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The purpose of this paper is to explore the barriers that inhibit the development of female entrepreneurship in the West Midlands. This region is characterised by pronounced low levels of participation in higher education and entrepreneurship. With the support of funding from the Lifelong Learning Network (LLN), the paper contributes to a re‐evaluation of the current support available to women entrepreneurs and informs and aligns the provision of services to the needs of women across the region and beyond.

A study was commissioned by the LLN to identify the main barriers to female entrepreneurship in the Staffordshire, Telford & Wrekin and Shropshire areas. The main business support provision available to assist female entrepreneurs in June 2009 was mapped and these data were used in an online questionnaire to identify the level of awareness of this support provision amongst women in the target area, as part of the larger pilot study. An extensive online questionnaire consisting of 44 questions was designed in Version 1.82 of LimeSurvey, an open source PHP based survey tool. The survey was designed to capture information on the relationship between aspirations to start a business, demographic information, past experience of entrepreneurship, current skills levels, perceived barriers and knowledge of current business support provision.

Whilst for many women accessibility to training was a major issue, an area of greater concern was found to be financial risk and the belief that women are less likely to start a business if they have a friend or family member with a business. The research findings suggested that even vicarious exposure to the pressures of running a business was a positive deterrent to entrepreneurship.

The research findings suggest that the mechanisms (business support agencies) through which information and support are provided to potential entrepreneurs needs to be reviewed. This preliminary research suggests that the existing infrastructure is inadequate and as business support is becoming more streamlined as a result of the public sector spending review, it could inform the nature and range of support provided to women entrepreneurs within the region and beyond.

In addition to contributing to development of strategy within the region, the authors feel that the research could have wider implication for regions with a similar economic profile to the West Midlands.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

MID‐OCTOBER sees the activities of the library world in full swing. Meetings, committee discussions, schools at work, students busy with December and May examinations in view, and a host of occupations for the library worker. This year—for in a sense the library year begins in October—will be a busy one. For the Library Association Council there will be the onerous business of preparing a report on State Control; for libraries there will be the effort to retain readers in a land of increasing employment and reduced leisure; and for the students, as we have remarked in earlier issues, preparations for the new syllabus of examinations which becomes operative in 1938. It is a good month, too, to consider some phases of library work with children, “which,” to quote the L.A. Resolutions of 1917, “ought to be the basis of all other library work.”

The purpose of this paper is to expand on emergent data activism literature to draw distinctions between different types of data management practices undertaken by groups of data activists.

The authors offer three case studies that illuminate the data management strategies of these groups. Each group discussed in the case studies is devoted to representing a contentious political issue through data, but their data management practices differ in meaningful ways. The project Making Sense produces their own data on pollution in Kosovo. Fatal Encounters collects “missing data” on police homicides in the USA. The Environmental Data Governance Initiative hopes to keep vulnerable US data on climate change and environmental injustices in the public domain.

In analysing the three case studies, the authors surface how temporal dimensions, geographic scale and sociotechnical politics influence their differing data management strategies.

The authors build upon extant literature on data management infrastructure, which primarily discusses how these practices manifest in scientific and institutional research settings, to analyse how data management infrastructure is often crucial to social movements that rely on data to surface political issues.

Learning analytics enable learning to be reorganized through collecting, analyzing and reporting the stored data in online learning environment. One of the important agents of education process is the instructors. How the use of learning analytics within education process is evaluated by the instructors is important. The purpose of this study is to determine the experiences of instructors in relation to the use of learning analytics.

In this study, data were collected from instructors through interviews to determine the reflections of learning analytics on the education process. While qualitative study method was adopted, phenomenological design was used.

As a result of analysis of findings, it was concluded that the use of learning analytics in the education process was beneficial. It was established that learning analytics were helpful in the self-assessment of instructors' performances, making early intervention to risky students and creating a lesson plan.

This study was carried out in a foreign language course and with five academicians during one semester.

This study aims to reveal the experiences of the instructors on the use of learning analytics and present scientific findings on a subject on which a limited number of studies have been conducted. With the start of learning analytics' use in the educational process, some concerns have been raised. This study tries to respond to the various concerns of instructors who intend to use learning analytics in the process.

The use of learning analytics is gradually increasing. In the studies conducted, it is seen that the studies have focused on the effect of learning analytics on the learning outputs of students. It is important to determine how instructors, who are the other important elements of the process, make use of learning analytics and how their experiences regarding the use of learning analytics are. The focal point of this study is to reveal the impact of learning analytics on the education process from the perspective of instructors.