Search results

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Policy-oriented responsibility initiatives are institutional attempts to make innovations more responsible. One such initiative is offered by the European Commission’s responsible research and innovation (RRI) keys (public engagement, gender equality, science education, open access and ethics). This study is conducted in the context of an EU Horizon 2020 project and focuses on the introduction of RRI keys to innovation projects of the additive manufacturing (AM) industry. This study aims to understand how these RRI keys are perceived and adopted by industry project partners.

The authors use an ethnographic study based on “participant observation”, supported by interviews and workshops with AM industry experts. In particular, the analysis covers two specific innovation use cases – one in the medical field, and second in the automotive field, in the context of the EU project. The analysis, based on ethnographic data, is inductive and interpretative.

The authors take a critical approach towards the implementation of RRI policy keys as measurable indicators, and argue that they are not easy tools to implement. The authors portray how RRI keys were understood and welcomed by industrial organisations, and how their implementation raised controversies. The authors also found that RRI keys are difficult to understand. They are not easy to measure and report, and this contrasts with earlier proposals of how RRI keys should be governed or implemented. The governance, meaning the dialogue between stakeholders both internal and external to the organisation, was time-consuming and required constant organisational learning.

Due to the insightful ethnographic methodology, the authors could well underline the faults and difficulties of the application of policy-oriented responsibility in innovation. The findings illustrate the difficulty of implementing RRI in an industry that mainly operates business-to-business. This can help future policymakers to find more successful ways of pushing industry and innovators to be more responsible. It can also suggest better ways of reaching higher organisational learning for the purpose of more responsible innovations.

The purpose of this paper is to open the special issue of Online Information Review on open knowledge management in higher education. Its aim is to review the concept and extension of the movement or philosophy of open knowledge in universities and higher education institutions.

The approach follows the reference model used by the University of Salamanca (Spain) to promote open knowledge in the institution through its Open Knowledge Office. This model comprises four areas: free software, open educational content and cultural dissemination, open science, and open innovation.

For each of the four areas mentioned above, milestones and the most significant projects are presented, showing how they are promoting publication and information transmission in an open environment, without restrictions and favouring knowledge dissemination in all fields.

Open knowledge is an approach which, although somewhat controversial, is growing relentlessly as cultural and scientific dissemination leave behind other interests or economic models. International organisations and governments are gradually embracing open knowledge as the way to share scientific advances with society and as an international cooperative way to assist development in third‐world countries.

The public relies upon the government for many areas of their lives such as: obtaining a driver’s license, applying for a job, licensing pets, applying for a business license, paying taxes, buying a home, or even applying for college admission. Starting from humble beginnings the invention of the computer system opened pathways for the community to interact with government agencies. In the early years of the computer and internet the federal government was known for their advances and for being at the forefront of technology. However, the same was not true for state and local governments who found themselves left behind the technological race. Somewhere in the early 2000’s even the federal government found themselves behind the private sector as integration and innovation became stagnate within government agencies. The workforce of these agencies did not change into a highly technical workforce until the costs of technology lowered and access and availability were more widely distributed to conduct business (Moon, 2002). Once technology started to trickle down to state and local governments it began to expand to all avenues of public service. In addition, the processes were streamlined for the public. However, issues such as lack of access, lack of computer skills, lack of government trust, and the risk to safety of personal information still hinder technological use at this level.

The very large number of books at present being issued relating to, or connected with the War, conclusively shows to what a great extent the intellectual as well as the material strength of the nation is engrossed by the terrible struggle in which we are engaged. But without abating any of our own interest in the supreme events now taking place, we may well pause to remember that things will not always be thus, and consider carefully before we crowd our shelves with works that are in many cases of very ephemeral value.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain 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 information literacy.