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This paper aims to examine the fundraising strategy known as crowdfunding because it applies to galleries, libraries, archives and museums (GLAM) and to share a crowdfunding case study experience.

A rich literature review provides the basis for understanding the central issues related to crowdfunding. Survey data provides information about the perception and experiences of other GLAM organizations with crowdfunding, and a case study shares an experience with the fundraising method.

Some GLAM organizations are attempting crowdfunding projects with varied levels of success, whereas others remain unsure but curious. The case study shares one academic library’s direct experience with crowdfunding.

There is little research currently available related to library use of crowdfunding.

This paper provides a resource and research starting point for GLAM organizations interested in the crowdfunding model.

In a comprehensive manner, this article provides much needed research on the current state of crowdfunding as it pertains to GLAM organizations.

APART FROM FRANCE, Great Britain is one of the most centralised states of the Western European democracies; all roads lead to Whitehall and Westminster, and the pattern is repeated in town halls at the lower tier of local government. However, as a contrast, and perhaps as compensation for this centralism, British society has completely contradictory and counter‐vailing tendencies. At the grass roots Britain is a nation of associations, clubs, fellowships, societies and local organisaitions of various kinds. For the purposes of this article I will call them all societies. We are all familiar with national societies through G P Henderson and S P A Henderson's book, Directory of British associations (edition 6, cbd Research Ltd, Beckenham, Kent, 1980), but almost nothing is heard of their local equivalents. It is this phenomenon, and its implication for libraries, that I want to discuss.

Late in 2010 the Social Emotional and Behavioural Association (SEBDA), based in the United Kingdom, held an international conference at Keble College, Oxford. The theme was ‘Transforming Troubled Lives’ and 160 delegates arrived from countries around the globe. Around 50 per cent of those attending presented papers. Some of the presentations were short, others longer, some very practically based and others more theoretically focused. A range of papers has already been published in SEBDA's international journal Emotional and Behavioural Difficulties (volume 16, issue 3). The chapters in this volume draw upon other presentations given at the conference, which we, as editors, felt were representative of the good practice, provision and policy to be found amongst professionals working both to transform the sometimes troubled lives of children and young people and to ensure that these students are included in educational settings.

This paper aims to examine the “darker side” of what it means to engage in an international academic career. Extending beyond well‐documented themes relating to the difficulties of cross‐cultural adjustment and unfulfilled expectations/opportunities for promotion, this paper seeks to introduce “transience and risk” as two important dimensions of this very specific career choice. The paper draws especially on the contemporary “new” careers literature, including conceptions of career exploration as a framework to understand the research findings.

The paper employs a qualitative methodology, drawing on semi‐structured interviews conducted in situ with 30 expatriate academics in four different countries.

Transience and risk were identified as two important dimensions of the “darker side” of pursuing an international academic career. However, these two dimensions also had further positive aspects, thus signalling the complex and often contradictory nature of this specific career form.

Introduces a more cautionary note to the contemporary literature on international careers and career exploration more generally.

Careers that evolve across international boundaries require support that extends beyond cross‐cultural training.

The paper contends that in as much as an international academic career offers a broad range of opportunities for fulfilment it also presents significant challenges that should be acknowledged.

This chapter describes the work undertaken with staff and students at a school for students with social emotional and behavioural in developing emotional literacy and creating an emotionally literate and solution focused school context. Although this specialist provision provided a nurturing, emotionally literate and inclusive environment, senior staff identified a need to develop the breadth and depth of their approaches both to support the students and staff and to increase the feel of inclusion experienced by students. Building their positive experiences is using an Appreciative Enquiry Approach (Cooperrider, D. L. (2001) Lessons from the field: Applying appreciative inquiry. New York, NY: Thin Book publishing) alongside a series of solution focused tools and strategies staff were able to identify ways forward.

This paper focuses on the relatively unexplored link between international experience and academic careers. Drawing on a study of 30 British academics in four countries, it reports how they accounted for their decision to take an overseas appointment and how they evaluated that appointment. The contemporary career literature is used as a framework for analysis connecting the findings with “traditional” and “new” career themes. The desire to travel was found to be a key driver in taking the overseas appointment. When it came to evaluating the overseas appointment, however, upward career mobility in the context of increasing internationalisation was a major concern. The paper offers a number of key concerns for managers in institutions of higher education, particularly those concerned with the management and recruitment of international faculty.

Globalisation is generally defined as the “denationalisation of clusters of political, economic, and social activities” that destabilize the ability of the sovereign State to control activities on its territory, due to the rising need to find solutions for universal problems, like the pollution of the environment, on an international level. Globalisation is a complex, forceful legal and social process that take place within an integrated whole with out regard to geographical boundaries. Globalisation thus differs from international activities, which arise between and among States, and it differs from multinational activities that occur in more than one nation‐State. This does not mean that countries are not involved in the sociolegal dynamics that those transboundary process trigger. In a sense, the movements triggered by global processes promote greater economic interdependence among countries. Globalisation can be traced back to the depression preceding World War II and globalisation at that time included spreading of the capitalist economic system as a means of getting access to extended markets. The first step was to create sufficient export surplus to maintain full employment in the capitalist world and secondly establishing a globalized economy where the planet would be united in peace and wealth. The idea of interdependence among quite separate and distinct countries is a very important part of talks on globalisation and a significant side of today’s global political economy.