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New York City’s status as a majority “minority” city is reflected in many local neighborhoods that exemplify the racial and ethnic diversity of the urban landscape in the 21st century. In this quintessential immigrant city, the relative share of foreign-born has reached levels not seen since the historic immigrant wave at the turn of the last century (Foner, 2000; Scott, 2002). While “all the nations under heaven” are represented among old and new New Yorkers, researchers find that patterns of residential segregation persist and in fact, have worsened especially for African Americans (Beveridge, 2001; Logan, 2001). The racial balkanization of New York City, however, is tempered by the expansion of “polyethnic” or “global” neighborhoods. These racially and ethnically diverse neighborhoods are found throughout New York City but their concentration in the borough of Queens is notable. Moreover, the magnitude of ethnic diversity in these neighborhoods has “no parallel in previous waves of immigration” (Foner, 2000, p. 58).

Digital libraries have been a feature of the information arena for some time. They have re‐defined the concept of “bibliographic instruction” in which the connotation “library” is implicit, but has become inadequate in a digital library context. This article relates the results of pilot studies of Internet use in academic libraries in the New York metropolitan area to the education of users in a digital library environment. It attempts to crystallize vital concepts and issues generated by interviewing users and information professionals, which could not be quantified in an earlier publication. The studies revealed an urgent need to develop user‐education programs that emphasize: the nature and various types of digital collections; interfaces; hardware and software requirements; telecommunications access modes; and making such programs part of continuing education.

The purpose of this paper is to discuss the necessity of tertiary education in promoting innovations of the Guangdong-Hong Kong-Macau Greater Bay Area by using cases from other well-developed bay areas.

The paper used cases from bay areas of the USA and Japan to discover approaches that have been used to strengthen collaborations between tertiary education and industries by innovations.

This paper found that bay areas in the USA and Japan have adopted or developed various approaches to enhancing collaborations between tertiary education and industries. In the San Francisco Bay Area, the well-established knowledge transfer offices in universities help scholars to discover the commercial value of academic findings and help business in reverse. In New York Bay Area, big corporations built research institutes for universities with considerable findings. In Tokyo Bay Area, corporations and universities have developed various internship programs for different levels of students and also provide funds for universities to conduct research works.

This paper analysed approaches that using by other well-developed bay areas through real cases, and suggested that the Guangdong-Hong Kong-Macau Greater Bay Area should adopt these experiences in order to strengthen collaborations between tertiary education and industries to promote innovations.

This chapter investigates how regional start-up rates in the knowledge-intensive services and high-tech industries are influenced by knowledge spillovers from both universities and firm-based R&D activities. Integrating insights from economic geography and organizational ecology into the literature on entrepreneurship, we develop a theoretical framework which captures how both supply- and demand-side factors mold the regional bedrock for start-ups in knowledge-intensive industries. Using multilevel data of all knowledge-intensive start-ups across 286 Swedish municipalities between 1994 and 2002 we demonstrate how characteristics of the economic and political milieu within each region influence the ratio of firm births. We find that knowledge spillovers from universities and firm-based R&D strongly affect the start-up rates for both high-tech firms and knowledge-intensive services firms. Further, the start-up rate of knowledge-intensive service firms is tied more strongly to the supply of university educated individuals and the political regulatory regime within the municipality than start-ups in high-tech industries. This suggests that knowledge-intensive service-start-ups are more susceptible to both demand-side and supply-side context than is the case for high-tech start-ups in general. Our study contributes to the growing stream of research that explains entrepreneurial activity as shaped by contextual factors, most notably academic institutions, such as universities that contribute to knowledge-intensive start-ups.

Some US counties are more likely to generate entrepreneurial opportunities than others. This paper aims to determine the linkages between US counties with disproportionately high shares of entrepreneurs and specific attributes of the entrepreneurial support system.

Non-farm proprietorship (NFP) has been used as a proxy for entrepreneurship and self-employment. NFP employment data were collected from the US Bureau of Economic Analysis by county. Data on all independent variables were obtained from the US Census and Bureau of Economic Analysis by county and subject to stepwise linear regression analysis.

Results revealed a strong positive relationship between the percent of NFP employment by county and the percent real estate, rental and leasing employment and construction employment as well as percent Hispanic and median age.

In attempting to encourage NFP employment, policymakers should be more aware of the key predictors that shape county-wide entrepreneurial ecosystems to enhance competitive advantage. Better understanding of the needs and experiences of different types of entrepreneurs and ecosystems can enhance overall quality of life and economic opportunity levels in a community.

The explicit spatial context of this paper has sometimes been overlooked in the traditional entrepreneurship literature, as such, this paper helps fill that gap. The findings provide a disaggregated analysis that can help better understand the key predictors that can drive the local choices of entrepreneurs and help local policymakers to build more competitive communities.

This paper aims to discuss the development of a unique, grassroots, community‐based organization, Nah We Yone (NWY), designed specifically to provide support to African refugees and asylum seekers, with a history of refugee trauma, war, and human rights abuses, who have fled to the New York City area.

The paper reviews the background to, the challenges faced and the services available at NWY.

Described in this paper are the rationale for developing this type of organization; specific programs designed to promote well‐being; and various challenges faced and lessons learned, while offering an alternate type of therapeutic intervention.

NWY demonstrates the importance of drawing on cultural and community strengths and resilience when using limited resources to serve traumatized and displaced peoples who are struggling to adjust to a new cultural setting.

This paper seeks to contribute to the literature on culturally informed therapeutic interventions developed by community‐based organizations to enhance well being in forced migrants.

Puerto Rican ethnic literature dates back to hundreds of years before the European explorers set foot on the island that was then named Boriquen. The Archaic, Igneri, and Taino Indians' petroglyphics and other artifacts found in caves constitute the earliest documentation of the culture and development as well as the political and social structures of the original Puerto Rican. Much of this culture was destroyed by the colonizers, along with the people who created it, but enough documentation has been salvaged to reconstruct what may have been a highly organized culture.

The purpose of this paper is to report research which explores the effects of a hybrid cultural identity on the fashion clothing behavior of Hispanic – particularly, later aged – teenage girls. The study examines differences in need for uniqueness and family referent influence among Hispanic and non‐Hispanic teenagers. In addition, the relevant impact of acculturation processes is examined.

A survey of 76 Hispanic and 52 non‐Hispanic later aged teenagers was administered in March 2006 to a sample of girls at a Catholic (all girls) high school in a large, ethnically diverse US metropolitan area (New York) with a high Hispanic population.

The empirical results show a significantly higher need for uniqueness for Hispanic teenagers. Furthermore, Hispanic teenagers exhibited a lower family influence than non‐Hispanics. Finally, high‐acculturated Hispanics exhibited a relatively lower family referent influence than low‐acculturated Hispanics.

Future cross‐cultural studies should examine the robustness of this finding among various other Hispanic and ethnic (i.e. Chinese‐American) markets in the USA and other nations.

The advanced model and empirical findings hold important managerial implications for marketers that target teenagers. The higher need for uniqueness observed for Hispanic teenage girls could lead to successful advertising appeals to non‐conformity and independence from both family and non‐Hispanic peers.

The higher need for uniqueness exhibited by the Hispanic teenagers is a novel and counter‐intuitive finding that holds important theoretical and practical implications.

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

The purpose of this paper is to examine the current perceptions of company employees regarding the use and understanding of the terms “benchmark” as in performance measurement and “benchmarking” as in measurement followed by identification of best practices for improvement.

A brief review of the literature from various industries is summarized on this issue, and then related to the research question. A qualitative research study is used to examine the perceptions of 42 participants who were primarily full‐time employees at companies in the New York metropolitan area pursuing a part‐time graduate business degree.

The hypothesis is supported by the literature and the research findings that there is indeed a misunderstanding between the commonly used terms relating to performance measurement benchmarks and true benchmarking where identification of process leaders is only the first step in a complete process that then identifies best practices to be adapted.

Limitations of the study are identified such as the size and characteristics of the study population, and suggestions are made for future research endeavors to verify the findings.

This paper reveals that a more precise terminological use of true benchmarking practices should be promoted and used by management leaders, educators and writers.

This is a valuable empirical research study that examines the important issue of misunderstandings and misstatements of mere performance benchmarks for comparative analysis and real benchmarking practices that identify best practices for adapting via continuous improvement.