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This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians.

The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources.

The forums provide useful bibliographic information regarding e‐resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs.

Findings are limited to academic historians and are also skewed toward US historians, since more articles on e‐resources appeared in the forum dedicated to US‐historical pedagogy than in the forum encompassing historians of all areas.

Similar research could be done on pedagogical forums in other academic fields.

This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field.

Although the literature addressing entrepreneurial networking is reaching a fairly high degree of sophistication and scope, there are certain critical areas where important questions remain unanswered. Specifically, research into the processes of entrepreneurial networking has been hindered by a paucity of longitudinal studies. Thus, the consideration of change over time is de facto limited. Moreover, accounts of how individuals actually use networks to learn about entrepreneurship, its practices and processes remain sparse. Yet, we know that learning is a social process, so the research gap lies in relating networks, as social contexts to the entrepreneurial learning process. Furthermore, since social relations are fundamental to everyone's life, and emerge, develop and change throughout their life course, people are embedded in social situations that put them in touch with others (Kim & Aldrich, 2005). Consequently, learning is often “located in the relations among actors” (Uzzi & Lancaster, 2003, p. 398). As well as direct learning through network contacts, network transitivity also facilitates learning by one embedded network member, through the knowledge held by a second member, about a third, as shown in Uzzi and Gillespie's (2002) study. Accordingly, in many ways how entrepreneurs go about using their networks and with whom they network may be critical for entrepreneurship and thus warrants investigation. It is to this end that we now consider the shape, content and process of entrepreneurial networking.

The social relations model (SRM; Kenny, 1994) explicitly proposes that leadership simultaneously operates at three levels of analysis: group, dyad, and individual (perceiver and target). With this model, researchers can empirically determine the amount of variance at each level as well as those factors that explain variance at these different levels. This chapter shows how the SRM can be used to address many theoretically important questions in the study of leadership and can be used to advance both the theory of and research in leadership. First, based on analysis of leadership ratings from seven studies, we find that there is substantial agreement (i.e., target variance) about who in the group is the leader and little or no reciprocity in the perceptions of leadership. We then consider correlations of leadership perceptions. In one analysis, we examine the correlations between task-oriented and socioemotional leadership. In another analysis, we examine the effect of gender and gender composition on the perception of leadership. We also explore how self-ratings of leadership differ from member perceptions of leadership. Finally, we discuss how the model can be estimated using conventional software.

People are responsible for their wellbeing, yet whether they take ownership of their own or even others' wellbeing might vary from actor to actor. Such psychological ownership (PO) influences the dynamics of how wellbeing is co-created, particularly amongst actors, and ultimately determines actors' subjective wellbeing. The paper's research objective pertains to explicating the concept of the co-creation of wellbeing and conceptualizing the dynamics inherent to the co-creation of wellbeing with consideration of the influences of all involved actors from a PO perspective.

To provide a new conceptualization and framework for the dynamics of wellbeing co-creation, this research synthesizes wellbeing, PO and value co-creation literature. Four healthcare cases serve to illustrate the effects of engaged actors' PO on the co-creation of wellbeing.

The derived conceptual framework of dynamic co-creation of wellbeing suggests four main propositions: (1) the focal actor's wellbeing state is the intangible target of the focal actor's and other engaged actors' PO, transformed throughout the process of wellbeing co-creation, (2) PO over the focal actor's wellbeing state is subject to the three interrelated routes of exercising control, investing in the target, and intimately knowing the target, which determine the instigation of wellbeing co-creation, (3) the level of PO over the focal actor's wellbeing state can vary, influence and be influenced by the extent of wellbeing co-creation, (4) the co-creation of wellbeing, evoked by PO, is founded on resource integration, which influences the resources–challenges equilibrium of focal actor and of all other engaged actors, affecting individual subjective wellbeing.

This article provides a novel conceptual framework that can shed new light on the co-creation of wellbeing in service research. Through the introduction of PO the transformation of lives and wellbeing can be better understood.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Drawing on an extensive range of activities across different types, including mandatory (customer), mandatory (customer or organisation), voluntary in-role and voluntary extra-role activities, this study aims to identify different health-care customer value cocreation practice styles based on the combinations of value cocreation activities they undertake and empirically examine how customers adopting different styles differ in terms of well-being and satisfaction.

The study was conducted across health customers with a variety of chronic conditions. Data were collected from three focus groups and an online survey.

Five customer practice styles, namely, the highly active, other-oriented, provider-oriented, self-oriented and passive compliant customers, were revealed. While a moderate to a high level of activities is often recommended as it is associated with higher levels of physical, psychological, existential and social well-being and customer satisfaction, the results also suggest there is no single ideal style as different styles may be associated with the same level of outcomes.

As customers cocreate value differently, it is crucial to understand the underlying heterogeneity and its implications to outcomes.

Highly active and provider-oriented are the two styles that should be particularly encouraged because of their association with positive outcomes. Personalised strategies need to be developed and resources need to be put in place to build productive relationships amongst service providers, customers and peers and to increase the perceived value of such interactions so as to shift customers towards more active styles.

The study advances the understanding of customer value cocreation and its link to well-being by empirically deriving five distinct practice styles and demonstrating how they differ across meaningful well-being and satisfaction dimensions.

The purpose of this paper is to suggest a typology of customer value cocreation activities and explore the psychological drivers and quality of life outcomes of such activities in a complex health care service setting.

Focus groups with people with Type 2 diabetes and in-depth interviews with diabetes educators were conducted.

Four types of customer value cocreation activities were found (mandatory (customer), mandatory (customer or organization), voluntary in-role and voluntary extra-role activities). In addition, health locus of control, self-efficacy, optimism, regulatory focus and expected benefits are identified as key psychological factors underlying the customers’ motivation to be active resource integrators and resulting in physical, psychological, existential and social well-being.

The study highlights the various types of customer value cocreation activities and how these affect the various quality of life dimensions.

This study aims to examine the effects interpersonal, service product and message factors has on positive and negative word of mouth's (WOM) influence. The study also sought to address the impact WOM had on changes in people's willingness to use a service provider.

A total of 495 consumers who had received positive WOM and 505 who had received negative WOM in the prior 12 months completed an online survey. The sample was recruited through a national online consumer panel provider.

Positive WOM was more effective and positive WOM messages had a greater effect on people's willingness to use a service than did negative WOM. Paradoxically, the strength of WOM and interpersonal factors had more impact on the influence of negative WOM, while brand equity enhanced positive WOM and acted as a buffer to negative WOM.

The study was conducted in a services context and may not necessarily be generalizable to product contexts. Further, the factors enhancing WOM in online contexts need to be examined, although the present model's constructs (e.g. homophily) are not equivalent in this context.

Different circumstances may enhance or detract from the influence of positive and negative WOM. Managers should maximise the verbal strength of positive WOM messages and generate positive brand equity perceptions, as this offers a buffer to negative WOM. Recommendations also include addressing customer education and socialisation to enhance WOM message influence.

The study extended prior WOM research by addressing interpersonal, service product and message factors, as well as the change in intended behaviour for positive and negative WOM.

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.

The authors believe that people with cognitive and motor impairments may benefit from using of telepresence robots to engage in social activities. To date, these systems have not been designed for use by people with disabilities as the robot operators. The paper aims to discuss these issues.

The authors conducted two formative evaluations using a participatory action design process. First, the authors conducted a focus group (n=5) to investigate how members of the target audience would want to direct a telepresence robot in a remote environment using speech. The authors then conducted a follow-on experiment in which participants (n=12) used a telepresence robot or directed a human in a scavenger hunt task.

The authors collected a corpus of 312 utterances (first hand as opposed to speculative) relating to spatial navigation. Overall, the analysis of the corpus supported several speculations put forth during the focus group. Further, it showed few statistically significant differences between speech used in the human and robot agent conditions; thus, the authors believe that, for the task of directing a telepresence robot's movements in a remote environment, people will speak to the robot in a manner similar to speaking to another person.

Based upon the two formative evaluations, the authors present four guidelines for designing speech-based interfaces for telepresence robots.

Robot systems designed for general use do not typically consider people with disabilities. The work is a first step towards having our target population take the active role of the telepresence robot operator.