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This chapter aims to discuss the issues associated with social indexing as a solution to the challenges of current information organization systems by investigating the quality and efficacy of social indexing.

The chapter focuses on the study which compared indexing similarity between two professional groups and also compared social tagging and professional indexing. The study employed the method of the modified vector-based Indexing Consistency Density (ICD) with three different similarity measures: cosine similarity, dot product similarity, and Euclidean distance metric.

The investigation of social indexing in comparison of professional indexing demonstrates that social tags are more accurate descriptions of resources and reflection of more current terminology than controlled vocabulary. Through the characteristics of social tagging discussed in this chapter, we have a clearer understanding of the extent to which social indexing can be used to replace and improve upon professional indexing.

As investment in professionally developed web directories diminishes, it becomes even more critical to understand the characteristics of social tagging and to obtain benefit from it. In future research, the examination of subjective tags needs to be conducted. A survey or user study on tagging behavior also would help to extend understanding of social indexing practices.

Purpose – In January 2015, a diverse group of stakeholders engaged in a planning forum on “Envisioning our Information Future and How to Educate for It.” Focused on shaping a future by design, not by default, information educators, professionals, technologists, futurists, and others proposed proofs of concepts for larger-scale implementations. This chapter reports on four pilot projects using steps in the design-thinking process to frame the discussion.

Design/Methodology/Approach – The stages of (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test in the design-thinking process facilitate moving beyond what is and breaking fixedness to build a representation of what might be. Applied to library and information science (LIS) education, design thinking can lead to transformative change.

Findings – Creative collaborations yielded actionable outcomes from projects that identified the following: (1) the knowledge, skills, and abilities that employers seek in graduates of LIS programs, (2) curriculum options for developing and launching artist-in-residence programs, (3) how a Library Test Kitchen course enables students to apply design thinking, and (4) how a short-term faculty residency in a particular institution connects LIS educators with trends in the field and informs curriculum design.

Originality/Value – The value of tangible outcomes from pilot projects informing future innovation in LIS education is augmented by the originality of their framing within design-thinking processes.

Funding, first from foundations and later also from government agencies, has been a factor in shaping the development of education for library (and information) science in the U.S. for more than 80 years. Educational programs experienced substantial investments in three periods: (1) from the Carnegie Corporation in the 1920s and 1930s; (2) from the U.S. Office of Education in the 1960s and 1970s; and (3) from the Institute of Museum and Library Services in the first decade of the 21st century. This chapter documents the impacts of the first two and argues for the need to analyze the impact of the third. Other, more modest, investments from both foundations and government agencies have had less lasting impact. This chapter identifies the major sources of funding and projects funded, assesses the level and type of impact, and concludes with implications for the future. The focus is on funding for research, development, and resource enhancement in library (and information) science education, not research conducted by library and information science (LIS) faculty on other topics (e.g., as funded by the OCLC/ALISE library and information science research grant program) (Connaway, 2005).

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.

Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found inspiration to create what has since become paradox theory. To shed light on this, we engaged seminal paradox scholars in conversations: asking about their past experiences drawing from outside disciplines and their views on the future of paradox theory. These conversations surfaced several themes of past and future inspirations: (1) understanding complex phenomena; (2) drawing from related disciplines; (3) combining interdisciplinary insights; and (4) bridging discourses in organization theory. We end the piece with suggestions for future paradox research inspired by these conversations.

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

The study critically evaluates the theory of International Financial Reporting Standards (IFRS) implementation in an attempt to provide directions for future research. Using the extensive structured review of literature using the Scopus database tool, the study reviewed 79 articles, and in particular the topic-related 57 articles were analysed. Nine journals contribute to 51% of articles (29 of 57 articles). In particular, the three journals published 15 articles: Critical Perspectives on Accounting (7), Accounting, Organizations and Society (4), and Journal of Applied Accounting Research (4). In total, 83% (47 of 57) of the articles were published 2009–2018. A total of 1,168 citations were found from 45 articles since 12 articles were without citations. The highest cited authors were Ball (2006) – 410 citations, Kothari, Ramanna, and Skinner (2010) – 135 citations, and Napier (1989) – 85 citations. In particular, five theories have been used widely: institutional theory (13), accounting theory (6), agency theory (3), positive accounting theory (3), and process theory (2). Future studies’ focus could be on theory implications in IFRS adoption/implementation studies in a country or a group of countries’ experience. Future studies could also focus on various theories rather depending on a single theory (i.e. institutional theory).

To provide a comprehensive review of theoretical and research advances in affect control theory from 1988 to 2013 for academic and student researchers in social psychology.

Against the background of a concise history of affect control theory from its beginnings in the 1960s to its maturation in the late 1980s, a comprehensive review of research and publications in the last 25 years is reported in five sections: Theoretical Advances (e.g., self and institutions, nonverbal behavior, neuroscience, artificial intelligence); Technological Advances (e.g., electronic data collection, computer simulations, cultural surveys, equation refinement, small groups analysis); Cross-Cultural Research (archived data and published analyses); Empirical Tests of the Theory; and Substantive Applications (e.g., emotions, social and cultural change, occupations/work, politics, gender/ideology/subcultures, deviance, criminology, stereotyping, physiological behavior).

Reveals an impressive number of publications in this area, including over 120 articles and chapters and four major books, and a great deal of cross-cultural research, including European, Asian, and Middle-Asian cultures.

Because of limitations of space, the review does not cover the large number of theses, dissertations, and research reports.

No other review of affect control theory with this scope and detail exists.