in LIS literature, where embedded librarianship has been practiced successfully.

While the focus of this review paper is on embedded librarians in curricular contexts, the phrase embedded librarian has a variety of meanings, including librarian involvement and integration at the macro levels such as college, department, programme, research team and micro levels such as course designing, semester assignments and competitive preparation etc. List of relevant literatures was collected from Scopus and LISTA database. Later, full text of the listed document was retrieved from different sources. But the literature that included practical role of an embedded librarian was prioritised and the one which incorporated proposed theories was excluded, and hence, 67 of them were found to be fitted for reviewing purpose in the current case.

While planning for any extensional service besides the usual housekeeping ones, a vigorous transformation in the attitude has to be engulfed. Though the conception of embedded librarianship as a whole is an extended version of service deliverance, it can be alienated into sections according to the contextual outline and areas of embedding such as in the research context, pedagogical participation and offering information literacy.

This paper provides a panoramic view on the emerging notion of this extended version of librarianship. By successfully practicing the embedded librarianship model, the user group would be benefited and the professionals could justify the ethics of their professionalism. Embedded librarianship in the university context can be a very important endeavour for the future challenges. The proactive initiatives of the librarian along with a handy support from authorities might ensure continuous and effective partnerships.

This paper is expected to be one of the initial and review articles in the area of embedded librarianship in academics. It is a highly informative paper on embedded librarianship and will be most useful for researchers to refer this paper for individual study and also will promote the academic librarians for taking initiative to work as effective embedded librarians.