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This paper explores the collaborative dynamics and dimensions within a virtual multi-cultural and interdisciplinary workplace. The study focusses on the use of online communication technologies to enhance social inclusion and networking within academia.

This study uses an autoethnographic approach to draw on the personal experiences of a team of four scholars, including three early-career researchers and a senior scholar. Their reflections on their academic positionality and the institutional constraints reveal both the strengths and vulnerabilities of collaborating in a virtual workplace.

The findings offer insights into the complexities of navigating social dynamics, such as delegating responsibilities, organising meetings across various time zones and encouraging continuous collaboration, inclusivity and effective communication during an extensive timeline. As a result, their experiences revealed that a virtual workplace culture with similar and different attributes to a “normal” workplace emerged.

The paper demonstrates how to create an effective and inclusive virtual workplace by exemplifying best practices in academia and providing practical guidance for individuals and institutions based on honest, co-produced autoethnographic reflections of the authors’ lived experiences.

The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms.

The main aim of the paper is to inspire curriculum innovation in accounting programmes though the introduction and discussion of virtual internships as a contemporary teaching model.

The paper provides a detailed outline of the virtual internship model, its advantages and disadvantages, and its development in practice.

The paper is likely to be most relevant for academics in undergraduate accounting programmes because it provides a practical guide to the development of this curriculum innovation.

This study aims to compare levels of communication satisfaction between virtual workplace and traditional workplace employees in a single firm and explore the potential causes of the differences.

Two groups, virtual office and traditional office workers, from a single firm were surveyed using Down and Hazen's Communication Satisfaction Questionnaire. Based on previous research, this study developed and tested hypotheses that traditional workers would have higher levels of satisfaction in personal feedback, communication climate, relationship with supervisors, horizontal and informal communication, organizational integration and overall communication satisfaction. Further analysis of the sample groups and of the company's process of implementation helped explain the differences found.

Contrary to the hypotheses, this study found that virtual office workers were more satisfied with organization communication than traditional office workers. A discussion of these findings suggests this firm actually took steps recommended by researchers and consultants: upper level support, appropriate technology and technological support, culture training as well as technical training, restructuring work to support a virtual workplace, and providing extra social support systems to reduce alienation.

The results of the study are limited by the company‐specific nature of the sample and number of responses.

This study should help managers and practitioners in planning and implementing the technical and human side of a virtual workplace programme. It shows that communication satisfaction can improve in a virtual workplace and describes some of the steps the sample firm took in their implementation. Academic researchers can benefit by having a basis for further research and building beyond the limitations of this study.

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.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Reviews the prospects and potential for meeting industry‐specific learning and development needs with particular reference to a “University for Industry” initiative for hospitality and tourism. Its design and implementation draw on a global industry forum and its infrastructure provides: an access point for workplace learning programmes; a resource for addressing project and personal updating needs; a reference point for training and internal corporate communications and a means of interacting with “communities of interest” (such as industry‐education linkages).

This account aims to introduce contrasting perspectives on teaching and learning methods, and to detail the growth of new forms and vocabularies of access to learning. As we move towards the new millennium, the development of national, yet diversified, credit frameworks and systems will provide an essential underpinning for the organisational culture that will be needed to sustain the wellbeing and growth of the educational system. These new systems are already being incorporated into the practice of ‘virtual’ education. Lifelong learning has widespread support across the social and political spectrum and its importance can hardly be over‐stated as we seek to maintain competitiveness in a changing world. Increasing knowledge and understanding to serve both the needs of the economy and of individuals to play a major role in democratic life has become an agenda of necessity as well as desire. An open society requires open systems of knowledge. A prognosis for the future is submitted where the significance of part‐time modular and open flexible learning is evaluated in terms of a curriculum rooted in useful knowledge and competences, acquired at different sites of learning, including the workplace. It is argued that modular structures, using the potential offered by credit accumulation and transfer to different institutions with different missions, can transcend and transform the learning opportunities for students in a mass system of higher education which is rapidly becoming part of a global market economy and society. Continuous lifelong learning involving its key features of open access, recognition of learning wherever it takes place and the growth of new learning networks and partnerships, is at the conceptual heart of the development of the virtual university.