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The purpose of this paper is to establish a data mining model for performing sentiment analysis on open-ended qualitative LibQUAL+ comments, providing a further method for year-to-year comparison of user satisfaction, both of the library as a whole and individual topics.

A training set of 514 comments, selected at random from five LibQUAL+ survey responses, was manually reviewed and labeled as having a positive or negative sentiment. Using the open-source RapidMiner data mining platform, those comments provided the framework for creating library-specific positive and negative word vectors to power the sentiment analysis model. A further process was created to help isolate individual topics within the larger comments, allowing for more nuanced sentiment analysis.

Applied to LibQUAL+ comments for a Canadian mid-sized academic research library, the model suggested a fairly even distribution of positive and negative sentiment in overall comments. When filtering comments into affect of service, information control and library as place, the three dimensions’ relative polarity mirrored the results of the quantitative LibQUAL+ questions, with highest scores for affect of service and lowest for library as place.

The sentiment analysis model provides a complementary tool to the LibQUAL+ quantitative results, allowing for simple, time-efficient, year-to-year analysis of open-ended comments. Furthermore, the process provides the means to isolate specific topics based on specified keywords, allowing individual institutions to tailor results for more in-depth analysis.

To best account for library-specific terminology and phrasing, the sentiment model was created using LibQUAL+ open-ended comments as the foundation for the sentiment model’s classification process. The process also allows individual topics, chosen to meet individual library needs, to be isolated and independently analyzed, providing more precise examination.

In this article, we focus on alternative dispute resolution procedures, in particular third party procedures. We describe eight different procedures and provide examples of how these procedures are used in different cultural contexts. We then evaluate the procedures in terms of how they impact four key criteria that have been noted in the literature related to negotiation: process criteria, settlement criteria, issue-related criteria, and relationship criteria. We subsequently explore the potential impact of culture on evaluations of these criteria. We finish with a discussion of future directions for research and practice, emphasizing that procedural recommendations should be made carefully when the criteria for effectiveness and applicability are derived from US-centric research. In other words, there is not “one best choice” for third party procedures universal to the myriad cultures on our planet.

There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.

Principals' evaluation of teachers for classroom and administrative promotion was the focus of this study. Data were collected from 230 principals of Victorian high schools by means of the instrument developed by Moore based on Mitzel's process, product and presage criteria. Findings revealed that although a common body of criteria was used principals placed prime emphasis upon process criteria in evaluating teachers for classroom promotion and upon presage criteria in evaluating teachers for administrative promotion. The study also established relationships between some of the evaluative criteria and certain “biographical” variables such as principal's age and extent of administrative experience.

The purpose of this paper is to incorporate a model of prejudice reduction and cultural identity development theory to assess: the implementation of a diversity case study in a disaster management course; and the cultural competency understanding among the students.

A diversity case study was implemented in an undergraduate Disaster Response and Recovery course (Fall 2013 n=17; Spring 2014 n=21; Fall 2014 n=35). The discussion encouraged students to contemplate how their biases, preconceived notions, and stereotypes affect their future role in emergency management.

Results from Likert scale pre/post tests showed a marked increase in knowledge and a positive change in attitudes (p < 0.05). Open-responses denoted linkages to the prejudice reduction model and cultural identity development theory.

Bias can be attributed to the instructor and facilitator, and contextual limitations including a lack of: previous conversations and courses on diversity-related topics and participation motivation.

By developing cultural competency, managers initiate intergroup contact reducing negative perceptions and increasing empathy for those deemed different. Integrating cultural competency into emergency management academic programs allows students to identify how their biases, stereotypes, and preconceived notions affect their performance.

This study contributes to the literature by focussing on implementing a diversity case study to explore cultural competency, which is lacking in emergency management higher education. The diversity case study and instructional design could be adopted in disaster management courses.

The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution.

This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified.

Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies.

This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.

In 1987 the Medical Research Council's Dunn Nutrition Unit celebrated its Diamond Jubilee.1 What was the background to the Council setting up a Nutrition research establishment in 1927? Why was Cambridge chosen and why is it called the Dunn?

The main purpose of this research is to construct a generalized set of innovation processes that occur at the ecosystem level based on the academic research. The study analyzes the cultural and creativity-driven over-the-top (OTT) platform that encompasses diverse network of ecosystem members by utilizing the four cooperation practices.

This study begins with the literature review that discusses various topics related to ecosystem (e.g. service innovation, innovative ecosystem). Then, this study introduces a new conceptual framework that describes how cooperations occur in the ecosystem. Finally, a qualitative and explorative case study of the OTT platforms in the global context is conducted.

The application of the framework reveals how co-innovative business ecosystems demonstrate co-evolution through different structures and directions. An ecosystem can evolve by incorporating other industries (i.e. horizontal growth or broadening strategy) to deepen and broaden the industry integration.

As an explorative approach that opens the discussion on how co-innovation and co-evolution occur at the ecosystem level, particularly in the culture and creativity-driven industry, the value of this research extends to other similar industries where diverse actors such as technology firms, Internet firms, direct consumers, government and even the society impact the type of product and service and shape the evolution of the entire ecosystem.