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The libraries at the University of Chicago, Columbia University, the University of Texas Southwestern Medical Center, and Cornell University have created or re‐defined their assessment plans and programs within the last two years. This paper aims to show the similarities and differences between the approaches of these four institutions.

A case study approach is taken.

These case studies underscore how vital assessment has become and illustrate how these assessment programs have evolved to reflect local needs and priorities, their libraries' organizational structure, their institutions' planning cycle, and, the reality of limited resources.

Recognizing that understanding local needs is the key to successful assessment at any institution, it is hoped that these case studies will be useful to libraries that are at various stages of building an assessment program.

In light of the lack of subjective criteria and scientific rationality in current sustainability performance assessment, the purpose of this paper is conducted to improve the sustainability performance assessment of high-tech firms by developing a hybrid approach that integrates quantitative and qualitative research methods.

This study proposed a hybrid approach that integrates word frequency analysis, cluster analysis, grey theory and the decision-making and trial evaluation laboratory (DEMATEL) method. Specifically, this study identifies useful criteria using quantitative word frequency analysis as well as qualitative literature research. Then, cluster analysis is used to divide these criteria into different categories. Subsequently, this study applies the grey theory associated with the DEMATEL method to assess the sustainability performance of high-tech firms.

The results reveal that the socio-environment is an important aspect underlying the corporate sustainability performance of high-tech firms. Therefore, high-tech firms should enhance their pollution emission control capabilities and increase investment in energy-conservation and emission-reduction technologies to drive sustainable development. In addition, increasing green product sales revenue and improving the guiding capability of green consumption are core issues that firms must address.

This study assesses the sustainability performance of high-tech firms by applying a hybrid method. This method can be used to construct a framework for scientific sustainability performance assessment and to provide a clear direction for the sustainable development of firms.

Students are an essential part of university innovation. Through their training, research and energy, students acquire and transfer knowledge to industry, and they help establish new businesses and start-up companies. This paper investigates how universities might capture the entrepreneurial energies of students toward the goal of university improvement and transformation while also educating students to pursue their aspirations to create new businesses.

A framework is presented for integrating “Students as Partners” (SaP) with entrepreneurship training to achieve “inside innovation,” meaning innovation to advance the practices of the university. Students participating in Blackstone Launchpad at three American universities were surveyed as to how they perceive innovation culture and support at their universities.

Common services (help with business plans, market assessment and entrepreneurial training) had the biggest positive effect on satisfaction with university support. Nevertheless, many students had sought to apply their innovations inside their university and, in so doing, found navigating bureaucracy and knowing “whom to talk to” to be the biggest obstacles. Respondents were least likely to agree with the statement that their institution was willing to accept risks.

Survey included three universities. A larger sample would be useful for a broader assessment.

Partnered services, technology entrepreneurship, system add-ons and immersion are proposed as four strategies to overcome obstacles to make universities more innovative in their practices.

The paper proposes a culture change toward engaging student entrepreneurs in innovation within universities to improve higher education practices.

A framework for how higher education leaders might use the SaP model to capture entrepreneurial energies of students for university improvement and transformation.

This study aims to shed light on the relationship between gender diversity and group performance by considering the moderating role of relative cultural distance. Drawing from the categorization–elaboration model (CEM), the authors hypothesize that gender-diverse collaborative learning groups perform better when a low level of relative cultural distance in country-level individualism–collectivism or power distance exists among group members.

To test this hypothesis, the authors conducted a study on 539 undergraduate students organized into 94 groups. The assessment of group performance was based on scores given by external raters.

The authors found that relative cultural distance significantly moderated the gender diversity–group performance relationship such that gender diversity was positively related to group performance when the collaborative learning group included members who similarly valued individualism–collectivism or power distance (i.e. relative cultural distance was low) and was negatively related to group performance when the collaborative learning group comprised members who differently valued individualism–collectivism or power distance (i.e. relative cultural distance was high).

This study contributes to understanding when gender diversity is positively associated with group performance by expanding the range of previously examined diversity dimensions to include relative cultural distance in country-level individualism–collectivism and power distance.