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As the Informatics Librarian at Olivet Nazarene University, my staff and I are often responsible for troubleshooting our patrons' technology issues. My experience with join.me began when I was told that our Campus IT would no longer be subscribing to a paid screen sharing service. One of the suggestions from the IT staff was to try join.me, a free screen sharing service.

I visited the website, https://join.me/, to test it out. It seemed to have some possibilities and appeared to be fairly intuitive. Then my Informatics students and I experimented with the basic version of join.me, trying out some of the features, tempting it to fail. We were marginally impressed, but this testing was between computers on campus on the same network. What would happen if we tried with someone off‐campus? I recruited my 13‐year‐old niece for further testing. All she had to do was allow me to observe her (from campus) while she played on her home computer. We went through the very easy steps to connect to join.me and I watched her play Farmville. It really worked! Then I asked for permission to take control of her computer. I took over the mouse and was able to navigate. After a few minutes, we switched roles and she played the game on my campus computer. I was sold.

With the needs of distance education students in mind, I put together an instruction page on our website (http://library.olivet.edu/troubleshoot/screen_sharing.php) that would help guide our users through the screen sharing process. When I receive calls about login issues, I use join.me to attempt to resolve the issues. I ask patrons if they have time to screen share with me so that I can actually observe their issue. No one has ever refused. I walk them through the setup and then they show me their problem. It makes troubleshooting so much easier – as if they are in the same room. Sometimes I ask patrons for permission to control their mouse, but I try to avoid that. My goal is to make them as self‐sufficient as possible. I also do not try to “fix” anything on their computers. I only collect data to help solve the problem or communicate the problem to Campus IT. Join.me has been invaluable in helping patrons resolve their password and login issues. I have used it for a variety of other purposes, too. I use join.me with patrons to demonstrate searching strategies and help them with problems downloading pdfs. It is an effective way to identify if their problem reveals a campus‐wide issue or if just a simple correction needs to be made in the user's process. I have even used join.me with other library staff members when working on a project together.

The paper provides the following additional author comments about join.me: I have used join.me from home using my phone's hotspot as the Internet provider. I have used join.me to help patrons who have a dial‐up service. I had to be patient because join.me does not speed up their internet service, but it still effective. Join.me is not just one browser to another browser; you can actually see and control any aspect of the patron's computer if needed. Join.me works on both Apple and Windows platforms. My office has recently been experimenting with the audio functionality in join.me. We struggled with it at first and discovered it worked better once it was installed. For the distance education patrons, I think I will stick with the good old‐fashioned landline phone for now. There are apps available that we have tested on both an ipad and an android tablet. They worked great for viewing purpose. The apps do not appear to have sharing capabilities at this time. We have tried having up to three viewers at one time. It worked smoothly.

Political parties in Hong Kong are eager to recruit university students and internship programs are a major recruitment channel for them. However, studies on the influences of political internship programs on university students are few and have mainly been conducted in Western democracies. Therefore, the purpose of this paper is to explore the roles of political party internship programs in encouraging university and community college students to join political parties in Hong Kong, a semi-democratic autonomous region of China.

This study is based on the insights gained from semi-structured interviews with a small sample of former party interns.

This paper found that party internship programs can play three major roles in encouraging students at higher education institutions to join a political party. They are: exposing students to the recruitment efforts of the party, helping students who have no political aspirations to generate a desire to join, and providing an opportunity for those already considering joining to ascertain if the party is really suitable for them.

This paper shows that political internships in semi-democratic regimes like Hong Kong can play similar roles as those in Western democracies to stimulate some university students to pursue a career in politics and help those already considering a political career to ascertain their goals. This paper also shows that these stimulating and confirming effects could also apply to the application for party membership.

Charitable organizations need to have an in‐depth understanding of their donors in order to retain their donations and attract new donors. This is particularly the case when the relationship with the donor is expected to be sustained rather than a one‐off donation. The purpose of this phenomenological study is to discover the essence of donors' experiences of joining a child sponsorship program. The central research question is: What does it mean to be a child sponsor?

A phenomenological methodology was used to explore the experiences associated with charitable giving for individuals providing long‐term financial support to disadvantaged children.

An analysis of 84 significant statements from a series of in‐depth interviews revealed that sponsors experience both gains and losses from sponsoring a child. Financial ability and peers are influential in motivating child sponsorship, but the decision to sponsor a child is often not shared with family members. Sponsors indicated that they want to establish a close relationship with their sponsored child and they tend to sponsor children whom they perceive as similar in some respect to themselves.

The study focused on existing sponsors and did not consider lapsers. Second, although interviewing was continued to the point of saturation, and although the sample size was relatively large for a phenomenological study, caution must be exercised when trying to extrapolate the findings to a broader population.

Charities should take a proactive role in managing communication between beneficiaries and sponsors. It is particularly important for the beneficiaries to communicate with the sponsors so as to give the sponsor the feeling of sponsoring a friend/family member. Charities could encourage their current sponsors to actively share their happiness and satisfaction with their friends. Testimonials and referral programs wherein happy sponsors share their experiences with potential sponsors would probably be productive. Finally, charities should aim to match sponsors and beneficiaries, at least in terms of nationality.

This is the first study to investigate long‐term charitable giving using an interpretative framework. The findings extend understanding of the experiences underlying sustained charitable giving and will be useful for charitable organizations seeking to understand more about the experiences of sponsors. Consideration of the findings will help charities maintain long‐term donor relationships and encourage more people to undertake long‐term sponsorship commitments.

In this chapter, the relationship between self and community is addressed through inquiring into the impact of the International Study Association on Teachers and Teaching (ISATT) on the professional learning, teaching, and research of members specifically in the Asia-Pacific region. The authors employ qualitative methods, primarily self-study and narrative inquiry, and use descriptive statistics derived from survey responses to support their claims. The work not only speaks to ISATT’s significant shaping effects but also to historical and contemporary challenges the organization faces as it moves toward the future.

Regency Hospital Limited, a multi-specialty hospital in Kanpur, India was founded by Dr. Atul Kapoor in 1995. The hospital had grown over the years. However, there were a number of issues that were yet to be dealt with. The case describes the struggles that the founder went through in setting up this hospital. It presents the challenges from the perspective of the founder as well as the staff and doctors of the hospital. In the process, the case highlights issues on leadership, entrepreneurship, organizational culture, and management of change.

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while simultaneously gaining access into children’s culture and the trust of adult gatekeepers involved (i.e., teachers). Drawing on my participant observation experiences in 10 preschool classrooms (over 470 hours and 19 months of observations), I challenge the use of the friend role (Fine & Sandstrom, 1988) and least-adult role (Mandell, 1988) in research with young children. I examine how teachers mediate the researcher’s role in participant observation of children in preschool classrooms demonstrating the importance of establishing a middle manager role between teachers and children when conducting participant observations. I also discuss strategies used to overcome adult’s mediation of the researcher’s role, and strategies for simultaneously gaining teachers and children’s rapport in participant observation research in ways that formulate positive relationships with adults and children. I demonstrate the importance of researcher reflexivity of children’s and adults’ assessments of researchers’ roles in the field, highlighting how researchers’ impacts on children are not dependent on the times they are present in the field. Instead, I show that children continue to critically assess researchers’ positionality and roles in the field, often times seeking the help of adults (i.e., parents and teachers), further stressing the need for researchers to negotiate an understanding of their roles with both adults and children prior to and while in the field.

In a very personal reflection, this paper aims to trace the academic trajectory of a female marketing academic in a very male-dominated discipline. It also highlights the struggle balancing work and family, as well as protecting an immigrant identity in a foreign culture.

Given the period and unique conditions of the author’s academic journey, this highly personal retrospective account is based on recall of significant events that have shaped my singular experience. It attempts to capture the experience of an immigrant female novice navigating not only a foreign culture but also a very male-dominant discipline.

While times have changed and gender barriers are lower today, challenges remain. In addition, the set of choices faced by women with partners in the same discipline differ significantly and complicate the family-work balance decisions. There is no one set of path that can be followed.

While there is a professional cost to deviating from the mainstream, pursuing alternatives to the dominant topics is vital to advancing the health and relevance of the marketing discipline. The relationships between marketing and development have been an important topic for me; however, these macromarketing topics continue to be neglected. Given the current socio-economic-political conditions globally, perhaps future marketing scholars will devote greater attention to these topics.

This is purely the author’s personal reflection of a journey that began accidentally. It also occurred in the 1970s when women were rare in the business world, particularly business academia. It offers a retrospective comparison to male peers who, aside from their individual talents and history (Belk, 2017; Firat, 2014; Holbrook, 2017), were achieving their professional goals at a similar period. It also provides some historical context that can be compared to experiences of other female pioneers in marketing academia and marketing practice (Bolton, 2017; Tadajewski and Maclaran, 2013; Zeithaml, 2017).