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The purpose of this paper is to identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the learning environment that can support a sense of community. This paper seeks to investigate the relationship between student’s personality and preferences of features of the built environment.

Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community.

The analysis revealed that there are differences in preferred features within the physical learning environment for the three university disciplines within a large UK-based university. It can also be seen that there are differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified.

Those who are responsible for the design and refurbishment of higher education institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students’ requirements.

This paper presents a new perspective on how the development of higher education facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

Physical education, like most areas of education, is changing and taking on a new look for the 1980s. Physical educators, school administrators, and others making decisions about programs for children and young people are examining both current practices and forecasts for the future in this field. What they decide will profoundly affect the resources that should be a part of library collections for children and youth. Too often librarians and school media specialists have found it difficult to think about the kinds of materials appropriate for such collections because they do not have the knowledge necessary for sound selection. A major reason for this difficulty is that the area of physical education is usually separated from other subject areas in schools. Along with the industrial arts, domestic science, and the fine arts, physical education is categorized as a performative subject area. Classified as such, it is usually not thought of as something you ask young people to think about, talk about, or even read about; but rather, something you ask them to “do.” Yet, upon closer examination, there exists a small wealth of library materials for children.

In order to solve the current imbalance of academic resources within the discipline, this article builds a three-dimensional talent evaluation model based on the topic–author–citation based on the z index and proposes the ZAS index to evaluate scholars on different research topics within the discipline.

Based on the sample data of the CSSCI journals in the discipline of physical education in the past five years, the keywords were classified into 13 categories of research topics including female sports. The ZAS index of scholars on topic of female sports and so on was calculated, and quantitative indexes such as h index p index and z index were calculated. Comparative analysis of the evaluation effect was performed.

It is found that compared with the h index and p index, the z index achieves a better balance between the quantity, quality and citation distribution of scholars' results and effectively recognizes that the citation quality is higher and the number of citations of each paper is more balanced. In addition, compared to the z index, this article is based on a ZAS index model with an improved three-dimensional topic–author–citation relationship in research fields such as female sports.

It can identify some outstanding scholars who are engaged in small-scale or emerging topic research such as female sports and are excellent in different research areas. Talents create an objective and fair evaluation environment. At the same time, the ranking ability of ZAS indicators in the evaluation of talents is the strongest, and it is expected to be used in practical evaluations.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit.

Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios.

The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables.

Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.

Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

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

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

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper 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.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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