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WHEN the Public Library was in its infancy it was looked upon as being a mere storehouse, and the librarian a distributor of books. The librarian of today, however, must not only guard and preserve the books in his charge, but make them and their contents, as far as possible, accessible to all those who desire to consult them.

This paper seeks to investigate the theoretical and practical links between teaching and research in a teaching led university in the UK. Focus is on the new architectural technology undergraduate programmes that, in theory at least, provide an opportunity to integrate activities. An extensive literature review demonstrated the benefit to both students and academic staff of incorporating research into the curriculum. The research used was centered on an innovative Level 3 undergraduate module, which was monitored for 48 months. The module was designed with the aim of encouraging architectural technology students to approach architectural detailing from first principles within an environmentally responsible framework. The philosophy behind the module was to incorporate lecturers’ research into the module, both to enhance the student experience and to narrow the gap between research and teaching. The module also sought to form a subject integrating role, bringing together management, technology and design via project work. A brief overview of the development of the module and the teaching and learning strategy is provided before looking at delivery and evolution of the module. The students’ evaluation of the module, via a questionnaire survey, is then reviewed and issues for further consideration highlighted. A number of observations are made relating to the integration of knowledge, which have implications for all contributors to construction education.

Increasing pressure to enhance research coupled with a desire for a broadening of academic input, are prompting greater levels of collaboration. Research collaboration can generate notable benefits but can also pose a variety of challenges. The purpose of this paper is to explore the reasons, facilitators, benefits and challenges of academic collaboration. It also provides suggestions to manage identifiable risks and enhance team dynamics.

This is a conceptual paper exploring prior literature in relation to the contentious points of research collaboration, particularly in regard to authorship attribution.

The authors present two checklists that researchers can utilise to ensure the successful completion of collaborative projects. The checklists incorporate the main factors required for effective collaborative work and research, and form a foundation for discussion among team members.

The paper draws upon experiences, observations, academic literature and protocols, and provides strategies and recommendations to enhance collaboration and authorship attribution. The two checklists presented in the paper are value‐adding for team members.

Drawing on ethnographic research among far-right youth movements, this chapter discusses the view of a “new Europe” as manifested in young activists' discourses and practices. In arguing that it is necessary to better understand local contexts of political mobilization, it simultaneously foregrounds the transnational orientation of young far-right militants and the interplay of local and translocal factors in shaping their activism. In so doing, this chapter seeks to shed light on the background and the main rationale for their alternative conceptualizing of Europe and to situate it in a long tradition of thinking about Europe, recognizing similarities with the developments in the early twentieth century.

THE oxidation behaviour of low binary iron alloys with aluminium, chromium and silicon in air has been discussed at length. Rather less work has been performed on the ternary systems, Fe‐Cr‐Al and Fe‐Cr‐Si, and very little on Fe‐Al‐Si alloys.

How should auditors cope with their data? A data management approach is urged, resting on statistical principles and putting a premium on simplicity. An example is used to show how quite a simple inspection and presentation of primary data, allied to basic statistical measures, can often provide a path to reliable interpretation. There are some golden rules in this field and the good auditor should know them.

The Central Electricity Research Laboratories (CERL) at Leatherhead is the largest and longest established of the research centres of the Central Electricity Generating Board. Its staff numbers about seven hundred, three hundred of whom are professional scientists, and their programmes cover research into generation of electricity by coal‐ and oil‐fired power stations, and into transmission and distribution. CERL's activities include those as diverse as magneto‐hydrodynamics and the microbiology of soils; the dispersion of plumes from high chimneys and the basic physics of brittle fracture in metals. Three quarters of its work and almost all the corrosion research relates to generating electricity, although it has some of the best facilities in the world for studying the transmission of electricity at very high voltages, and the first corrosion problem it tackled was on steel cored aluminium conductors.

THE variation in weight gains of the binary (and ternary) iron alloys with change in the atmosphere composition clearly demonstrates the sensitivity of oxidation behaviour to conditions. In particular it can be seen from Figs. 3 and 4 that the presence of atmospheric pollutants (sulphur and nitrogen oxides, water vapour) markedly increases the oxidation rate in air. This is supported by the further marked increase in oxidation in flue gases produced by the presence of sulphur oxides. Oxidation in flue gases at 700°C is far greater than in air, Figs. 7 and 10 and Table 3. This is due to the formation of wustite which was not present in air‐formed oxide scales.

The purpose of this paper is to provide a more expansive recounting of the process of fieldwork, taking place over a number of years in diverse locations, in order to show how research design develops through the process of field research, as well as to highlight the complexity of fieldwork, especially issues of access, identity, and power.

The paper is based on the author's fieldwork experiences in Sierra Leone, working from and expanding upon fieldnotes from time in the field. Reflexive, autoethnographic personal narratives of fieldwork experiences are juxtaposed with theoretical writing about ethnographic observation and qualitative research.

The expansive discussion of the process of fieldwork and the development of the research project through time demonstrates and explicates the complexity and temporal dimensions of qualitative field research. Issues of access, identities, and power/privilege are also crucial aspects of the fieldwork process.

This paper shows the importance of acknowledging and articulating the development of fieldwork and research design over time and in different places. It also discusses the complexity of fieldwork due to issues of access, identity, and power. Its claims are limited by its focus on one case, the author's fieldwork.

This piece will help members of society better understand the process of qualitative fieldwork. Given its format and writing style, this piece can be easily read and understood by interested members of the public.

This paper provides narratives and commentary that provide a more complete picture of the practice of field research and the development of research design over the course of time and in diverse locations. This will be valuable to researchers, especially those preparing for field experiences for the first time or for their first time in a particular field, as well as students interested in learning about qualitative fieldwork practices.

The current study aims to explore the role of stories in organizational sensemaking processes. Rather than positioning stories as one among many different sensemaking mechanisms, it is argued that stories allow a particular kind of sensemaking that is inherently open‐ended, distinguishing it from theoretical and propositional explanations for organizational phenomena. Drawing on previous Foucaultian discussions of epistemes, the paper aims to introduce the notions of epistemic impasse and epistemic spillover, arguing that cross‐functional interaction can cause tensions between incompatible epistemic bases, and that stories can act as a mechanism to overcome such tensions.

A qualitative methodology is used to illustrate the above mechanism in an ethnographic, participant‐observer study of a university student‐support center.

The results show how storytelling led to an increasingly open and ultimately universalizing tendency with the center, thus demonstrating both the potentials and limits of using stories within organizations.

The current paper adds to the storytelling literature by showing how stories not only act as a sensemaking mechanism, but also reimagine the definition of sense in a way that makes it more polyvalent and open to multiple epistemic standpoints.