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This study aims to examine the impact of task interdependence, communication medium, and sequence of conditions on trust in virtual teams.

A pilot experiment was conducted using 22 subjects in eight groups with a mixed 2×2 design. A within‐groups method with repeated measures was used to explore time pressure and task complexity, communication medium and individual perceptions of trust. A between‐groups method was used for sequence of conditions. The four study conditions were: a simple task in a face‐to‐face condition; a complex task in a face‐to‐face condition; a simple task in a computer‐mediated condition; and a complex task in a computer‐mediated condition. Groups were randomly assigned to a starting condition. Each group was rotated through all the conditions. Following each condition, subjects completed the modified Jarvenpaa‐Knoll‐Leidner trust measure assessing their individual perception of trust for that condition.

Significant effects were found on the relationships between the communication medium and condition sequences of task interdependence and communication medium on individual perceptions of trust. No significant effects were found on the relationship of task interdependence and individual perceptions of trust.

The sample size makes the study more descriptive than inferential.

This study intends to add to the trust literature by examining the impact of task interdependence, communication medium, and sequence of conditions on trust in virtual teams. Its primary contribution is the sequence of conditions on trust. The trust affect of condition sequence is linked to task interdependence, communication predictability, and adpative structuration theory.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.

Qualitative evaluation concerns the examination and analysis of individual experiences. This type of research tends to answer questions of why, how, what is the process, what is the relationship, and so on in an effort to understand the essential nature of a service or process. While statistics tell us how many questions we have answered, qualitative evaluation tells us how well we have met the patrons' needs.

Given the variety of a reference librarian's duties, it is difficult to measure the quality of his or her performance. In this article, Tom Carter describes the employee evaluation procedure used at an academic library, and explains the principles on which the method is based.

Contributors from five libraries address the expectations and realities of their automation projects, including: staff impact, costs and funding, time and schedules, users, computer support, vendors, and consultants. Some keys to success include: very clear political objectives at the beginning of the project; careful definition of the project structure; a well‐prepared automation plan; carefully‐considered, contractual commitments with a vendor; and flexibility and adaptability.

To judge from the published literature, recent conference topics, or any listserv where academic reference issues are discussed, reference service reforms are in the air. A steady increase in the sheer number of users seeking reference help, driven largely by the proliferation of new information technologies, has led to a questioning of the traditional structure and mission of the library reference desk. Brandeis University Libraries' approach, which has been described by Virginia Massey‐Burzio, is one example of such a reform. The essential change that the Brandeis model entailed was this: Brandeis' Main Library had included a reference desk at which one librarian at a time was assisted by one graduate student helper. Under the new model, reference services are divided in two: the graduate assistants staff an information desk, which is responsible for concerns like directional questions and quick look‐ups, while the librarians staff a research consultation office where more substantive questions are dealt with at greater length. The primary goal of this tiered approach, which we call the “research consultation model,” was to improve services to the classes of patrons who most need professional reference assistance, while also increasing professional job satisfaction in the face of the ongoing information explosion. (A more complete description of the model is given below under the heading: “Some characteristics of a research consultation model.”)

The purpose of this qualitative study is to conduct an exploratory investigation of the impact and sustainability of coaching on career and leadership development of students and later, alumni, in an Executive Master of Business Administration (EMBA) program.

The sample for this qualitative study consisted of 14 alumni of an EMBA program at a private university in the Southwestern US who graduated between January 2012 and May 2019. Eleven alumni participated in the focus groups, and three alumni participated in personal interviews.

The open coding of the data resulted in three emergent themes (personal development by overcoming personal deficiencies, coaching translates to learning about leadership and coaching motivates sustained change) that confirmed the positive long-term effect of coaching as part of an EMBA program.

By participating in an executive coaching engagement, the EMBA students learned a development process that they could repeat for themselves after graduation and transfer to others. In addition, the EMBA students were able to leverage knowledge gained from the coaching experience for the development of others.

While the positive impacts of coaching are well-documented, its long-term impact on EMBA students/alumni has not yet been studied. This study builds on other evaluative studies to identify the benefits of executive coaching.

The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within therapeutic clinical practice. The purpose of this paper is to explore another key aspect of OD within a higher education context, the creation of “dialogical practice culture” and the application of key OD principles to enable an open, empowering ethos which permeates all aspects of teaching and learning and supports co-production.

The authors use a collective auto ethnographic approach to reflect on their experiences of developing and delivering a series of co-produced seminars within pre-registration mental health nurse education over a period of 4 years. This paper explores the data produced through this process focussing on the pedagogical impact and challenges of applying OD principles to teaching and learning practice.

The paper highlights the way in which two core principles of OD, resonate with the co-production process within teaching design and delivery. Moreover, the paper illustrates the impact that threading these principles throughout teaching practice can have: enhancing the learning environment and facilitating mutual empowerment, and thus supporting the students’ development of empowering therapeutic practice with service users. A significant theme in these reflections has been the nature of empowerment and the necessity to openly address power differentials and relationships.

This innovative paper is the first to explore the application of OD principles within a nurse education context; considering how they support co-production and enable an empowering culture. This exploration helps to provide a foundation for further inquiry and research.

The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.

In this method, aspiring education leaders use the writing of case studies – frequently featuring themselves as an actor in a narrative of organizational development or change – to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school‐leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice.

Case writing uniquely facilitates reflection‐in‐action and the building of communities of practice.

Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics.

This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders.