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The purpose of this paper is to describe the process of fostering a maker culture in a liberal arts university. It explores the impact of making on student learning and engagement, as well as the role of the library’s maker program.

This paper is a case study that presents the tools and activities used in an academic library’s maker program. Structured interviews were conducted with faculty, staff and students to review the program and maker culture influence on campus.

Findings highlight the library’s role in supporting maker culture on a liberal arts campus and address ways making contributes to student engagement and learning. Interviewees also recommend strategies to increase awareness and market the library’s maker program to engage a wider community.

Though there are many articles written about the maker movement and libraries, this study contributes to the growing body of research on makerspaces in higher education, with particular focus on a library at a liberal arts university.

Performance feedback theory (PFT) has informed analyses in numerous national contexts and has been used to explain various business and management activities of firms. Stemming from behavioral theory and grounded in a cognitive perspective, which views organizational actions as being the results of decisions produced by groups of individual decision-makers, PFT research has mostly assumed the universal nature of cognition and decision-making processes. However, PFT also presumes that individual decision-makers bring with them different backgrounds and experiences. Hence, this paper offers propositions on how cultural differences in individualism-collectivism influence the major components of PFT, including the formation and revision of performance goals (aspiration levels), and search behaviors and risk preferences in response to gaps between goals and actual performance. Implications for future research and practice are discussed.

This paper offers theoretical propositions for the above purpose.

This is not an empirical analysis.

By integrating the individualism-collectivism differences framework into the PFT model, the authors answer previous calls to integrate concepts and frameworks from other theories into PFT while considering the role of cultural differences in aspiration-consequence relationships. Additionally, much of PFT research has focused on outcomes, while actual internal processes have remained unobserved. By focusing on how cultural differences influence various PFT processes, this conceptual analysis sheds light on the unobserved bounds of decision-makers' cognitions.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

This paper aims to develop and validate a framework about the enablers and constraints to the creation, sharing and use of knowledge, by analyzing how enablers and constraints in a particular information environment – advocacy networks – impact each of the phases of the knowledge process.

The setting chosen for this research is a group of leading international non‐governmental organizations (INGOs), and their NGO partners in a developing country, pursuing a policy advocacy strategy in the context of an international donors conference. The qualitative research follows an embedded case study design with two levels of data collection and analysis: intra‐organizational: an individual INGO; and inter‐organizational: the advocacy network to which this INGO belongs.

Most enablers and constraints are internal to organizations and focus on the phases of knowledge use. Constraints associated with organizations' cultures, individuals' information‐processing preferences, and politics are prominent. The validated framework can then explain how specific constraints influence particular phases of the creation, sharing and use of knowledge and the nature of these constraints in settings where particular organizational cultures dominate.

Researchers have studied the enabling conditions through which knowledge is created and shared. Some contributions have focused on the role of personal beliefs and formal procedures; higher codification of knowledge; social capital; or technology and measurement, among others. The literature has been mainly focused on identifying particular constraints, without paying much attention to how they are manifested in the distinct phases of the knowledge process. This paper aims to make a contribution in this area.

The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long maker-based university course.

This qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate the participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts.

The participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration.

This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. The findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.

This paper aims to look at the relative position of thought leadership between the areas of military and civilian logisticians.

The paper provides a theoretical framework in an exploratory study using the literature to evaluate the constraints on the military side of logistics thought.

The discussion identifies challenges that may preclude military logistics thought from becoming the leaders for the foreseeable future.

The paper provides an examination of the changing role between military and civilian logistics that has not been carefully examined since just after the Gulf War in 1991.

This paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and provide path optimization suggestions for the research and development of this field.

In total, 751 pieces of domestic and the foreign maker education research literature from 2014 to 2021 are retrieved and screened, and literature analysis methods such as keyword analysis and clustering map analysis are used to quantitatively analyze the quantity distribution, published journals, core authors, research institutions and subject keywords of the maker education literature.

It is found that research in this field is still in the development stage, but the pandemic has severely inhibited maker education and related research. Frontiers at home and abroad have begun to pay attention to the impact of humanistic care on maker education. Strengthening the dialog between multidisciplinary theories requires cross-disciplinary research. Regional and cross-field cooperation and fully grasping the actual situation and constraints of the development of maker education are the cornerstones of bold innovation in maker education research.

This paper uses bibliometric analysis to reveal the severe challenges to the development of maker education due to the normalization of the epidemic. By excavating the research hotspots and research frontiers in this field, it fills the gap that the current research in the field of maker education has not yet formed a complete theoretical framework and evaluation system.

This study surveyed users and librarians who have been transforming libraries into a complex cultural space by reflecting the trends of the times, investigated and analyzed various status of complex cultural spaces, including perceptional differences among different groups and made an attempt to present a direction for the diversification of library's role.

This study analyzes the difference between the level of importance and the level of satisfaction for the operational style and use of complex cultural spaces, current status and use of programs and services of libraries as well as the perceptual difference between librarians and users. In order to do so, opinions were collected from librarians who operate complex cultural spaces and users who use the spaces.

First, the study compared to see if there is a difference between the preferred complex cultural space of libraries and the type of complex cultural space actually provided by libraries. Libraries do not only have data spaces but also made education space, performance space, exhibition space, rest space, community space and experience space available for users. Users were found to more frequently use exhibition space, performance space, rest space and education space among other spaces whereas the utilization rate of community space and experience space was identified to be significantly low. Second, this study also compared to see if there is a difference between users' preference for the type of programs operated by library's complex cultural spaces and the actual programs offered. The comparison of perceived differences between librarians who are the operators of the programs and users who participate in the programs is to compare and improve the consistency of supply and demand. As a result, it was found that the supply and demand for educational programs were most consistent, which would lead to higher participation rate and enhanced operational performance and satisfaction with libraries. Lastly, investigations were carried out to see whether there is a difference in the levels of importance and satisfaction for the operation of complex cultural spaces and perceptional difference between libraries and users. Comprehensively analyzing the results, in the first quadrant of “Keep the Good Work,” librarians showed a higher level of perception compared to users. In particular, librarians were found to have a different perception towards programs (contents) compared to users. Based on such results, a systematic program must be considered when planning for library programs in order to increase uses' satisfaction. In addition, in the second quadrant of “Concentrate Here,” with a high importance and low satisfaction, users showed a high level of importance for programs (contents) whereas libraries identified accessibility as a more important factor, indicating a big perceptional difference between users and librarians.

This study examines the differences between the opinions of operators who create complex cultural spaces and operate programs in the spaces and the opinions of users who participate in the spaces and programs, and it was found that no other studies in Korea and overseas have done the same yet. In addition, it carries a significant meaning in that it does not only investigate the perceptions towards importance and satisfaction, but also suggests improvement directions based on the perceptional differences between users and librarians. In other words, librarians who implement policies at actual sites seem to be able to reflect the results of this study and decide the operation direction of the library.

Users also participate in various services and programs that library's complex cultural spaces offer and enjoy their cultural life. It carries a significant meaning in that the study evaluates the importance-satisfaction of factors affecting the use of complex cultural spaces of libraries by examining perceptions of those users who actually have the experience of using library's complex cultural spaces when the number of libraries attempting to transform into a multicultural space increases. The study made an attempt to enrich the knowledge and understanding of users' visit/use of libraries, suggest improvement directions and factors to focus. Continuous efforts and additional studies must be made in order to vitalize library's complex cultural spaces and secure the position of a cultural facility as well as a communication space located at the heart of regional society.

The purpose of this paper is to identify and explore curriculum related to makerspaces and making within library and information science graduate programs and continuing education opportunities available to librarians. These findings are compared against prior assessments of makerspace-related educational offerings, as well as contrasted with recent practitioner survey results indicating the number of library practitioners involved in makerspace work and their needs.

This paper employs content analysis to assess makerspace topics within American Library Association (ALA)-accredited library and information science Masters programs’ course catalogs and in continuing education opportunities for librarians.

This work identified a total of eight courses from seven ALA-accredited Masters of Library Science programs relating to makerspace and making topics. A series of past and current makerspace-related continuing education opportunities were noted, with a variety of durations and structures, all offered in online format. As compared to prior research, these findings describe a notable increase in training and curriculum relating to library makerspaces.

A limitation of this work is the difficulty in assessing frequency of course offerings, details regarding special topics courses and the potential continuing education materials that may have been removed from the internet since their offering.

Although significant research efforts have focused on makerspaces, little work has directly assessed the ongoing impact of the makerspace trend on library and information science graduate programs and continuing education opportunities.