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Communication problems between physicians and people with chronic diseases may result from many causes. A brief description of some causes is provided. The focus of this article concerns the information‐seeking patterns of women with multiple sclerosis (MS). A survey method was used to determine whether a woman‘s general orientation to information (monitoring, or actively seeking infor mation; blunting, or turning away from information) or the length of time she had had MS affected her choice of human resource from whom she preferred to receive both medical and non‐medical information on a variety of topics related to multiple sclerosis. Although both monitors and blunters indicated physicians as the preferred source of medical as well as non‐medical information, the results revealed that monitors preferred physicians more often than did blunters. The length of time a woman had had MS was not a major factor affecting her choice of physicians. The use of physicians as a resource for both medical and non‐medical information can contribute to physician frustration which, in turn, can foster physician‐patient communication problems.

Changes in the US healthcare system in the past 20 years have meant increasing pressure on consumers to find their own healthcare information. Their search, amid an ever‐widening array of information resources, has profound implications for library reference services. A recent study of 350 public librarians in Michigan is, to date, the only investigation of librarian practices in health information provision in a large region of the USA. Examines services, queries, problems, librarian training and health collection resources. The findings have special meaning for academic librarians as they delineate their unique role in the health information system and, with public librarians, seek to devise effective means for responsive library service in today’s competitive health information resources environment.

Given the widespread popularity of social media such as Facebook, Twitter and Instagram, understanding consumer-brand engagement behavior within social media is fundamental for retail firms. Yet, little is known about how consumers engage with retail brands through social media. The purpose of this paper is to address this gap and extend previous research by examining factors that influence consumers’ attitudes and intentions to engage with retail brands through Facebook, and ultimately purchase products and services.

This study draws on the theory of reasoned action and the technology acceptance model to develop a model of consumer-brand social media engagement and purchase intentions. Specifically, the model tests the influence of five antecedents of attitude on consumer intentions to engage with retail brands through the brands’ Facebook pages as well as intentions to make purchases through this social media. The hypotheses of the model are tested using structural equation modeling.

The findings provide an understanding of the main drivers of consumer-brand engagement that can lead to purchase intentions. Results show that consumers’ attitudes toward engaging with retail brands through Facebook are influenced by peer communication, compatibility and credibility, and that attitude has a strong influence on intentions toward this behavior. Furthermore, there is a strong relationship between intentions to engage and the likelihood of purchasing through a retail brand’s Facebook page.

This study is cross-sectional and was conducted at a particular point in time. Thus, results are not purported to make any inferences to causal relationships. Further, the measures of intentions to engage are attitudinal and not objective measures. Future longitudinal studies may help avoid this limitation by testing causal relationships.

The study contributes to the important area of consumer engagement with retail brands through social media in ways that may lead to making purchases. Findings can provide retailers with reference points through which to engage their brands with consumers through their Facebook pages in ways that may lead to more direct returns on their investment in social media sites.

Retailers are noticing the power of social media sites as a platform for engaging with consumers and extending this relationship to purchases. However, scant research has addressed this topic. The proposed model and findings of this study can extend prior research.

This study explores how a small minority of social entrepreneurs break free from third sector constraints to conceive, create and grow non-profit organisations that generate social value at scale in new and innovative ways.

Six narrative case histories of innovative social enterprises were developed based on documents and semi-structured interviews with founders and long serving executives. Data were coded “chrono-processually”, which involves locating thoughts, events and actions in distinct time periods (temporal bracketing) and identifying the processes at work in establishing new social ventures.

This study presents two core findings. First, the paper demonstrates how successful social entrepreneurs draw on their lived experiences, private and professional, in driving the development and implementation of social innovations, which are realised through application of their capabilities as analysts, strategists and resources mobilisers. These capabilities are bolstered by personal legitimacy and by their abilities as storytellers and rhetoricians. Second, the study unravels the complex processes of social entrepreneurship by revealing how sensemaking, theorising, strategizing and sensegiving underpin the core processes of problem specification, the formulation of theories of change, development of new business models and the implementation of social innovations.

The study demonstrates how social entrepreneurs use sensemaking and sensegiving strategies to understand and address complex social problems, revealing how successful social entrepreneurs devise and disseminate social innovations that substantially add value to society and bring about beneficial social change. A novel process-outcome model of social innovation is presented illustrating the interconnections between entrepreneurial cognition and strategic action.

This essay aims to develop a new concept of learning for organizations. Change concepts are used to explore and find principles of learning that make employees and their organizations ready for the ever changing reality. Considering the rapid and unexpected changes of today it makes them ready for the future of work.

The approach is anticipatory, utilizing a dynamic knowledge development framework, combined with action research in the organization consultancy and training practice.

The article describes theory and practice of four principles of nomadic learning. It shows the connection with change theories and future of work research.

How to realize nomadic learning within organizations and in that way make that organization a learning company is a recommended topic for new research. The consequences for the way of structuring and organizing within organizations should be taken into account.

When nomadic learning is applied it will change the common practice of leadership development and organizational change programs.

Nomadic learning has the capacity to connect people from diverse backgrounds and functions. In that way it can cope with risks of isolation and exclusion.

The combination of philosophic conceptualization and experienced practice makes this article special. This is simultaneously the way to “do” nomadic learning.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 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.

This paper focuses on the role of theory in the process of doing qualitative accounting research. It discusses the role of theory in qualitative accounting studies, and provides and example of how theory can be reflected upon, reassessed and refined during a research process.

This paper provides an illustrative account of theorizing during the process of qualitative accounting research. The paper places specific emphasis on an abductive approach to theorizing. An abductive theoretical framework is used to reflect on the theorizing process.

The “findings” reflect on the use of theory and the process of theorizing during a research process. The paper finds that abduction may be a useful way of theorizing in qualitative accounting research because it encourages the researcher to remain open to alternative explanations of data, which may promote theoretical development. This paper does not report the accounting practices of an organization in the traditional sense, but illustrates how the empirical findings led to an initial theoretical framework being developed.

The paper is intended to be informative in showing how theory can be used and developed during research. It may be of value and interest to new and emerging researchers. It may also interest established researchers seeking to reflect on their use of theory in research.

There are few contributions that focus exclusively and explicitly on how theory is used and developed during the process of qualitative accounting research. Moreover, the abductive approach has received limited attention in accounting. This paper aims to address these gaps.

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.

This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.

Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.

This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

The purpose of this study is to develop an empirically informed framework to analyze women empowerment and entrepreneurship, contextualized within a collective society.

The authors conducted 15 in-depth semi-structured interviews with women entrepreneurs located in the United Arab Emirates to understand their entrepreneurial experiences and how they were empowered.

Findings suggest that the three aspects of power characterized as “positive” from within Rowlands’ distinctions (“power to”, “power with” and “power within”) dominate, as opposed to those emphasized in the literature (“power to” and “power over”). Findings include empowerment of the “me” (individual) also synergistically contributes to empowerment of the “we” (society), when considering empowerment within a collective society.

A psychology model was used as a basis to develop a Collective Empowerment Process Framework. This framework provides a fresh look at empowerment, allowing for explanations of how women in specific contexts experience empowerment and social change.

This study examines what social ties within collectivist settings mean for women's venturing and how these ties support women in gaining empowerment through their ventures.

Thirteen in-depth semi-structured interviews with women entrepreneurs located in the United Arab Emirates (UAE) were conducted to examine the influence of social ties in their ventures.

The findings reveal that women in this context, contrary to most reported findings in the extant literature, both rely more on and find strong ties more conducive than weak ties in most of their entrepreneurial behaviours and activities. Results also show how the UAE's collectivist cultural norms shape social networks and inform individual decision-making, resource acquisition, well-being and self-efficacy as well as enhance women's empowerment through entrepreneurship. The women entrepreneurs were found to leverage their social ties for both power and action throughout their entrepreneurial journey consistent with their culture.

A conceptual model, derived from the results of a qualitative study, illustrating the relationships between women entrepreneurs' use of social ties and the empowering capacities of venturing within a collectivist cultural context is developed. Based on these findings, the authors discuss the implications for policymakers and recommend avenues for future research, and research designs, on women entrepreneurs in collectivist contexts.