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The purpose of this paper is to explore the frequency with which Internet-based social media (namely, wikis, blogs, forums and electronic mailing lists) are used by cataloguers to seek what Judith Hopkins (2002) defines as “specific (and immediate) current awareness” and “general current awareness”. The aim is to provide some insight into whether social media play a part in day-to-day practice and on-the-job learning of cataloguers.

A survey research was conducted. An online questionnaire was made available to self-selecting respondents via electronic mailing lists (AUTOCAT, CatSIG listserv, NZLibs listserv) and 176 responses were received.

The study found that general current awareness information was more frequently sought via Internet-based social media than specific (and immediate) current awareness. A statistically significant, weak positive correlation was found between the variables of “number of cataloguers working in an organization” and “frequency of accessing social media to seek out cataloguing-specific information”. A weak positive correlation was also found within the sample between the variables of “number of cataloguers working in an organization” and “frequency of accessing social media to seek general current awareness information”. Qualitative data were also gathered concerning the reasons respondents sought both specific and general current awareness information.

This research examines the assumption that cataloguers use social media tools to access what Hopkins has dubbed a “community of cataloguers” as one means of accessing informal continuing education.

The prime purpose of the study is to assess the role of education in general and entrepreneurship education in particular in developing youth entrepreneurship in Uttarakhand State, India. The study also tested the methodology based on effectiveness and compared it with the traditional ex post method to find if there is any difference in results. Alternatively, the study also checked whether the students of developing economies are more likely to take up entrepreneurship as a career, which has strongly been contended by some of the recent studies.

The role of education was assessed on two grounds: increase in general awareness and knowledge about entrepreneurship, and development of entrepreneurial intentions and inclination of students. A structured questionnaire was administered on 530 final-year students. The questionnaire tested the interest and intentions of students towards taking up entrepreneurship as a career and also evaluated the level of awareness and knowledge of entrepreneurship among the students. Cross-tabulation, mean values and t-test were used to analyse the results.

The research confirmed that higher education institutions (HEIs) of Uttarakhand have not been very effective in building entrepreneurial awareness and knowledge level of students. Students who studied entrepreneurship subject showed a little better awareness and knowledge level of entrepreneurship, which was found to be statistically significant in comparison to their counterparts, but the mean scores indicated poor knowledge level. As the authors used an ex post method and method based on effectiveness of entrepreneurship education, the authors got two different results for impact of entrepreneurship education on entrepreneurial intentions. More appropriate one being that with the observed level of awareness and knowledge level of entrepreneurship (which was very low); the authors cannot possibly determine the actual impact of entrepreneurial education on entrepreneurial intentions.

The research has direct implications for research scholars working in the field of determining the impact of entrepreneurship education on entrepreneurial intentions, entrepreneurship education institutions and also the policymakers.

In comparison to most of the earlier studies done to find the impact of entrepreneurship education on entrepreneurial intentions, this study differs in its methodological approach and first of all evaluates the effectiveness and impact of entrepreneurial education in developing entrepreneurial awareness and knowledge of student. The author undertakes that if entrepreneurship education is ineffective in developing the desired level of awareness and knowledge of entrepreneurship, the actual effect of entrepreneurial education on entrepreneurial intentions cannot actually be determined and the authors may not be able to get accurate outcomes of such studies. To justify the stand, author compares the traditional ex post approach with the approach based on effectiveness of the programme and brings into light the difference in outcomes. The proposed approach rests on the premises that education must be absorbed and not just delivered to assess its impact.

The aim of this research is to make users aware of the importance surrounding the issue of security and security awareness while at the same time making educators as well as other individuals aware of the differing effects of cultural dimensions into the learning process.

An inter‐cultural study was conducted to investigate if users from the USA and Taiwan exposed to the same situational awareness learning would have different performance in those security awareness outcomes.

The findings confirm that American users who received the situational learning outperformed those users who received the traditional face‐to‐face instruction. Taiwanese users did not perform significantly differently between these two treatments.

The study was only focused on two countries and therefore may limit its implications worldwide. But the study does show that global citizens also react differently to security awareness as would be expected due to differing cultures. Certainly, awareness of the risks and safeguards is the first line of defense that can be employed by any individual, but how individuals address these risks can be very dissimilar in different cultures. Therefore, the implications are apparent that the issue of security awareness should be studied from different cultural perspectives.

This paper offers original findings and value into the investigation of whether or not situational security awareness training is culturally‐bounded.

This study aims to investigate the influence and impacts of stakeholders on the awareness and attitudes towards environmental management practices (EMPs) among hotel managers in Malaysia.

A total of 159 hotel managers participated in the survey. Structural equation modelling using the partial least squares (PLS) technique was used to test the hypotheses.

Owners and regulators influence hotel managers' environmental awareness and attitudes and their adoption of EMPs. Managers with a greater environmental awareness are more likely to adopt basic EMPs, while those with a greater environmental attitude are more likely to adopt advanced EMPs. In addition, stakeholder influence on managers' awareness and attitudes differs for hotels with and without an environmental policy.

Other types of accommodation and stakeholders, demographic variations of hotels and different data collection methods could provide additional insights into the hotel sustainability issue.

Coercion may be needed to translate hotel managers' environmental awareness and attitudes into practices. Therefore, regulators should provide rules and penalties to enforce mandatory requirements and incentives to encourage environmental sustainability initiatives.

The joint effort among stakeholders could create a societal norm that appreciates and maintains a sustainable environment and tourism industry.

This study emphasises the importance of stakeholder salience theory to understand the association between stakeholder influence on managers' awareness and attitudes and the adoption of EMPs by hotels in Malaysia. It is one of only a handful of studies that focuses on stakeholders' influence on environmental stewardship from managers' perspectives.

Healthcare professionals’ conscious or unconscious norms, values and attitudes have been identified as partial explanations of healthcare inequity. Norm criticism is an approach that questions what is generally accepted as “normal” in society, and it enables professionals to identify norms that might cause prejudice, discrimination and marginalisation. In order to assess norm-critical awareness, a measurement scale is needed. The purpose of this paper is to develop a scale for measuring norm-critical awareness.

The scale-development process comprised a qualitative item-generating phase and a statistical reduction phase. The item pool was generated from key literature on norm criticism and was revised according to an expert panel, pilot studies and one “think aloud” session. To investigate the dimensionality and to reduce the number of items of the scale, confirmatory factor analysis was performed.

The item-generation phase resulted in a 46-item scale comprising five theoretically derived dimensions revolving around function, consequences, identity, resistance and learning related to norms. The item-reduction phase resulted in an instrument consisting of five dimensions and 20 items. The analyses indicated that a summary score on the scale could be used to reflect the broad dimension of norm-critical awareness.

The Norm-critical awareness scale comprises five theoretically derived dimensions and can be used as a summary score to indicate the level of norm-critical awareness in educational contexts. This knowledge is valuable for identifying areas in greater need of attention.

In this paper the value of secondary information services is discussed from the viewpoints of service‐providers and a small group of scientists as users of current awareness services. A selection of earlier studies on the subject is briefly reviewed. The exchange value of secondary information services is demonstrated from the viewpoint of a service‐provider. Users usually see the services in the light of their value‐in‐use though the services often have exchange values as well. In conclusions the problem of assessing the value of secondary information is discussed.

Examines the ethical, legal and social context of academic library management with particular reference to the general treatment of personal information through data protection. Describes the legal background to data protection, including the Data Protection Act 1984 and the European Union Directive of 1995, and considers the implications for library management. Drawing on the results of a British Library Research and Innovation Centre‐funded impact survey of university libraries undertaken in 1995, examines in detail current data protection policies, practices and levels of awareness. Identifies a general need for greater awareness and knowledge and suggests some ways of rectifying the situation. Discusses current and future management issues and scenarios which influence the priority given to data protection and emphasizes the importance of giving it adequate attention.

The purpose of this paper is to explore how a mentor training intervention affected research scientists’ perceptions of diversity and their subsequent behaviors.

Data were originally collected as part of a randomized controlled trial measuring the effectiveness of a research mentor training intervention that covered six mentoring competencies, including addressing diversity. Here, the results of a secondary qualitative analysis of interviews with trained mentors, 135 faculty from 16 institutions from across the USA and Puerto Rico, are reported.

Analyses provide insights into how the diversity content of a mentoring intervention is interpreted, internalized, and acted upon. Mentors reported increased awareness, an expanded understanding of diversity and the implications of human differences, as well as a greater recognition of personal biases. While some were able to act on that increased awareness and make changes to their mentoring practice, most did not report doing so.

Well-designed mentor training incorporating culturally aware practices could better prepare mentors to work successfully with mentees from diverse backgrounds. Cultivating a more culturally diverse scientific community is of benefit to science as well as society.

Little is known about how faculty perceive diversity or internalize training content on the topic, either within the context of mentoring or more broadly. This exploratory study provides unique insights into these phenomena and invites further research. Implications for mentoring relationships, mentor training initiatives, and efforts to address diversity are discussed.

Situation awareness theory is a primary mean to take decisions and actions in a dynamically changing environment. Nowadays, to implement situation awareness, theories and models in organizational scenarios have become an important research challenge. The purpose of this paper is to investigate the relationship between the situation awareness theory and cybernetics. Further, the aim is to use this relationship to check the feasibility of situation awareness-based information security risk management (ISRM) implementation in the organizational scenario.

To investigate the relationship between situation awareness theory and cybernetics, Endsley’s situation awareness theory and Norbert Wiener’s cybernetics concepts and philosophy have been used in the present work. For a detailed study, concepts, techniques and philosophy of the cybernetics have been extracted from the thesis of Norbert Wiener titled “The human use of human beings” and “Cybernetics or control and communication in the animal and the machine”.

The present paper demonstrates that relationship can be successfully established between cybernetics and situation awareness theory. Further, this relationship can be used to solve organizational implementation issues related to situation awareness based systems. To demonstrate relationship and solutions of implementation issues, two case studies related to ISRM are also incorporated in the present case study.

The present work bridges two parallel and prominent theories of situation awareness and cybernetics. It also demonstrates that combination of both the theories can be used to feasibly implement situation awareness based systems in organizations.