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This paper sets out to highlight conclusions from computer‐supported cooperative work (CSCW) research, which are relevant to e‐learning environments, in this case, WebCT.

The paper analyses the CSCW literature and identifies the main findings relating to the use and acceptance of collaborative technologies. These findings are applied to the analysis of 65 free‐form accounts of the use of WebCT obtained from student users in a higher education institution.

The challenges to cooperative work tools widely demonstrated within the CSCW research community since the early 1990s are alive and well in the context of e‐learning technology more than ten years later. In particular, there is strong evidence of discrepancies in benefits for different stakeholders, the need for a critical mass of users, and problems with lack of fit with social norms.

Conclusions are based on computing students from one institution, but there is no reason to believe that the sample is atypical.

The conclusions identify a need for stakeholder involvement in the introduction of e‐learning environments in the tradition of participative design.

The paper brings well‐established findings from the CSCW community to the e‐learning domain.

Over a two‐month period, the editor of this review has searched worldwide for the most interesting and useful media articles on the topic of strategic management for the July/August issue of Strategy & Leadership.

In addition to his own collection of finds, the editor sorted through suggestions by a team of veteran top managers and senior academics for new strategic concepts and actions.

The result is a surprisingly diverse set of media discoveries on such topics as market‐creating service innovation, service innovation, organizational DNA, Growth Champions, internal markets, innovation from internal markets, the brainstorming trap, an intellectual capital merchant bank, a new theory of scale, and Oracle's acquisition binge.

URL links and references have been provided for the articles so that managers can easily follow up this quick scan of the media by reading the articles in full.

Provides a snapshot of what managers are reading and a guide to trends and fresh thinking.

This study aims to examine the effect of actual and persona self-congruence on luxury brand attachment and the effects of luxury brand attachment on attitude toward luxury brands and purchase intentions using empirical data on Metaverse users.

The authors recruited 300 Metaverse users from South Korea to participate in the survey. Participants were asked whether the participants had experienced Metaverse, including Roblox and Zepeto, before participating in the survey. The Gucci Garden was suggested as a luxury brand in the Metaverse for the participants.

The findings clarify the concept of persona self-congruence and support the congruence's effects on luxury brand attachment in the Metaverse context. This study found a positive relationship between persona self-congruence and luxury brand attachment that influences attitude and purchase intentions in the context of Metaverse, contributing to the theoretical and practical implications for luxury brand management.

This study contributes to luxury brand marketing in the Metaverse context by clarifying the concept of persona self-congruence and articulating the congruence's effects on luxury brand attachment in the context of the Metaverse.

In the post-pandemic world, this study offers luxury brand practitioners new insights to help the practitioners develop and manage luxury brand strategies by understanding the influence of persona self-congruence and luxury brand attachment on luxury brand evaluation in the Metaverse context.

This study addresses an innovative and practical issue related to the impact of persona self-congruence on luxury brand attachment in the Metaverse, offering new insights for luxury brand management in the post-pandemic world.

Institutional ethnography is a method of inquiry that brings attention to people’s everyday work while simultaneously highlighting broader sites of administration and governance that may be organising that work. The purpose of this paper is to argue that the integration of institutional ethnography in health information practice research represents an important shift in the way that Library and Information Science professionals and researchers study and understand these practices.

This paper first explores the key tenets and conceptual underpinnings of Dorothy Smith’s institutional ethnography, illuminating the importance of moving between translocal and the local contexts and identifying ruling relations. Drawing from a library and information science study that combined interviews and textual analyses to examine the social organisation of family caregivers’ health-related information work, the paper then explores the affordances of starting in the local particularities and then moving outwards to the translocal.

The paper concludes with an overall assessment of what institutional ethnography can contribute to investigations of health information practices. By pushing from the local to the translocal, institutional ethnography enables a questioning of existing library and information science conceptualisations of context and of reappraising the everyday-life information seeking work/non-work dichotomy. Ultimately, in considering both the local and the translocal, institutional ethnography casts a wider net on understanding individuals’ health information practices.

With only two retrieved studies that combine institutional ethnography with the study of health information practices, this paper offers health information practice researchers a new method of inquiry in which to reframe the application of methods used.

An employee&s husband made violent threats to the store manager of a Las Vegas shop specializing in skin care, makeup, fragrance, and hair care products of an international company. The manager wanted the employee terminated. The employee confessed that her husband also threatened her. The employee's personnel file contained no performance problems, but the store manager admitted that she had kept a separate file with such documentation. The Executive Director and the Director of Human Resource Management wondered what they should do.

The introduction of female writers to The Archers in 1975 brought a new perspective to the programme, revitalising its profile and cementing its place in the British psyche. This ‘feminisation’ of the programme was an important turning point for the women of Ambridge with increasing focus on issues important to them. This chapter argues that until this time storylines had tended to position women in the background of farming life, their identities shaped solely in terms of their relationships with the men of the village, as homemakers, carers and love-interests. The new band of female writers meant that the women of Ambridge were able to emerge as fully-rounded characters in their own right, as professionals, farmers, business women and matriarchs, at the forefront of village life. It goes on to discuss the character and function of Susan Carter, from the writer's perspective of both a research psychologist and the actor who plays Susan. It is argued that Susan utilises gossip not only as a tool with which to create interpersonal alliances and cement friendships but also to enhance her damaged self-worth and increase her status and power as a fount of all Ambridge knowledge.

The purpose of this research is to explore the use of media as the basis for a social issues approach to promoting moral literacy and effective teaching in educational leadership programs.

Through a review of relevant literature, mass media sources, and observations, the authors use Starratt's framework of moral responsibility to identify ethical practice in response to dilemmas brought on by local, regional, national and international crises and conflicts. Regional, national and international crises and conflicts are regularly reported on the Internet, as well as in the local, regional, national and international media (e.g., Time, Macleans, Michigan Citizen, The Washington Post, Education Week, The Boston Globe, National Geographic).

The use of mass media venues, when compounded with moral grounding better equips educational leaders to act with ethical orientations. Professional organizations should encourage and support leaders who engage in public citizenship activities – answering critical questions, brokering views, encouraging discussion, and serving as resources.

Issues concerning the ethical usage of mass media are complex, often unique, and ought to be an integral component of teaching in formal educational leadership experience. Consequently, the authors advocate the use of the media in university teaching as the basis for a social issues approach to promote morally literate graduates in university educational leadership programs. Actual examples of reactions about the use of media from a class of graduate students enrolled in an ethics class and educational leadership are included.

Higher Education (HE) is spinning. The systematic erosion of our academic freedom, (Docherty, 2012) means that the authors of this chapter no longer know how to navigate what is on the horizon. The neoliberal agenda now driving HE is threatening how we work via, ‘a quiet ruination and decay of academic freedom’ (Docherty, 2012, p. 47). This chapter offers an autoethnography of a collaborative creative project that engaged the authors in dialogues about the effects of neoliberalism on how they teach, work, live and where they compare working in HE to hula-hooping as both demand relentless movement and activity to prevent everything from collapsing. Our story offers ideas for valuing time and space in our academic lives that are playful, creative, bonding, and suggest that by mastering hula-hooping, we have enjoyed a renewed sense of confidence with academic work and academic life.

We employ a range of styles of writing that seek to engage the reader with reflection on their own experiences. Guiding questions for any reader might be, but are by no means restricted to:

What are the effects of neoliberalism on how we work?

How much time do we give for creative play and risk-taking?

What creative methods can we adopt and develop in order to preserve our academic freedom?

How can we navigate the HE landscape effectively without succumbing to neoliberal pressures and shifts?

How can we value human experiences in academic work and in academic life?