Search results

To describe the challenges involved in developing and delivering a pilot library skills course to a group of international bridging studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges.

The paper documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined.

The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process.

The project is still at a pilot stage of development. The paper provides a short‐term view of one small academic library's experience of working with international students. No full‐scale student survey has been conducted to date.

This account of WIT Libraries experience of developing and delivering an accredited information skills course for the bridging studies group is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges.

Offers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession.

Despite growing evidence of the impact of school facilities on wellbeing and educational outcomes, no attention has been given to understanding this impact in relation to the interrelationship of design and procurement and their combined effect. This paper aims to address this gap by presenting the outcomes of a study of the design/procurement relationship pre-opening and post-opening of schools.

Qualitative case study methodology enabled in-depth exploration of six Australian Government schools procured through “public private partnerships” (PPP) or “design & construct” (D&C) and “design, bid, build” (DBB). Data collected through interviews with architects, education department officers, school principals and teachers were analysed thematically using techniques aligned with grounded theory methodology.

The paper reports three key findings: pre-opening of schools, budget impacts design similarly for procurement across PPP and (D&C/DBB) case schools; pre-opening of schools, prescriptive design impacts procurement similarly across PPPs and D&C/DBB schools; post-opening of schools, procurement impacts design and school operation in different ways across PPP and D&C/DBB schools. These findings point to a fundamental finding that it is design and procurement together that impacts well-being and educational outcomes as experienced by principals and teachers.

This research may be of practical value for education departments, architects, facility managers, school principals and teachers.

This paper provides original evidence of the relationship between procurement and design and their combined impact on student well-being and educational outcomes.

Public health mental health is an emerging field with significant potential for contributing to improved public health. However there is a notable gap in support for people working in this field and limited opportunities to influence the public health agenda at a strategic or policy level. This article describes how the London‐wide public health mental health network provides a regional forum for members to share information, develop measures, databases and protocols, and support professional development. It is hoped that other such regional networks will be established, as well as sector groups at local level.

The paper aims to further understanding of connectivity from the perspective of blockchain technology (BT) in the supply chain (SC). It presents the weaknesses (inhibitors) of connectivity during technology implementation, focusing on supply chain interaction and resilience.

Restricting the focus to digital connectivity, interaction and supply chain resilience, this paper uses a systematic literature review (SLR) to examine how the literature has addressed, related or flagged connectivity weaknesses affecting supply chain interaction and resilience.

This study highlights the influence of connectivity for blockchain-technology projects. Technical and organisational influencers that affect the adoption of technology in the SC are presented. These influencers support the factors proposed in this study regarding the weaknesses that negatively affect the interaction between the agents involved and the SC's resilience. The research suggests that the weaknesses are related to technical needs and the relationships between companies arising from functionalities.

This paper is restricted to a review of the theory and the researched material. Although the author was careful to choose the best search terms related to the research objective, some potentially relevant articles may have been excluded.

The study summarises research on blockchain connectivity influencers in the SC, helping managers to anticipate and mitigate some of doubts and concerns in projects of this nature.

This is one of the first articles in the area of operations and SCs that addresses the topic of connectivity, focusing on its restrictive factors (connectivity inhibitors), in the context of blockchain implementation in the SC.

The outcomes of information behaviours have traditionally been conceptualised as use or effects. The adoption of a sociological stance, based on a practices approach, provides the opportunity to challenge these understandings. The non-Western setting further enhances the possibilities for conceptualising the outcomes of information practices as forms of capital.

This ethnographic study uses a Bourdieusian approach to investigate the information practices of diasporic devotees and monks of a Theravada Buddhist Temple in Sydney, Australia. The insider position of one researcher brought strong insights into the data, while the theoretical approach shared with the other researchers reinforced an outsider perspective.

The Temple’s online sources and personal communication with other devotees provide a diverse range of sources that devotees use in information-based cultural practices and everyday life information practices. These practices lead to outcomes that can be identified as economic, social and cultural capital. Pin or merit emerges as an important outcome of practices which is not easily accommodated by the concept of outcome, nor by Bourdieu’s categories of capital.

Adding to the small number of studies concerned with information practices in a spiritual context, this study shows the value of a Bourdieusian approach in identifying the outcomes of information practices as capital, but highlights the shortcomings of applying Western concepts in non-Western settings. It proposes the possibility of a new form of capital, which will need to be tested rigorously in studies in other spiritual settings.

Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi‐detached) of the mental health workforce may help us move beyond a ‘tick‐box’ approach ‐ exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

Researchers have long been interested in understanding why and how corporate managers issue earnings guidance and the effect of such guidance on stakeholders’ (investors’ and managers’) behavior. Several recent studies have employed the experimental approach to address these issues. The purpose of this paper is to analyze and synthesize the literature on experimental studies of management earnings guidance. Consistent with the literature, I organize the synthesis to reflect (a) whether, why and how management issues guidance; (b) investors’ reactions to guidance; (c) the effect of guidance on management behavior. In addition, I provide institutional information (e.g., nature and timing of guidance) about guidance as well as provide several directions for future research. The synthesis reveals that the experimental studies have made a unique contribution to this literature by (i) providing evidence on process variables that underlie some empirical associations, (ii) directly measuring managers’ personal attributes and, (iii) closing the causality gap in the guidance literature.