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Informal knowledge sharing interactions (IKSI) are of particular value for innovation projects. This is especially true for unplanned IKSI, because they are even more likely to provide non-redundant knowledge and new perspectives than planned IKSI. Seminal studies have shown that the formation of unplanned IKSI can be explained on the basis of spatial structures. Strictly speaking, however, these studies only explain unplanned encounters. Whether unplanned IKSI result from these unplanned encounters, though, cannot be satisfactorily explained on the basis of spatial configurations alone. The purpose of this paper is to tackle this explanatory gap by unraveling the fundamental social processes by application of the symbolic interaction theory.

For this purpose, the formation of 132 IKSI on innovation projects from three research and development departments of large companies was recorded in detail using a combination of diaries and interviews. The data were analyzed using qualitative content analysis.

The analysis reveals that IKSI cause symbolic costs (image damages), and that these costs vary between types of social situations. Because actors anticipate situation-specific costs, their propensity to initiate IKSI can be explained in terms of the situations in which they encounter one another. Furthermore, the analysis reveals six particularly relevant characteristics of situations and further elaborates the basic argument by analyzing their functioning.

The paper complements previous explanations of unplanned IKSI by opening up the social processes underlying their formation.

Information literacy (IL) is clearly important for academic performance, as evidenced by literature. It could be defined as a set of abilities, attitudes and experiences that enable people to recognize when they need information to solve an issue. The importance of investigating students’ IL competencies cannot be overstated. This study therefore aims to look into the IL development and competencies of high school students in Accra, as there appears to be a dearth of systematic study on this in Ghana.

To investigate this phenomenon, the study used a survey research design with a mixed-methods approach and a post-positivist research paradigm. A total of 454 high school students, 3 librarians and 3 heads of ICT departments from three senior high schools in Accra participated in this study. This study used two methods: an audit of the IL programmes and practices available at the selected schools as well as IL literacy assessment through the use of a standardized test instrument. The data collection tools used were a semi-structured interview schedule and a questionnaire.

This study found that high school students in Accra had low IL competencies. Again, the findings of this study revealed that inadequate infrastructure and lack of formalized IL instructions in schools hindered the IL development of students.

The author considers the study original both in conceptualization and design. The main question being interrogated stems from identified gaps in the literature and this study intends to fill these knowledge gaps. This study’s originality also stems from the fact that there is a paucity of information on the subject of study in the context of Ghana. This study recommends the need to integrate IL in the school curriculum to ensure effective and efficient IL instructions in high schools.

This paper examines the relationships between bank switching and both customer vulnerability and consumer-oriented policies (financial education and disclosure practices).

The analysis employs microdata from the Special Eurobarometer on Financial Products and Services, for 24 European nations. It carries out a probit estimation on the factors explaining propensity of bank switching, focusing on three characteristics associated with customer vulnerability: an advanced age, low educational attainment and residence in a rural or a relatively poor region.

The authors report that the probability of bank switching is significantly lower for three groups of vulnerable customers: the elderly, the less educated and those living in deprived regions. Further the authors identify that national financial education policies and disclosure practices have no significant effects on bank switching.

Based on these results, the authors propose more targeted policies recognising customers' heterogeneity are required to increase bank switching behaviour.

This paper exploits a unique source of information on bank switching behaviour and customer characteristics across European nations. These data are complemented with information about consumer financial education policies and disclosure practices from the World Bank and geographical, market and regulatory factors at the regional and national levels. The paper contributes to two academic areas. First, it presents further evidence on heterogeneity of bank customer switching behaviour, addressed at improving the understanding of customer vulnerability in banking services. Second, it examines the efficacy of consumer-oriented policies (financial literacy and disclosure practices) in encouraging bank switching.