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The academic library’s physical capacity and its service obligations to local users structured the traditional print collection. Largely freed of these constraints, the digital collection manager enjoys unprecedented freedoms but now contends with a collection susceptible to resource sprawl and scope ambiguity. This exploratory study aims to consider the possibility that intra-field social processes help to structure and routinize digital collection practice.

Lacking the constraints to which print collections are subject, electronic resource and digital library collections are more likely to reflect idiosyncratic institutional interests and therefore, to demonstrate significant variation. Evidence of homogeneity may suggest the influence of heretofore underexplored social structures. To determine the extent of such homogeneity, the author performed exploratory/descriptive content analyses on ten electronic resource collection development policies and six digital library collection development policies.

The data reveal among both the electronic resource and digital library collection policies significant uniformity. Content analyses demonstrate consistent themes (e.g. media, audience, selection priorities, etc.) and rhetoric. These findings lend support to the study’s central hypothesis regarding latent social structures. Analyses also reveal a set of unanticipated constraints unique to digital collection management.

Despite the breadth and maturity of literature addressing the Digital Turn in academic librarianship, relatively little attention has been paid to the social dimensions of collection management. This work represents an important corrective and suggests new theoretical approaches to the study of digital collection practice.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training.

Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro.

The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer.

The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda.

Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.

Completing Right-of-Way (ROW) acquisition process on schedule is critical to avoid delays and cost overruns on transportation projects. However, transportation agencies face challenges in accurately forecasting ROW acquisition timelines in the early stage of projects due to complex nature of acquisition process and limited design information. There is a need of improving accuracy of estimating ROW acquisition duration during the early phase of project development and quantitatively identifying risk factors affecting the duration.

The quantitative research methodology used to develop the forecasting model includes an ensemble algorithm based on decision tree and adaptive boosting techniques. A dataset of Georgia Department of Transportation projects held from 2010 to 2019 is utilized to demonstrate building the forecasting model. Furthermore, sensitivity analysis is performed to identify critical drivers of ROW acquisition durations.

The forecasting model developed in this research achieves a high accuracy to predict ROW durations by explaining 74% of the variance in ROW acquisition durations using project features, which is outperforming single regression tree, multiple linear regression and support vector machine. Moreover, number of parcels, average cost estimation per parcel, length of projects, number of condemnations, number of relocations and type of work are found to be influential factors as drivers of ROW acquisition duration.

This research contributes to the state of knowledge in estimating ROW acquisition timeline through (1) developing a novel machine learning model to accurately estimate ROW acquisition timelines, and (2) identifying drivers (i.e. risk factors) of ROW acquisition durations. The findings of this research will provide transportation agencies with insights on how to improve practices in scheduling ROW acquisition process.

This paper aims to explore the effects of two drivers, namely, the received fundings and its interaction with the specialized competences owned by the managerial board, on the R&D activities performed by start-ups.

This paper tests hypotheses on a sample of 405 innovative start-ups established in Italy and registered into the Chamber of Commerce official database. This study uses the R&D expenses as a measure of the innovative performance of start-up, and the authors also collected the number and total amount of grants received by them and the presence of high qualified team in their management board.

The analysis reveals that both the number and total amount of grants received by start-ups positively impact the innovative performance. The same is for the integration of the total amount of grants with the presence of high qualified team in the management board.

This study did not distinguish between different types of grants adopted by start-ups, while it would be interesting to study whether any difference does exist among them in terms of their influence on innovative performance. Also, this paper considers the total number of specialized people in the team while it would certainly be interesting to analyze people’s background and competences in relation to the innovative performances.

This paper allows us to offer some provisional conclusions such as having funds in the preliminary phase of start-up life cycle, and investments mainly for R&D expenses. The start-up must also leverage its skills and therefore it is necessary to invest in human capital.

Findings suggest that policymakers should introduce integrated measures to support start-ups throughout the entire life cycle, from the creation of the idea to incubation up to industrial consolidation.

This paper focuses on the determinants of start-up innovative performance because both external (such as political, economic, social and technological) and internal (such as organizational) influencing factors have to be considered as crucial for start-ups innovation and growth. Finally, this study is one of the few attempts exploring the phenomenon by using an empirical methodology based on real and certificated data.