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Summarizes the findings of a recently completed research project on Competence in higher education at Glasgow University Business School and outlines a subsequently developing competence assessment programme.

Service work is often differentiated from manufacturing by the interactive labor workers perform as they come into direct contact with customers. Service organizations are particularly interested in regulating these interactions because they are a key opportunity for developing quality customer service, customer retention, and ultimately generation of sales revenue. An important stream of sociological literature focuses on managerial attempts to exert control over interactions through various techniques including routinization, standardization, and surveillance. Scripting is a common method of directing workers’ behavior, yet studies show that workers are extremely reluctant to administer scripts, judging them to be inappropriate to particular interactions or because they undermine their own sense of self. This paper examines a panoptic method of regulating service workers, embodied in undercover corporate agents who patrol employee’s adherence to scripts. How do workers required to recite scripts for customers respond to undercover control? What does it reveal about the nature of interactive labor? In-depth interviews with interactive workers in a range of retail contexts reveal that they mobilize their own interactional competence to challenge the effects of the panoptic, as they utilize strategies to identify and adapt to these “mystery shoppers,” all the while maintaining their cover. The paper shows the limits on control of interactive workers, as they maintain their own socialized sense of civility and preserve a limited realm of autonomy in their work.

This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues.

Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders.

The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration.

This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building.

Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

The purpose of the paper is to describe the development of a series of forums on issues of the information age, created to address ACRL Information Literacy Competency Standard Five.

The paper presents a case study, including citations to relevant literature.

The paper provides a technique for addressing ACRL Information Literacy Standard Five, examples of topics, discussion of logistics, and value to students.

The ideas and methods presented in the paper may be used by other librarians to arrange forums at their own institutions. A checklist to assist in preparation is also included.

IN 1946 there was in the British Isles a clear image of librarianship in most librarians' minds. The image depended on a librarian's professional environment which was of the widest possible range, not less in variation than the organisations, institutes or types of community which required library services. Generalisations are like cocoanuts but they provide for the quickest precipitation of variant definitions, after the stones have been thrown at them. A generalisation might claim that, in 1946, public librarians had in mind an image of a librarian as organiser plus technical specialist or literary critic or book selector; that university and institute librarians projected themselves as scholars of any subject with a special environmental responsibility; that librarians in industry regarded themselves as something less than but as supplementing the capacity of a subject specialist (normally a scientist). Other minor separable categories existed with as many shades of meaning between the three generalised definitions, while librarians of national libraries were too few to be subject to easy generalisation.

The purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.

The tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.

Data from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.

The high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.

The aims of this project were to establish whether Talking Mats, a low tech communication framework, helps people with dementia to communicate and to examine how effective the Talking Mats framework is for people at different stages of dementia. Thirty‐one people at three stages of dementia were interviewed about their well‐being under three interview conditions ‐ an unstructured (ordinary) conversation, a structured conversation and using the Talking Mats framework.The results indicated that conversations using the Talking Mats framework improved communication for people at all stages of dementia but that not all people at late‐stage dementia could use the Talking Mats framework effectively.The researchers concluded that the Talking Mats framework may therefore play an important role in improving quality of care by providing a simple, low‐cost tool that family and staff can use to engage with people with dementia and help them express their views about a range of topics.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This paper aims to demonstrate how consumer clickstream data from a leading hotel search engine can be used to validate two hidden information processing stages – first eliminate alternatives, then choose – proposed by the revered information processing theory of consumer choice.

This study models the two hidden information processing stages as hidden states in a hidden Markov model, estimated on consumer search behavior, product attributes and diversity of alternatives in the consideration set.

First, the stage of information processing can be statistically characterized in terms of consumer search covariates, including trip characteristics, use of search tools and the diversity of the consideration set, operationalized in terms of: number of brands, dispersion of price and dispersion of quality. Second, users are more sensitive to price and quality in the first rather than the second stage, which is closer to purchase.

The results suggest practical implications for how search engine managers can target consumers with appropriate marketing-mix actions, based on which information processing stage consumers might be in.

Most previous studies on validating the information processing theory of consumer choice have used laboratory experiments, subjects and information display boards comprising hypothetical product alternatives and attributes. Only a few studies use observational data. In contrast, this study uniquely uses point-of-purchase clickstream data on actual visitors at a leading hotel search engine and tests the theory based on real products, attributes and diversity of the consideration set.