Search results

This paper aims to examine the use of the WorldCat Collection Analysis tool and other measurements to analyze the strengths of collections supporting doctoral programs in a Carnegie Class 1 research university in order to enhance budgetary support for these collections.

In 2006 the Colorado State University (CSU) Libraries were asked to assess the library's support of doctoral programs in 12 key discipline areas. Peer institutions were selected and permission was obtained to access relevant statistics from their collection at the Libraries using the Collection Analysis tool, and relevant metrics for analyzing journal holdings. Use of the metrics for analysis of monograph and journal holdings and comparison of holdings between institutions is examined.

This case study analyzes how results obtained through use of the Collection Analysis tool and measurements of journal holdings were integrated with results from the broader analysis to achieve a valid comparison between strengths of collections. The authors then look at how this analysis was translated into requests for additional funding for access to materials that would support doctoral level research.

This paper shows how currently available tools for collection management can be used to educate a university community about the budgetary requirements of building graduate research level collections and to make a case for increased funding to support these collections.

Seeks to prove that studies conducted over the past several decades repeatedly indicate that information‐seeking behavior by members of the general public involves consultation of a variety of potential information sources, including libraries.

This article focuses on information seeking with regard to recreation activities in wilderness areas including, but not limited to, hiking.

The study results indicate that respondents do turn to the internet for some of their information needs. Web sites providing information on three hiking areas were also analyzed to determine their accuracy and access to information. The study concludes that information‐seeking behavior on the internet represents investigation of sources that existed in the pre‐internet era but that access has altered from earlier mechanisms, such as paper mail, telephone, or on‐site visits, to electronic investigation.

Libraries continue to represent a potential information source, provided that they take advantage of electronic access.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.

In recent years, concern has been expressed that emphasis upon scientific and technological progress may have resulted in the relative neglect of the humanities, both in societal culture generally and in preparation for positions of social leadership. At present, the role of the humanities in educational administration preparatory programs is, by and large, negligible. A review of the literature suggests that there are at least three rationales which would support the introduction of humanities content into such programs: (1) to generally “liberalize” the student through broad exposure to humanistic content; (2) to train the administrator in purpose definition and value sensitivity through focused reading of philosophy and literature; and (3) to develop creative capacities in the prospective leader through the study of literature and other arts. It is recommended that attempts should be made to incorporate humanities content into preparatory programs in educational administration, that initial efforts should stress the latter two of the three above rationales, and that the endeavor should be undertaken in a preparatory institution by a three‐man team consisting of a humanities scholar, a professor of educational administration, and a school administrator.

This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.

This is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.

The paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.

The paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.

Although a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

In this chapter, how the occupational stress process changes over the life course and how this may intersect with observed generational differences are examined. This is done by jointly reviewing studies on occupational well-being that adopted the theoretical lens of generational or lifespan developmental perspectives; the two perspectives are closely related and have the potential to better inform one another because both consider chronological age to be a pivotal factor driving individual differences in work values, attitudes and well-being. However, these perspectives have yet to be simultaneously considered in a review of occupational well-being research, leaving scholars wondering whether they overlap, and if so, in which area. It is hoped that juxtaposition of the two disparate bodies of literature can better inform the convergence and divergence of findings on worker well-being scattered across the two literatures. In this chapter, (a) generational differences in job satisfaction, (b) how work characteristics may differentially affect job satisfaction in workers across generations, (c) how work contexts may differentially impact job satisfaction across generations, (d) generational differences in work-family interface, and lastly, (e) recent developments in the field are discussed. Although extant research on the first topic, generational differences in job satisfaction, has shown some consistent evidence, research findings in the subsequent topics remain relatively inconsistent. Based on our review, it is concluded that additional research is needed to expand our understanding of the role of generation and chronological age in workers’ occupational well-being.

Today's competitive health care markets demand innovation and risk taking on the part of organizations. However, increased government regulation and stiffer penalties enacted in the wake of recent high-profile corporate scandals and the resulting Sarbanes–Oxley legislation, may render boards less willing to undertake entrepreneurial ventures. This article extends the typology of corporate entrepreneurship (CE) developed by Covin and Miles (1999) by extending the CE types to address governance activities in the health care sector. Four case studies are presented that illustrate each of the typology's forms. In addition, the implications of the typology for health care executives and trustees are discussed and areas for future research are recommended.

This study aims to empirically examine the effect of employee commitment (EC) (affective, normative and continuance) and emotional intelligence (EI) on work engagement (WE) (vigor, dedication and absorption). Furthermore, the moderating effects of psychological capital (PsyCap) and EI on strengthening WE are investigated.

A carefully crafted survey instrument was developed, and data were collected from 511 employees working in the banking sector in southern India. First, the psychometric properties of the measures were checked. Second, the results were analyzed using Hayes’ PROCESS macros.

The results indicate EC and EI positively predict WE; EI moderates the relationship between EC and WE; and PsyCap (second moderator) moderates the relationship between EI (first moderator) and EC influencing WE.

This study’s limitations include the common method and social desirability biases inherent in any social science research based on surveys. However, the authors have taken adequate care to minimize these limitations. In addition, this study has several implications for practicing managers interested in enhancing WE.

The three-way interaction between EC, EI and PsyCap, which is investigated in this study, represents an original and unique contribution to this study. To the best of the authors’ knowledge, previous researchers have not done the moderated-moderation, especially in the context of a developing country such as India. This research advances the growing literature on EC and WE. Implications for theory and practice are discussed.

This study examines how various characteristics of the discount retail environment and the overall attitude towards a discount retail store, considered to be an abstract and global image component, influence consumers’ satisfaction and how consumers’ satisfaction, in turn, affects store loyalty. The data, collected from a sample of 517 discount retail customers in Daegu, Korea, indicate that: (1) forming the overall attitude is more closely related to in‐store services: atmosphere, employee service, after sales service and merchandising, (2) store satisfaction is formed through perceived store atmosphere and value, (3) the overall attitude has strong influence on satisfaction and loyalty and its impact is much stronger on loyalty than on satisfaction, (4) store loyalty is directly affected by most significantly location, merchandising and after sale service in order, (5) satisfaction is not related to customers’ committed store revisiting behavior. The applications in management and implications for future research are discussed.

A review is made of several efforts to describe the instructional emphasis and curricular content of courses relating to theory in educational administration. A summary is then provided of the evolution and eventual discontinuance of one approach to the teaching of theory which has previously been cited in the literature. Finally, a course format initiated as a replacement for the aforementioned instructional approach is described, and the content of the new course is discussed in some detail. A thesis of the article is that by making explicit what is taught concerning theory in educational administration it is thereby possible to provide a greater impetus for an increased theoretical orientation within the discipline.