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The purpose of this study is to explore whether public relations professors’ presence on social media and the inclusion of a social media assignment influence students’ perceptions of a course.

The experimental portion of this investigation consisted of a 2 (the presence or absence of a professor’s social media accounts) × 2 (the presence or absence of a social media assignment) factorial design resulting in four conditions.

The presence of a social media assignment positively influences students’ intent to register for a public relations course.

The manipulation of a professor’s social media use and the inclusion of a social media assignment might have been too subtle. A more explicit scenario might elicit more reactions from the participants.

This study discussed key findings and best practices for professors who may want to use social media and the use of social media assignments in the classroom.

This experimental investigation emerged from a distinct need to understand whether university students expect their professors to engage in social media activities.

The pedagogical benefit of active learning environments such as simulations within University teaching is widely recognized and there is a burgeoning literature on their impact (Raymond & Usherwood, 2013; Schnurr, De Santo, & Green, 2014). Much of the empirical evidence to date has mobilized quantitative data drawn, for example, from Likert scale questionnaire responses. There remains an absence of qualitative studies that explore the in-depth views of participants involved in simulation activities and this chapter goes some way to filling that void. This chapter uses an expanded dataset comprising responses to open-ended questions gathered via a pre- and post-simulation questionnaire completed by participants at five secondary school-based EU simulations undertaken in 2017 and 2018 on the topic of the Brexit negotiations over the freedom of movement. It builds on earlier work which demonstrated that simulations can be an effective University outreach and recruitment tool to widen participation in and raise aspirations toward entering higher education (Heard-Lauréote, Bortun, & Kreuschitz, 2019) by analyzing the experience of approximately 100 secondary school participants who undertook the simulations. By exploring the educational value of EU simulations as perceived by participants, this chapter provides a snapshot of the pedagogical impact of this type of activity to the benefit of those devising such activities for delivery in the future.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

Examines the development of new services in service organizations, which has often been incomplete and has resulted in the needs of the marketplace remaining unsatisfied. Considers the findings of a study comparing the process of new service development in different service industries. Reports on how development may be improved and offers a model allowing greater input from the service recipients.

Comments that few service firms are sufficiently prepared to meet the challenge of service innovation. Reviews existing models of new service development. Proposes a systematic model based not on the small amount of new service development literature but on theories of new product management, which reflects the conditions unique to service industries. Concludes with ten propositions for service management.

Under this heading are published regularly abstracts of all Reports and Memoranda of the Aeronautical Research Council, Reports and Technical Memoranda of the United States National Advisory Committee for Aeronautics and publications of other similar Research Bodies as issued.

THE changes in London local government which came into operation on 1st April, 1965, cut across the existing regional library bureaux organisation.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.