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This study aims to investigate how undergraduate students are influenced by instructors and peers in the ways that they use and think about Wikipedia for academic work. It examines the positive (encouraging the use of Wikipedia) and negative (discouraging the use of Wikipedia) influences of others and how these affect student behavior and attitudes.

Sixteen undergraduates participated in two meetings each with the principal investigator, each meeting consisting of a structured interview and a brief survey. Recorded interviews were analyzed by the investigator for patterns to compare participants’ responses.

Participants were more frequently and strongly influenced by instructors than by peers about Wikipedia, and this influence was for the most part perceived to be negative. However, the ways in which student behaviors and attitudes changed in response to this influence varied. Three categories or “influence types” emerged in the ways influence was manifested: receptive, independent and conflicted.

The findings of this study will aid instructors of undergraduate students by describing the likely reactions of those students to various ways of talking about Wikipedia. This information can help inform methods for teaching different kinds of students about the website.

Previous studies have shown how students use Wikipedia, as well as the attitudes of faculty toward Wikipedia. This study serves to bridge the gap between these areas, providing insight into how faculty and classmates’ attitudes influence student use of Wikipedia.

Containing as it does many of the finest books published in the eighteenth and nineteenth centuries, the Garrison Library of Gibraltar is no ordinary services' library. Its founding was due to that perceptive Captain (later Colonel) John Drinkwater, author of one of the most famous histories of the Great Siege of Gibraltar which lasted from 1779–1783, the History of the late siege (Spilsbury, 1785). Having suffered from a lack of reading material during the siege, Colonel Drinkwater saw the need for a good circulating library and club as a means of saving the officers of the garrison from “having their minds enervated and vitiated by dissipitation”. His appeal for books, shortly after the seige, attracted nearly 500 gifts which enabled the library to open pending the arrival of the 674 volumes on order from London, there being no bookshop in Gibraltar at that time.

The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to review online course plans for continuous improvement. It assesses the potential to engender cognitive presence (CP), social presence (SP), teaching presence (TP), and learner support (LS) in online college courses based on interactive treatments. In one case study, two raters with advanced degrees in instructional design and online teaching experience reviewed 31 online syllabi across disciplines to determine their potential for producing an online community of inquiry. They achieved a good degree of consistency among measurements, intraclass correlation coefficient (ICC) = 0.821, p < 0.001, and 95% CI [0.40, 0.932]. Raters found above-average CP, moderate SP, and basic TP. These results mirrored that of the previous case study at a different institution. Other findings included basic educational technology use in both cases. The lead author, serving as the college’s instructional designer, provided course-specific recommendations to instructors based on their syllabi review for action research. This chapter describes the use of the OCOISR© to maximize student–student, student–teacher, and student–content planned engagement for improved online learning experiences.

This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization. Specifically, this paper presents curiosity as a managerial characteristic that plays an important role in identifying disruptive information technologies and facilitating their early adoption. Further, it uses resource‐based theory as a theoretical lens to illustrate how managerial curiosity can be a source of sustained competitive advantage. Finally, it examines the individual decision styles that are best suited in assessing disruptive information technologies.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Although accounting professors around the globe have addressed various social aspects of accounting, very rarely does that research address the concerns of students. This is despite the fact that students are the focus of the educational mission of most universities. In an effort to address this gap, this chapter extends the field of social accounting to an issue critical to students: the cost of accounting textbooks in the United States. Textbook cost is drawing increasing attention from public interest groups and government regulators as costs are growing at a more rapid rate than many other costs, and constitute a significant portion of the total cost of obtaining a higher education degree. For accounting students, these costs are exacerbated by the fact that accounting textbooks are among the most expensive of any major, and they are being revised with increasing frequency – which eliminates students’ ability to buy less expensive used books – often with little or no discernible benefit to students. We argue that in some subfields of accounting – especially managerial/cost and introductory courses – topics are relatively stable, and that frequent textbook revisions are unnecessarily costly for our students, many of whom, along with their families, are making significant financial sacrifices to earn their degrees. In this study, we provide background on the textbook pricing issue, include data from a survey of accounting faculty demonstrating that they consider the revisions too frequent, document the increasing frequency of accounting textbook revisions over recent decades, analyze content in a leading accounting textbook, and discuss options for reducing the cost of accounting textbooks, including following student activists’ lead in advocating for open-source, free textbooks.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

The size structure of the executive recruitment consultancy industry is similar to that found in other business service industries in that the industry is predominantly comprised of small firms. This paper considers the reasons for small firm size in the industry and looks at the implications this has for expansion into Europe. The size structure of the industry is mainly due to the nature of the outcome, the service provision process and the barriers to growth which are a result of the particular client‐consultant relationship. Increased globalization of markets has led to an increase in the amount of international work carried out by executive recruitment consultancies. The larger international consultancies with branches in most European countries are in a strong position to take advantage of this. For the small consultancies wishing to offer international services, the main method adopted is to enter or establish an international network. © 1997 John Wiley & Sons, Ltd. and European Research Press Ltd.

In this paper, we study financial foundations of Austrian business cycle theory (ABCT). By doing this, we (1) clarify ambiguous and controversial concepts like roundaboutness and average period of production, (2) we show that the ABCT has strong financial foundations (consistent with its microeconomic foundations), and (3) we offer examples of how to use the flexibility of this approach to apply ABCT to different contexts and scenarios.

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