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Preservation activities have existed in libraries since the early days of librarianship, but these efforts were mostly decentralized and buried in the work of many different departments. Not until the 1970s did library organizations begin to add preservation to organizational charts on a departmental or middle management level, along with its new administrative costs. At that time, libraries were struggling with early efforts at automation and the many changes it would bring to their organizations. Preservation department functions, formerly decentralized from an administrative and budgetary standpoint under the headings of commercial binding, book repair, special collections, or circulation, were now identified as a budget line forced to compete for funds with newly formed library systems departments as well as other traditional library functions. This was particularly difficult given that a large portion of the costs of a comprehensive preservation department were new and additive (Fasana and Baker, 1992, p. 132), yet provided few immediately evident benefits. A burgeoning library systems unit could place libraries on the cutting edge of technology; automated card catalogs could improve productivity and efficiency for staff, and also provide for better patron access to collections. Needless to say, systems departments were much better funded than preservation units at this time.

This chapter presents a case study of a community engagement project that was established in 2013, between the International Business School of Hanze University of Applied Sciences (UAS), Groningen, the Netherlands, and various communities within Mombasa County, Kenya. From an educational point of view, this engagement helped enrich the curriculum, in terms of learning how business is conducted in a different cultural setting, and how classroom knowledge can be applied within the field. From a community perspective, this engagement acted as a facilitator to knowledge and resource access. The authors highlight aspects that have explicitly added value to the projects, whilst simultaneously presenting engaging dissonance arising from the implementation of the project as well as discussing factors that could be addressed to improve this type of community engagement. The recommendations would be most applicable to projects within similar cultural settings and/or with a similar geographical distance.

This paper aims to ascertain whether and to what degree universities are becoming organizational actors globally. Utilizing an original dataset of a sample of 500 globally oriented universities, we explore how universities have increasingly become organizational actors as is the case of American universities. We consider the following indicators of university transformation into organization actors: development or institutional advancement, diversity or inclusion, legalization, and internationalization goals and structures. We find that these globally oriented universities have created international, development, and legal offices. Surprisingly, nearly half of the universities in our sample also have diversity offices. These “getting organized” indicators are somewhat similar to what holds for American universities, suggesting that there is globalization of organizational actorhood among universities. At the same time, however, we find that there are pronounced regional differences, especially when it comes to organizing around diversity and legal affairs.

Purpose – Researchers use the concept of biosociality and a disability studies framework of empowerment to present and analyze examples of community formation and participation for youth with pediatric multiple sclerosis.

Methodology – The data were collected using participant observation, individual and focus group interviews during Teen Adventure Camps held in the summers of 2004–2009 and an Educational Transition Retreat held in the fall of 2008.

Findings – Evidence of community formation and identification include the development of formal and informal systems for mutual support and mentoring, as well as transformations in self-perception and collective identity. Challenges to community formation include differing perspectives about disability-pride vs. diagnosis-specific affiliations.

Research implications – This research indicates that there are many pathways to individual and community identification which may include and even intertwine both diagnosis-specific and disability-pride approaches. The process of community formation is transformative, thus preferences with regard to community identification should not be considered stable, but rather understood as a developmental process that may change over time.

Originality/value of paper – Building upon social and minority group theories, this research moved beyond social critique to develop and implement strategies for community development, individual, and group empowerment.

This chapter examines the development of an Entrepreneurship Education initiative (Triple E: Employability, Enterprise and Entrepreneurship) in the Higher Education context. The initiative is further contextualised by a dynamic policy framework concerning widening access as a major priority for the Scottish Government. In addition, the initiative is based on innovation in contemporary pedagogical design and further policy drivers supporting the development of graduates with an enterprising mind-set and graduate attributes (articulated by employers) and interpreted by academics and public sector stakeholders as relevant for graduate labour market competitiveness. The chapter examines Entrepreneurship Education literature and presents a case study which examines pedagogical design and normative assumptions, participant progression, (students and staff) and the engagement of external stakeholders. The case study describes and analyses the key design principles for inclusive and accessible Entrepreneurship Education within the context of widening participation policy. A discussion on the practice of achieving inclusive and accessible Entrepreneurship Education explores intra-institution policy, drivers enablers and cultural and resource constraints. The chapter concludes with a summary of the design principles on inclusivity and accessibility in Entrepreneurship Education and discusses attempts to mitigate the challenges presented by a widening participation policy.

This study examined how government investment affects venture capital (VC) development and entrepreneurial activities. Using data from 1992 to 2012 in China, I investigated the causal impact of the government investment in VC with a natural experimentation research design. More specifically, I studied the how the onsite of a policy that allows government to invest in VC industry induces change on VC fundraising and VC investment. The results indicated that the initiation of a government investment policy could insert an immediate positive impact on VC fundraising, while it also induced a gradual significant change on the entrepreneurship financing of local start-ups.

Towns and cities across Canada face rapidly changing economic circumstances and many are turning to a variety of strategies, including tourism, to provide stability in their communities. Community Economic Development (CED) has become an accepted form of economic development, with recognition that such planning benefits from a more holistic approach and community participation. However, much of why particular strategies are chosen, what process the community undertakes to implement those choices and how success is measured is not fully understood. Furthermore, CED lacks a developed theoretical basis from which to examine these questions. By investigating communities that have chosen to develop their tourism potential through the use of murals, these various themes can be explored. There are three purposes to this research: (1) to acquire an understanding of the “how” and the “why” behind the adoption and diffusion of mural-based tourism as a CED strategy in rural communities; (2) to contribute to the emerging theory of CED by linking together theories of rural geography, rural change and sustainability, and rural tourism; and (3) to contribute to the development of a framework for evaluating the potential and success of tourism development within a CED process.

Two levels of data collection and analysis were employed in this research. Initially, a survey of Canadian provincial tourism guides was conducted to determine the number of communities in Canada that market themselves as having a mural-based tourism attraction (N=32). A survey was sent to these communities, resulting in 31 responses suitable for descriptive statistical analysis, using Statistical Package for the Social Sciences (SPSS). A case study analysis of the 6 Saskatchewan communities was conducted through in-depth, in person interviews with 40 participants. These interviews were subsequently analyzed utilizing a combined Grounded Theory (GT) and Content Analysis approach.

The surveys indicated that mural development spread within a relatively short time period across Canada from Chemainus, British Columbia. Although tourism is often the reason behind mural development, increasing community spirit and beautification were also cited. This research demonstrates that the reasons this choice is made and the successful outcome of that choice is often dependent upon factors related to community size, proximity to larger populations and the economic (re)stability of existing industry. Analysis also determined that theories of institutional thickness, governance, embeddedness and conceptualizations of leadership provide a body of literature that offers an opportunity to theorize the process and outcomes of CED in rural places while at the same time aiding our understanding of the relationship between tourism and its possible contribution to rural sustainability within a Canadian context. Finally, this research revealed that both the CED process undertaken and the measurement of success are dependent upon the desired outcomes of mural development. Furthermore, particular attributes of rural places play a critical role in how CED is understood, defined and carried out, and how successes, both tangible and intangible, are measured.

Aquinas College provides ‘across-school’ leadership positions for each of the key areas of Religious education, spirituality and service. These areas are sometimes referred to as the ‘head, heart and hands’ model of religious formation and they reflect a holistic approach to education by including experiential learning. In doing so, each area becomes an intrinsic part of a young boy’s education at Aquinas and every student is called to be a ‘man for others’. In 2005, a formal service programme was introduced at the Junior School level and a Service Coordinator position was created. It is important to keep in mind the overall context in which this programme was developed. The aim of the programme was not only to promote and engage younger students in volunteering and fundraising (as most primary schools already do), but to also link them to service projects that already existed in the Senior school. The Junior Service Program also incorporates leadership and reflections on gospel values and sees volunteering as a learning exercise as well as an opportunity to help others. The main characteristics of the Junior Service Program (known as the JSP) are: (a) Voluntary, (b) Membership, (c) Structured activities, (d) Reflection, (e) Recognition.