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The purpose of this paper is to elaborate the nature of everyday life as a context of information behaviour by examining how researchers have approached this issue. To this end, particular attention is directed to how they have characterized everyday life as a constellation of work-related and non-work constituents.

Evolutionary concept analysis was conducted by focussing on 40 studies on the topic. It is examined how the conceptualizations of everyday life and the relationships between work-related and non-work constituents have been evolved since the 1990s. The analysis is based on the comparison of the similarities and differences between the characterizations of the above constituents.

Early conceptualizations of everyday life as a context of information behaviour were largely based on Savolainen's model for everyday life information seeking. Later studies have proposed a more holistic approach to everyday life in times when the boundaries between work-related and free-time activities have become blurred, due to the growing use of networked information technologies and telecommuting. Since the late 1990s, the understanding about the nature of everyday life as a context of information behaviour has become more nuanced; thanks to a more detailed identification of the overlaps of work-related and non-work constituents.

As the study is based on a sample of studies examining the relationships of work-related and non-work constituents, the findings cannot be generalized to concern the contextual nature of everyday life as a whole.

The study pioneers by offering an in-depth analysis of the nature of everyday life as a context of information behaviour.

The purpose of this study is to contribute with knowledge about how valid research data in biodiversity citizen science are produced through information practices and how notions of credibility and authority emerge from these practices.

Data were collected through an empirical, interview-based study of the information practices of 15 participants active in the vicinity of the Swedish biodiversity citizen science information system Artportalen. Interview transcripts were analysed abductively and qualitatively through a coding scheme by working back and forth between theory and data. Values of credibility, authority and validity of research data were unfolded through a practice-oriented perspective to library and information studies by utilising the theoretical lens of boundary objects.

Notions of credibility, authority and validity emerge through participant activities of transforming species observations to data, supplementing reports with objects of trust, augmenting identification through authority outreach and assessing credibility via peer monitoring. Credibility, authority and validity of research data are shown to be co-constructed in a distributed fashion by the participants and the information system.

The article extends knowledge about information practices in emerging, heterogeneous scholarly settings by focussing on the complex co-construction of credibility, authority and validity in relation to data production.

Strategies for teaching engineering in the United Arab Emirates (UAE) have been evolving over the past decades due to innovations in technology, as well as the development of educational methodologies. In the recent past, the focus for engineering faculty has been not only on promoting the skills needed to raise the level of employability of Emirati graduates, but increasingly on new educational methodologies, e-learning and wireless networked laptop technology. Students in the UAE exhibit certain characteristics emerging from a variety of cultural and historical traditions, as well as from methodologies of education used at the pre-tertiary levels. These characteristics include expecting to be passive recipients of taught information, and lack of independence in their approach to problem solving. In this paper I discuss the development of strategies to facilitate the transition of students from passive to active learning; examine the role of technology-driven educational methodologies in promoting independent and group-centered learning skills; and use a case study to explore the instruction of Engineering Design and Computer-Aided Design (CAD) and to examine how classroom management techniques have changed as a result of the growing use of technology.

Videos of police abuse are often spread through technology, raising questions around how perceptions of police are impacted by these images, especially for 18–24-year-olds who are constantly “logged on.” Limited research investigates the impact of social media on attitudes toward police accounting for age and race. The present study utilizes 19 in-depth interviews with a diverse sample of urban college students who regularly use social media in order to understand how they have been impacted by this content. The findings suggest the necessity of using an intersectional framework to understand the impact of tech-witnessed violence. While no gender differences were uncovered, racial differences did surface. White participants described being minimally influenced by videos of police misconduct, rationalizing it as a “few bad apples.” In contrast, participants of color, except those with family members in law enforcement, described being negatively impacted. Viral content contributed to negative opinions of police, emotional distress, and fears of victimization. Ultimately, videos of police brutality do not impact young populations equally. Instead, they are comparatively more harmful to young people of color who spend more time on social media, can envision themselves as the victims, and experience feelings of fear, despair, and anger after watching these videos.

Zoos are important urban tourism attractions. The challenge for zoos is finding a balance between attracting visitors and enhancing education and conservation management. This research contributes to a greater understanding of the conservation intentions of zoo visitors and how zoos can emphasise conservation management principles sustainably. This study aims to identify the variables that encourage conservation intentions among visitors to a South African zoo.

A destination-based survey was conducted in 2019 at the Johannesburg Zoo, and 445 questionnaires were administered through convenience sampling.

Exploratory factor analyses identified visitors’ conservation awareness because of zoos (pre-conscious, conscious and unconscious), behavioural intentions (advocating and supporting), motives (engagement, edutainment and escapism) and satisfaction (interaction and facility quality, and service and interpretation quality). The behavioural intentions were the dependent variables. Advocating conservation intentions (ACI) is an active role where zoo visitors feel a strong responsibility towards conservation and encourage others to the conservation cause. Supporting conservation intentions (SCI) relates more to loyalty towards visiting the zoo and subsequently supporting conservation. Stepwise linear regression analyses revealed that enhancing ACI relies on SCI, edutainment, conscious awareness, service and interpretation quality and total spending. However, enhancing SCI relies on ACI, interaction and facility quality and the motive, escapism, while engagement revealed a negative relationship.

The results show that zoos can encourage SCI to ACI by using interactive and entertaining interpretations to teach visitors about the zoo’s mandate and the importance of conservation while balancing their need to escape.

Covert research has a mixed reputation within the scientific community. Some are unsure of its moral worth, others would proscribe it entirely. This reputation stems largely from a lack of knowledge about the reasons for choosing the covert method. In this chapter, these reasons will be reconstructed in detail and all the elements that will allow one to judge the level of ethicality of covert research will be laid out for the reader. In particular, the chapter will answer the following questions: What harms can result from covert research to the subjects participating in the research? Is covert research necessarily deceptive? In which cases is it ethically permissible for a researcher to deceive? What is the scientific added value of the covert research, that is, what does covert research discover that overt research does not? What are the risks to researchers acting undercover? Finally, some suggestions will be offered to research ethics reviewers to help in their appraisal of covert research.

The purpose of this polyphonic paper is to report on interdisciplinary discussions on the state-of-the-art and future of public sector accounting research (PSAR). The authors hope to enliven the debates of the past and future developments in terms of context, themes, theories, methods and impacts in the field of PSAR by the exchanges they include here.

This polyphonic paper adopts an interdisciplinary approach. It brings into conversation ideas, views and approaches of several scholars on the actual and future developments of PSAR in various contexts, and explores potential implications.

This paper has brought together scholars from a plurality of disciplines, research methods and geographical areas, showing at the same time several points of convergence on important future themes (such as accounting as a mean for public, accounting, hybridity and value pluralism) and enabling conditions (accounting capabilities, profession and digitalisation) for PSA scholarship and practice, and the richness of looking at them from a plurality of perspectives.

Exploring these past and future developments opens up the potential for interesting theoretical insights. A much greater theoretical and practical reconsideration of PSAR will be fostered by the exchanges included here.

In setting out a future research agenda, this paper fosters theoretical and methodological pluralism in the interdisciplinary research community interested in PSAR in various contexts. The discussion perspectives presented in this paper constitute not only a basis for further research in this relevant accounting area on the role, status and developments of PSAR but also creative potential for practitioners to be more reflective on their practices and also intended and united outcomes of such practices.

The neighbourhoods surrounding social housing are often characterised by poverty, high rates of unemployment, community violence and other social stress factors that are often linked with adverse childhood experiences, including diverse forms of family, community and institutional violence against children. Based on the sociology of childhood, which considers children as active subjects with rights and promotes a critical understanding of their participation in matters that concern them, this chapter reviews participatory research with children, highlighting the importance of hearing their voices, to sustain their key role in building knowledge about them and the contexts in which they live. In this case, children participated in research to provide a deeper understanding of their needs in their neighbourhood, the role of their families and communities and what they needed to improve the quality of their lives.

The paper introduces a new conceptualisation of entrepreneurship that promotes a broader perspective of the phenomenon. The purpose of the paper is to re-conceptualise the act of entrepreneurship so as to reduce it to the fundamental behaviours and processes.

The paper sets out the motivations for and challenges in establishing a broader definition of entrepreneurship. Following this, current approaches to defining entrepreneurship are reviewed. In light of these, a definition of entrepreneurship is offered that captures a new perspective in understanding entrepreneurship. A critique of the offered definition is offered with regards to promoting theory development, empirical research, quality predictions and a distinctive research domain.

The authors argue that a definition of entrepreneurship that is focussed on the development and validation of ideas provides a thought-provoking re-conceptualisation of entrepreneurship. Extant perspectives on entrepreneurship as business/organisation creation, uncertainty, innovation, value creation and opportunity recognition/creation are drawn on to demonstrate the applicability of the definition.

The pursuit for an encompassing definition of entrepreneurship has been both extensive and earnest, which has inadvertently resulted in a sizable pool of definitions. The authors offer a re-conceptualisation of entrepreneurship with the intent to provide a broad yet coherent definition that encompasses all acts of entrepreneurship. A benefit of this conceptualisation is the establishment of the endpoint of the entrepreneurship process that delineates it from the domain of management.

Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.

A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.

Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes.

This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.

As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.