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This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library).

Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students.

An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”.

Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper.

Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.

This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students.

The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired.

This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years.

The data collection and analysis, and the initiatives, are specific to one public research university.

Initiatives undertaken to address the retention of transfer students have begun to have an impact.

The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

The senior seminar is a seminar that places emphasis on small problem‐solving groups as an effective approach to executive development. It concentrates on combining management knowledge and skill development in an intense two‐week experience. Small groups have been a part of management development programmes for some time but they are not always used effectively or appropriately. Using the change process of unfreezing, changing and refreezing as a frame of reference, it is demonstrated how small groups play an important role in climate building for peer learning, integration of content and process, and providing for practice in using new skills. Guidelines are offered for applying and adapting the senior seminar approach.

This paper aims to demonstrate the applicability of a theatrical framework for improving the effectiveness of the knowledge transfer of service research findings to practitioners.

A case study approach is adopted. The operation of a practitioner-oriented seminar is examined through a theatrical lens to establish the extent to which direction, audience participation and creativity, emotions and visual aesthetics can contribute to bridging the academia-practitioner divide.

Planning a practitioner-oriented seminar performance is as important as planning the program content. Effective knowledge transfer requires active audience engagement, activation of favorable audience emotions and an enjoyable learning process. The lack of these requirements can render written dissemination by journal papers relatively ineffective in reaching and engaging practitioners.

Findings are based on one case study: a seminar delivered to practitioners on “service theater”.

In addition to face-to-face seminars, contemporary dissemination methods (webinars, podcasts) can apply the theatrical lessons introduced and evaluated. Practitioners do not respond positively to only written declarative information, through academic papers and/or PowerPoint slides, from academicians.

The article recognizes that dissemination of service research findings is, itself, a service, requiring depth of thought and understanding.

This paper aims to develop a procedure for preparing production transfers based on risk management principles. The procedure should help companies reduce the amount of supply chain disruptions during transfers and achieve their outsourcing/offshoring objectives.

The procedure was developed during a three-year Design Science study. First, a literature review and case studies were conducted to frame the research problem. Second, a preliminary procedure was developed based on preventive risk mitigation actions from the production transfer literature. Third, the procedure was implemented during an electronics-offshoring case and refined during workshops with the sender and receiver’s transfer personnel. Fourth, during a seminar, transfer practitioners verified the procedure by applying it to outsourcing/offshoring cases with which they had experience.

Most of the preventive actions were evaluated as relevant for the transfers the procedure was applied to, regardless of industry and relocation type. Moreover, the electronics-offshoring case showed that the success of a production transfer not only depends on the physical, knowledge and supply chain transfers, as presented in earlier research, but also on the administrative transfer and on the organisation, project and quality management actions. This paper also attempts to enhance the production transfer literature by clarifying transfer risk management.

The procedure can be used during the production transfer phase as a preparation procedure. Moreover, it informs the decision-making process during the relocation-decision and supplier-selection phases.

To the authors’ knowledge, this is the first production-transfer-preparation procedure based on risk management principles.

Previous research on service multinational corporations (SMNCs) has mainly focused on the entry mode decisions in foreign markets. The purpose of this paper is to examine the cross-border knowledge transfer in franchisee networks in Pakistan.

The qualitative semi-structure interviews approach is used to study the cross-border knowledge transfer from a franchisor to two local franchisee networks in Pakistan.

The results show that both explicit and tacit knowledge are transferred in cross-border franchise networks. The transfer of the knowledge from a franchisor to a franchisee is facilitated through the use of a variety of transfer mechanisms – both hard and soft transfer mechanisms, that is, video conferencing, emails, phone calls, seminars, meetings, documents and franchisor agents’ visits. The knowledge sharing in cross-border franchise networks in Pakistan shows numerous similarities with that occurring in manufacturing industries. The prior experience of the franchisee and the regional and local franchisors’ agents – their role as knowledge transfer agents (intermediaries) – facilitate the acquisition and assimilation of knowledge from the franchisor to a franchisee in the developing economies.

The paper discusses relevant implications for managers of franchisor and franchisee networks by focusing on the need to engage with both explicit and tacit knowledge transfer. The experience of the franchisee is important for the acquisition and assimilation of knowledge.

This paper is the first in the context of cross-border knowledge transfer from a franchisor to a franchisee in the Pakistani context. The author highlights the important role of prior experience of the franchisee and the regional and local agents of the franchisor in the transfer of cross-border knowledge transfer under the franchising arrangements.

The purpose of this paper is to highlight the steps taken by the library, English faculty and administrative stakeholders to create an information literacy exam for transfer students.

The paper outlines the need for the exam, the student learning outcomes assessed by the exam, the process by which test questions were created and the technology used to create and deliver the exam.

Experiences and suggestions relevant to developing an information literacy exam and a related website portal and tutorials are provided.

The report will have significant value to anyone considering implementing their own original information literacy exam and those seeking advice on test question creation and development.

This article builds on data from case studies of two companies in two different industries to show how local and tacit notions of what is knowledge determine what types of intra‐organizational mechanisms for knowledge transfer are preferred in a given company setting. The article proposes that these tacit and informal views about knowledge constitute a knowledge culture which may in turn be used to assist managers in making informed choices with respect to knowledge management tools. A number of other conceptual and practical management implications are derived from this comparative case study.

This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.

In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and organization meetings.

The results of the case study show that students’ learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability.

The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars.

Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators’ pedagogical content knowledge.

The triangulation of qualitative data mainly served the investigation of students’ perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).

A holistic approach has been applied to teaching the whole student, yet rarely emphasized in faculty development in higher education. Similarly, learner-centered instruction has become more prevalent in higher education as a way of teaching students, but less so as a concept for faculty pedagogy. This chapter examines the psychological underpinnings of holistic, learner-centered instruction and describes strategies and materials for applying these principles to faculty development so that higher education environments are humanized for culturally diverse faculty and students. Conceptual frameworks underlying the approaches emphasize humanistic theories and the needs of adult learners. Topics addressed include: motivation, cooperative learning, culturally responsive teaching, active learning, metacognition, teaching for transfer, nonverbal communication and instructional technology. Faculty development efforts described include both interdisciplinary activities and a special project with the School of Engineering. While modeling holistic, learner-centered teaching in faculty development, university instructors are engaged in their own learning of effective pedagogy and their experiences and knowledge can be used subsequently to enhance student success in their courses.

A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.