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Many librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs.

This case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries.

The following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright.

This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.

Many individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations.

Library or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.

This study aims to explore how career self-efficacy shapes an individual’s career decisions and how learning and development interventions, including participation in education abroad, might play a role in career choice.

The authors used the following databases to review the literature on career self-efficacy: Academic Search Premier, Education Resources Information Center and ProQuest. The following key search terms were used in the search: career self-efficacy, career choice and education abroad. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before further review for inclusion suitability.

Findings suggest career self-efficacy plays a vital role in career decision-making, generating interests and deciding career goals. By improving career self-efficacy among college students, career interests can be reshaped. Findings evidence a relationship between education abroad and career competencies and career development.

The review offers an invaluable pathway to breed ideas and thoughts about research in the career self-efficacy domain. While education abroad itself may be a useful intervention in the development of a student’s career self-efficacy, among other characteristics and skills, a further empirical study is necessary to determine the extent to which this is true. Using or creating an accurate scale for the measurement of career self-efficacy among undergraduate students is critical to determine a reliable and valid measure, as is controlling for potential differences in self-efficacy between students who self-select for high impact endeavors such as education abroad and those who do not.

Noting that practices in international education support collaboration between career services offices and study abroad offices, the authors point to the importance of interventions that intentionally and explicitly incorporate the career self-efficacy construct.

Findings evidence a relationship between education abroad and career competencies and career development, through research examining connections to career self-efficacy and education abroad is noticeably scarce. The paper explores the above relationship.

Drawing from research on art integration, we discuss why visual arts and social studies can be powerful partners in promoting critical thinking skills. Because this is an increasingly visual society, visual literacy is becoming progressively more important. Through the visual arts, students have the opportunity to analyze and evaluate information, which are critical academic and citizenship skills. The integration of these two content areas and skills facilitates effective use of the limited time teachers have with students. In order to demonstrate the integration of art and social studies, we provide a lesson plan on Western Expansion.

This exploratory study, a Ph.D. dissertation completed at the University of Western Ontario in 2013, examines the materially embedded relations of power between library users and staff in public libraries and how building design regulates spatial behavior according to organizational objectives. It considers three public library buildings as organization spaces (Dale & Burrell, 2008) and determines the extent to which their spatial organizations reproduce the relations of power between the library and its public that originated with the modern public library building type ca. 1900. Adopting a multicase study design, I conducted site visits to three, purposefully selected public library buildings of similar size but various ages. Site visits included: blueprint analysis; organizational document analysis; in-depth, semi-structured interviews with library users and library staff; cognitive mapping exercises; observations; and photography.

Despite newer approaches to designing public library buildings, the use of newer information technologies, and the emergence of newer paradigms of library service delivery (e.g., the user-centered model), findings strongly suggest that the library as an organization still relies on many of the same socio-spatial models of control as it did one century ago when public library design first became standardized. The three public libraries examined show spatial organizations that were designed primarily with the librarian, library materials, and library operations in mind far more than the library user or the user’s many needs. This not only calls into question the public library’s progressiveness over the last century but also hints at its ability to survive in the new century.

The purpose of this paper is to fill a current gap in the literature, through the development of theory concerned with changes that occur over time to the functions and importance of the brand name element of a branded entity.

An initial theoretical conceptualisation was developed from the existing literature. Study participants whose behaviour was found not to conform to this initial conceptualisation were included in subsequent research to obtain greater understanding. The study method used was a series of interviews, with the obtained qualitative data analysed using template analysis. This resulted in the development of a revised theoretical conceptualisation.

Various functions of the brand name element, identified as connotation, denotation, linking and branded entity constancy, are ongoing important providers of brand equity to some consumers for established branded entities. This challenges a position obtained from existing literature that the brand name element of an established branded entity becomes of minimal importance over time.

Value-generating functions of the brand name element that persist over time were identified, leading to the development of a theoretical conceptualisation of the change in the importance of brand name equity over time.

Gender differences in leadership and issues around differential progression of male and female leaders are receiving more attention in the fields of human resource and leadership development. However, little is known about how interventions designed to support female leaders are being experienced within real-world contexts of global organizations. There is limited research and discussion on how such interventions are experienced at a more systemic level. This study aims to contribute at this very level.

This study reports on a predominantly coaching-based development program that was designed to further the careers of female leaders within a complex multi-national organization. The study was conducted in a large, global health-care corporation employing 100,000 people based in over 120 countries. The qualitative research design for this study was exploratory, involving a reflexive process at each of the two stages.

The findings from this qualitative research take the debate on “the gendered organization” further by including the voices of female leaders. They demonstrate that whilst theoretically the concept of the “ideal worker” may inhibit progression, this is not necessarily a barrier to career advancement. Coaching, both individual and group, is shown to have a powerful effect on promoting reflection, self-confidence and focus.

There are two research limitations. While confidentiality was promised, the responses of some interviewees were nevertheless still guarded. Other limitations relate to the extent to which this study can be generalized to other contexts, as it was conducted inside a single global corporation.

The study addresses the complex and urgent topic of differential progression and makes a broader contribution by offering a systemic perspective on gender and development in global organizations.