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The purpose of this paper is to examine post‐graduate health promotion students' self‐perceptions of information literacy skills prior to, and after completing PILOT, an online information literacy tutorial.

Post‐graduate students at Queensland University of Technology enrolled in PUP038 New Developments in Health Promotion completed a pre‐ and post‐self‐assessment questionnaire. From 2008‐2011 students were required to rate their academic writing and research skills before and after completing the PILOT online information literacy tutorial. Quantitative trends and qualitative themes were analysed to establish students' self‐assessment and the effectiveness of the PILOT tutorial.

The results from four years of post‐graduate students' self‐assessment questionnaires provide evidence of perceived improvements in information literacy skills after completing PILOT. Some students continued to have trouble with locating quality information and analysis as well as issues surrounding referencing and plagiarism. Feedback was generally positive and students' responses indicated they found the tutorial highly beneficial in improving their research skills.

This paper is original because it describes post‐graduate health promotion students' self‐assessment of information literacy skills over a period of four years. The literature is limited in the health promotion domain and self‐assessment of post‐graduate students' information literacy skills.

This paper focuses on the use of e-resources by research scholars and post-graduate students at Kashmir University. The main aim is to determine the use of e-resources, users skills in handling e-resources and the purpose of their use. Further, this paper aims to highlight the problems faced by research scholars and post-graduate students in accessing e-resources.

The survey was conducted through a structured questionnaire circulated among 250 research scholars, both (M.Phil./Ph.D.) and post-graduate students, from different departments of Kashmir University, and the response rate was 80%. Random sample method was used for the selection of respondents and interacting with them. The responses received from the research scholars to 14 questions are presented in the form of tables.

Major findings of the study reveal that the majority of the students reported using electronic journal resources for various purposes including working on assignments, research proposal writing, literature review writing, research report writing, current awareness and leisurely exploration of ongoing scientific debates through peer-reviewed papers. The challenges encountered in the use of electronic journal resources include a power outage, inadequate bandwidth, slow download speed, inability to access the resources from home, lack of training, lack of awareness, limited access to computers and difficulty in searching. The paper concludes that electronic resources have become an integral part of the information needs of research scholars’ post-graduate students at Kashmir University. Further, it finds that e-resources can be good substitutes for conventional resources, if the access is fast, and more computer terminals are installed to provide fast access to e-resources. Finally, recommendations for improving the use of electronic journal resources are provided.

The paper restrains the study exclusively to use of e-resources by the research scholars and post-graduate students of Kashmir University.

The paper highlights the use of e-resources by research scholars and post-graduate students of Kashmir University and makes some constructive suggestions for the improvement of electronic resources and services. This is the first time an effort has been made to assess the use of electronic resources by post-graduate students at Kashmir University. The study could be used to assess the post-graduate students’ needs for electronic resources at the Kashmir University and other users in higher learning institutions.

The Department of Education and Science puts forward the government viewpoint on the relationship between post‐graduate studies and the needs of society.

The authors examine if CEO education level and quality impacts firm's corporate social performance (CSP). Additionally, the authors investigate whether other CEO characteristics such as age, busyness, compensation and firm's governance quality moderate the relationship between CEO education and CSP.

The authors use panel regression framework amid set of controls for their analysis. The authors additionally use two-stage least squares regression (2SLS) for robustness tests.

The authors show that CEOs with a post-graduate business degree (PGBUS) impact firm's CSP positively, whereas other educational degree directly do not influence CSP. However, CEO's age, busyness, compensation and firm's governance quality are found negatively moderating such relationship. The results survive set of robustness tests, and results are consistent the roles of upper echelons in Indian firms' strategic behaviors.

The results seek for an integration of more ethics and social responsibility discussions in the different education levels including undergraduate degree in India to help engender a stronger sense of moral consciousness toward firms' stakeholders as the Indian economy continues to develop.

In Australia, the Dawkins green paper of 1987 supposedly set a clear framework for merging institutions in the new unified national system. However, neither the Commonwealth nor the various state governments took a strong leadership role in deciding which institutions should merge, leaving the actors to determine their own futures. In South Australia, three universities now exist, which was the least preferred option of the state’s educational planners. Two of those universities offer MBA programmes on contiguous campuses, a situation, supposedly, which would not be tolerated by the Dawkins guidelines. The third university, in a suburban location, also offers post‐graduate management education. In South Australia the Dawkins reforms of 1987 have had minimal impact on the delivery of post‐graduate management programmes, while a new university has emerged from the reform process.

Libraries are the real centres of learning. The realisation of the objectives of education will be possible only with an adequately conceived system of libraries. The objectives of higher education are:

A research study was formed in the Spring of 1991 to survey the perceptions of Ministry of Foreign Affairs (MFA) employees in Saudi Arabia concerning their needs and their attitudes regarding library services. The problem of this study was the lack of knowledge about user satisfaction with the library services which are provided at the library of the MFA in Saudi Arabia. The purposes of the study were two‐fold: (1) to measure, evaluate, and analyze user satisfaction with the library services provided at the MFA Library for the employees; and (2) to develop a model for evaluation of all governmental libraries in Saudi Arabia. The data gathering instrument of this study was distributed to 425 employees from the MFA in Saudi Arabia. Usable questionnaires were returned by 280 or 65.88 percent of the participants and were analyzed using the Statistical Package for the Social Sciences. The results of the survey showed that the more education an employee had, the more dissatisfied the employee was with the library's services. Significant differences were also found depending on the rank of the employee, the employee's age, the nationality of the employee, and the number of years the employee had worked at the Ministry of Foreign Affairs. The most serious problem was the lack of space and adequate funding.

Previous research has considered human motivation as a determinant of inquisitiveness, learning and innovation. However, how student’s motivation affects both exploitative/exploratory research outcomes has not yet been sufficiently addressed. The purpose of this paper is to examine self-determination theory (SDT) as a conceptual tool to understand post-graduate student’s academic motivation and how it affects two types of ambidextrous outcomes (exploitative and exploratory), and thus posit relational capital as an important mediator in the motivation–innovation process.

The authors draw conclusions using 331 valid post-graduate foreign scholars data collected via online survey in three Chinese Universities and conduct data analysis using the structural equation modeling technique (AMOS).

Results indicate that: academic motivation and perceived collaboration capability both has a significant effect on exploitation behavior; there was no significant relationship between academic motivation and tendency to collaborate with actors within their networks; collaboration capability and exploitation behavior mediate the relationship between academic motivation and exploration behavior; and further a complementary link was found to exist between exploitation behavior and exploration behavior in students attempt to be ambidextrous.

The authors advance innovation research by expanding SDT to include relational perspective as an antecedent of ambidexterity (exploration/exploitation behaviors) and provide new insights into current understanding of research engagement in higher education settings. The authors highlight some implications for educational agencies seeking to promote the emergence of psychological and relational conditions to enhance novelty in post-graduate internationalized education.

Since the education of Master of Science students in the discipline of agriculture is catalectic without libraries, the present paper seeks to assess the information literacy competency (ILC) of post graduate (PG) students at Haryana Agricultural University, Hisar, India, along with the impact of instruction initiatives in this respect.

Based on the Association of College and Research Libraries (ACRL) Information Literacy Standards for Science and Engineering/Technology, 2006, an instrument was developed with 79 scoring items in the first part of the questionnaire along with non‐scoring items in the second part. Broad headings of the questions asked are shown in detail. Validity and reliability of the instrument are also reported.

Information literacy competency of PG students has been found satisfactory along with significant difference between the first and second year students. Results of the paper distinguish between the first and second year students in the light of five information literacy (IL) standards along with other considerations. Various instruction initiatives were found to have a positive impact upon the ILC of PG students.

Since the study has been able to establish a positive relationship between instruction initiatives and ILC, such initiatives may be introduced in other academic institutions.

None of the earlier reported research instruments had used science and engineering/technology IL standards, especially upon PG students in agriculture. This study further paved the way for the development of such an nstrument along with assessing the ILC of PG students and impact of instruction initiatives in an agricultural university.

This paper aims to contribute to the understanding of organizational conflict management from a multicultural perspective in the context of higher education institutions (HEIs).

Besides a theoretical discussion about multiculturalism and leadership, a case study based extensively, but not exclusively, on oral history has been undertaken within a unit of a HEI in Brazil. The case study, which illustrates the cost when multicultural leadership is absent, is based on a combination of first‐hand information and facts reconstruction.

The research discussed in this paper showed that the system of constructing “otherness” and isolating it can actually be characterized as workplace bullying condoned by extremely mono‐cultural leaders. An alternative scenario with more multiculturally competent leaders is discussed, providing possible tools and avenues for organizational conflict management.

HEIs should be viewed as multicultural organizations, not only for the purpose of developing multicultural curricula but also for reviewing the impact of institutional practices and leadership on the organizational climate. Leaders should be ethically and multiculturally accountable for ensuring an institutional identity that is open to cultural plurality and to the challenge of the institutionalization of differences.

This paper goes beyond multicultural issues restricted to individual and group identities and incorporates institutional cultural climate and the role of multicultural leaders in organizational conflict management in the context of HEIs, hitherto not much discussed, which may open up new debates in the area.