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The purpose of this paper is to propose an integrated conceptual framework showing how corporate brand equity is generated. It builds upon a number of previous studies which have focused upon specific aspects of brand equity and integrates these within a more comprehensive model.

The paper is based upon a review and integration of the corporate branding, consumer psychology and strategy literatures.

The result is the construction of a number of sub‐models and an overall proposed framework which integrates internal and external determinants of consumer‐based corporate brand equity and combines these within a comprehensive framework. The model encompasses internal, company‐determined, variables, a Stimulus‐Organism‐Response model, the stakeholder cognitive perception process, a number of mediating variables such as corporate performance, industry sector and internationality, and the resulting impact upon corporate reputation and brand equity.

From this conceptual paper, further work can be developed for empirical validation.

The paper sets out to integrate academic and practitioner work and both internal (company) dimensions with external (consumer/stakeholder) dimensions.

The originality of the work is that it is both comprehensive and it puts forward an integrative model which goes beyond previous work which has focused upon specific aspects of corporate brand value. It also analyses the links between the different constructs and the directions of causality and influence.

This chapter reflects on the outcomes of the Digital Student Selves project at a small, specialist arts institution in the United Kingdom. The project aimed to promote increased student understanding of the research process as well as increased reflexivity by engaging students in an inquiry-based approach to unpacking experiences and perspectives of the role of technology in learning. Specifically, students were asked to consider the contribution of programme-specific learning technologies and social media to their creative identity and lifelong professionalism.

Discussion within this chapter outlines strategies that students employed in adopting blended approaches to learning and also presents key aspects of students’ negotiation of digital selfhood. The discussion therefore has relevance in considering current practices in support of digital confidence and how these might be refined or augmented. In this way, the student contributors become co-creators in the learning environment, influencing recommendations for institutional change and best practice.

This paper explores employee experiences concerning job security/insecurity, workload, job satisfaction and employee involvement in the aftermath of Best Value reviews in a local authority.

Using a mix of quantitative and qualitative data collection techniques employees' experiences of Best Value reviews in a local authority are compared and contrasted with council staff employed elsewhere in the authority to establish the extent to which workplace partnership principles have taken hold under a Best Value regime.

Little evidence of positive outcomes was found from partnership at work under a Best Value regime. The constraints imposed by central government, under which managers in the public sector operate, contributed significantly to partnership at work remaining little more than a hollow shell.

This paper provides a recent in‐depth case study of the experience of workplace partnership, which was developed not discrete from but as part of the Best Value modernisation programme in a local authority.

As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time ‘on placement’ – applying their theoretical learning to the clinical area.While off campus and at a distance from their peers and university staff, however, they must continue to study and complete assessments. This creates enormous complexities for nursing students; issues of retention and success, anxiety and isolation are well documented in the research literature relating to this particularly diverse group. Emerging technologies offer opportunities to increase engagement between nursing students and faculty, thus potentially eliminating many of these difficulties. At Glasgow Caledonian University, a blog was developed to provide new students with remote support and a virtual community while on their first placement. The open access resource offered a link between faculty and students and a forum for peer support among the cohort. Student produced materials, such as ‘talking head’ videos and placement diaries, were posted alongside assessment-specific learning resources developed by staff. The blog was fully interactive and participants were encouraged to comment on and respond to posts in order to increase engagement. A thorough evaluation of the continuing initiative highlighted the success and further potential of the resource but also suggested limitations in terms of interactive engagement and issues of digital literacy among some learners. This chapter will discuss the use of technologies such as blogs in providing remote support to learners, using the student nurse blog as a case study.

Purpose – The burgeoning literature on gender and immigration has largely abandoned atavistic conceptualizations of gender. Instead, migration scholars have integrated an understanding of gender that is relational, contextual, and mutually constitutive with migration. Most of this research has focused on the ways in which migration shapes gender relations, with much less focus on the ways in which gender relations contribute to migration flows. Additionally, the integration of gender analysis in migration studies has contributed significantly to our understanding of migration but has not informed gender theory to nearly the same extent. In this chapter, we synthesize the extant literature on gender and migration, as it relates to the dynamics that precipitate migration.

Methodology/approach – We conducted a review and synthesis of the extant literature that examines the relationship between gender and the decisions and opportunities to migrate.

Findings – Through this synthesis, we identified four gendered institutions that precipitate migration: (1) global labor markets, (2) family and care work, (3) social networks, and (4) violence.

Practical implications – We contribute to the development of gender theory by examining the structural dimensions of gender, thus illuminating the connections between gender relations operating at macro and micro levels.

Originality/value of paper – Although other scholars have reviewed the literature on gender and migration, previous reviews (and most empirical studies) have focused on how migration has shaped gender relations. No reviews to date have focused on how gender relations shape migration. Additionally, most scholars fail to recognize the relationship of gendered violence to other precipitates of migration.

For over a decade now, various stakeholders in accounting education have called for the integration of technology competencies in the accounting curriculum (Association to Advance Collegiate Schools of Business (AACSB), 2013, 2018; Accounting Education Change Commission (AECC), 1990; American Institute of Certified Public Accountant (AICPA), 1996; Behn et al., 2012; Lawson et al., 2014; PricewaterhouseCoopers (PWC), 2013). In addition to stakeholder expectations, the inclusion of data analytics as a key area in both the business and accounting accreditation standards of the AACSB signals the urgent need for accounting programs to incorporate data analytics into their accounting curricula. This paper examines the extent of the integration of data analytics in the curricula of accounting programs with separate accounting AACSB accreditation. The paper also identifies possible barriers to integrating data analytics into the accounting curriculum. The results of this study indicate that of the 177 AACSB-accredited accounting programs, 79 (44.6%) offer data analytics courses at either the undergraduate or graduate level or as a special track. The results also indicate that 41 (23.16%) offer data analytics courses in their undergraduate curriculum, 61 (35.88%) at the graduate level, and 12 (6.80%) offer specialized tracks for accounting data analytics. Taken together, the findings indicate an encouraging trend, albeit slow, toward the integration of data analytics into the accounting curriculum.

What does the intersection of food gardening and public librarianship look like? This chapter examines the question through a close analysis of three case studies that represent the spread of this phenomenon in the United States and Canada. This is a first step toward identifying areas for further research that will contribute to a more comprehensive understanding of how food gardening in and around public libraries addresses community-level health disparities. Although it is the case that food gardens and related programming are no strangers to public libraries, this topic has not received sustained attention in the LIS research literature. Public libraries have long been framed as key institutions in increasing consumer health literacy, but a more recent trend has seen them also framed as key institutions in promoting public and community health, particularly through the use of the public library space. This chapter examines food gardens at public libraries with this more expansive understanding of how public libraries address health disparities, by considering how this work occurs through novel partnerships and programs focused on transforming physical space in local communities. At the same time, public interest in food gardens parallels increased awareness of food in society; food and diet as key aspects of health; food justice activism; and a long history of community empowerment in the face of the proliferation of food deserts through myriad activities, including community food gardens. The authors consider how food gardening in public libraries parallels these trends.