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Students in the marketing discipline have been reported to struggle with quantitative methods. This paper aims to focus on whether it is possible to increase student confidence and reduce anxiety with quantitative data analysis even when limited teaching resources are available. It reports on two half-day initiatives to teach quantitative methods that followed the principles of integration of method into a substantive course (as opposed to stand-alone course) and hands-on approach (as opposed to using a theoretical and hands-off approach).

Over the course of three semesters, 92 students that took part of the sessions answered a survey where they reported their basic understanding, confidence, practical abilities and anxiety with quantitative methods.

The results indicate significant improvements in self-reported basic understanding, confidence, practical abilities and anxiety. Further analysis indicated that neither gender nor previous statistical background had an impact on perceived benefit with the initiative.

In all, the study indicates that integration and hands-on approaches may be beneficial to reduce anxiety and increase confidence with quantitative data analysis, even when this initiative is limited in time and resources.

The study presents an approach to reducing anxiety and increasing confidence with quantitative data analysis. Teaching initiatives like this may be beneficial in situations when students experience high levels of statistics anxiety.

This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.

The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.

The quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.

The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.

To review the provision of research methods teaching across UK institutions teaching accredited information and/or library science postgraduate programmes.

Content analysis of institutional web sites was undertaken followed by telephone interviews with research method tutors. Information was obtained on what, how and when research methods are taught, the type of coursework expected, the usage of virtual learning environments and discussion boards, the key texts, electronic sources, other teaching materials recommended to students and the emphasis placed on quantitative versus qualitative methods.

All institutions in the UK teach research methods on LIS‐accredited programmes. Research methods modules have different weighting, are taught in various formats, short and fat, long and thin, and cover a variety of topics. Some tutors place more emphasis on qualitative techniques than qualitative methods, while for others it is the other way around. Most stress the practical side of doing research. The use of virtual learning environments and discussion boards feature prominently in some institutions for the teaching of research methods.

This research will provide impetus for some institutions to modify their research methods teaching provision.

The sharing of knowledge and innovative teaching practices for research methods.

Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.

The study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.

Outcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.

Outcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This paper aims to provide insights into the experiences of and challenges confronting higher degree research students and learning advisors (LAs) regarding data analysis support. The ability to handle data and use numerical evidence systematically is an important transferable skill and essential for the successful completion of a quantitative research thesis.

A combination of qualitative and quantitative data was used, enabling a convergence of findings: the questionnaire and one-on-one advisory sessions feedback gathered information on the student experience, while semi-structured interviews provided data on the LAs’ perspective.

Phenomenographic analysis of interviews revealed many challenges associated with centralised learning support provision. Learning advisors recognised not only different disciplinary needs but also the tensions associated with working centrally and cross-disciplinary. Students identified a need for more practice-orientated training opportunities in data analysis during their postgraduate and doctoral research.

Understanding gained from students’ and LAs’ experiences are essential for changes of university-wide teaching and learning strategies. The collection of “bottom-up” data on the student experience combined with data on learning thresholds provided by faculty and student learning support units would allow a coordinated, institution-wide approach to identified learning needs.

Developing a community of practice concerned with quantitative literacy means that staff with expert knowledge, regardless of discipline affiliation, can provide an environment in which students are able to develop their analytical skills further and can participate in ongoing discussions on real-life research and data analysis issues.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.

Opportunities for professional development in online teaching are abundant. However, when the online teacher is geographically and professionally isolated from others with an interest in online teaching, use of insider research to identify areas of good online teaching practice, and those areas that require further development, affords an opportunity for self-directed professional development. Despite a plethora of methodological interpretations of autoethnography, autonetnography has until now remained no more than a methodological ideal. With my background as a registered nurse and teacher of health and social care, shifting from face-to-face teaching towards teaching online, I claim value in developing autonetnography as an insider researcher self-study, to inform my online teacher professional development needs. This chapter has two main aims: (1) to share my theoretical development of analytic autonetnography as an emerging e-research methodology and (2) to evaluate my experience of employing analytic autonetnography to research my recent online teaching practice. I will claim that whilst I have found analytic autonetnography methodologically beneficial to research my online teaching practice, I was also the author who laid the foundations, constructed and evaluated an analytic autonetnography model to test its value. Therefore, the relevance of my findings in the context of the value of analytic autonetnography as an emerging e-research methodology will remain open to debate until other researchers in the digitally mediated field experience, critique, challenge and enhance analytic autonetnography theoretically.

Research in entrepreneurship education faces substantial tensions and methodological challenges. Building on a review of extant empirical studies in the field, the purpose of this paper is to develop an integrative methodological framework for studying entrepreneurship education. Central questions are: What forms of entrepreneurship education research exist? Which data sources, research methods and approaches are used in this research? What are the methodological strengths and weaknesses of entrepreneurship education research? How can entrepreneurship education research be improved methodologically?

The paper combines a literature review with a conceptual discussion. The review identifies 88 journal articles reporting empirical studies of entrepreneurship education published between 2002 and 2012. The literature is coded according to method used, type of study, data collection and analysis techniques. From the analysis of the reviewed literature, a conceptual discussion of the advantages and drawbacks of various methods is undertaken, and an integrated approach to entrepreneurship education research is proposed.

Research in entrepreneurship education is fragmented both conceptually and methodologically. Findings suggest that the methods applied in entrepreneurship education research cluster in two groups: first, quantitative studies of the extent and effect of entrepreneurship education; and second, qualitative single case studies of different courses and programmes. Benefits and drawbacks haunt both clusters. Quantitative studies bring objectivity, comparability and generalizability, but show limited appreciation of the heterogeneity of the education they seek to measure. Qualitative single case studies are ripe with contextually sensitive descriptions and best pedagogical practices, but suffer from limited comparability and generalizability as well as severe biases of teacher-researcher conflation.

The suggested methodological framework builds on a systematic review of the research methods applied in extant entrepreneurship education research. It integrates qualitative and quantitative techniques, the use of research teams consisting of insiders (teachers studying their own teaching) and outsiders (research collaborators studying the education) as well as multiple types of data. To gain both in-depth and analytically generalizable studies of entrepreneurship courses and programmes, the suggested framework integrates the empirical sensitivity of qualitative techniques and diverse research positions, with the rigour of quantitative measures. The authors argue that studies of entrepreneurship education benefit from this integration. Furthermore, the authors describe a variety of helpful methods, explore the potential relation between insiders and outsiders in the research process and discuss how different types of data can be combined. The integrated framework urges researchers to extend investments in methodological efforts and to enhance the in-depth understanding of the dynamics and challenges of teaching entrepreneurship.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.