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This chapter provides a summary of the closing plenary at the 2018 Alberta Institutions Conference in which four scholars – Markus Höllerer, Marc Schneiberg, Patricia Thornton, and Charlene Zietsma – shared their views on how we could once again put the macrofoundations of institutional theory more center-stage in institutional analysis. The first major theme emerging from the panel discussion pertains to the meaning of macrofoundations. While Schneiberg sees institutions as socio-cognitive infrastructures, Zietsma emphasizes their constitutive nature. Second, both Thornton and Höllerer caution that an exclusive focus on either the micro- or the macro-level might remain only partial, and call for more cross-level studies of institutions – and for understanding the micro and the macro as co-constitutive analytical categories. Finally, the panelists discuss how we could break academic silos in institutional analysis and strive for theoretical innovation through interdisciplinary studies, among other avenues.

Purpose – This chapter provides a historical overview of libraries and library and information science/studies (LIS) education in Australia, charting the changing nature of the LIS academy and the profession. The chapter then examines the knowledge, skills, and qualifications required for current and emerging LIS professionals, discussing how we embrace new knowledge and analyzing whether there are aspects of current LIS education that we need to hold on to or let go of in order to re-envision LIS education in the future.

Design/Methodology/Approach – A brief historical analysis of Australian librarianship, library associations, and LIS education, dating from European colonization in 1788 to the present, 2017, sets the context and informs the discussion.

Findings – This chapter demonstrates how social, political, technological, and educational forces have influenced libraries, librarianship, and LIS education. Within this context, we propose ways forward, such as partnering with broader information communities, adopting emerging specialties, building closer relationships between academia and practice, and considering “letting go” of some of the old as we add the new.

Originality/Value – By providing an original historical overview of librarianship in Australia with a particular focus on LIS education and how the goals and focus of both librarianship and LIS education have evolved over the centuries, this chapter contributes to an informed discussion designed to assist in re-envisioning the information professions and disciplines in the future.

Higher education institutions (HEIs) are increasingly recognizing that their unique functions and expertise in research, education, and community leadership make them essential societal partners for helping achieve the Sustainable Development Goals (SDGs). However, the sector is not reaching its full potential, or acting fast enough, given the dire state of global progress on the SDGs. There has been a growing recognition that higher education’s (HE) ability to scale up action on the SDGs is hampered by a range of systemic and structural barriers within institutions, the HE sector, and the local and global contexts more broadly. However, many of these barriers and the potential solutions for overcoming them have been known for years, and a key challenge HE now faces is how to put these changes into practice. In this chapter, we build on insights from the work of the Sustainable Development Solutions Network (SDSN) and others on system transformations for sustainable development, as well as our own work on HE engagement with the SDGs, to propose several ‘meta’ reasons that might be hampering efforts to scale up HE action on the SDGs, as well as some suggested approaches for addressing them. These approaches include treating HE as a system, defining better the outcomes we are aiming for, employing adaptive leadership approaches, and investing in genuine partnerships. While a detailed treatment of these approaches is beyond the scope of this chapter, we hope to encourage the HE community to look at this old problem in new ways.

The purpose of this paper is to illustrate examples of the manner by which the academic library breaks down the silos on a college campus.

Literature review and commentary on this topic have been addressed by professionals, researchers and practitioners.

On a college campus, the value and impact of the academic library is today more than that of the standard model of libraries in which reference librarians offer available appropriate academic resources; but, the academic library is a place where the teaching and learning model of the standard model meets that of the support model to provide its users the best service by incorporating both aspects of the service.

The significance in exploring this topic is to provide evidence by which the academic library can and does offer a multitude of services that it can serve as the literal and physical center of a college campus.

This paper aims to investigate the evolution of enterprise risk management (ERM) out of fragmented disciplinary perspectives to provide a foundation for promoting interdisciplinary research and proposes a design science approach for more effective ERM implementation in organizations.

This conceptual paper synthesizes ERM research and practice from multiple disciplines.

Corporate risk management concepts were born in academic finance and developed further in the finance subset known as risk management and insurance. With the advent of ERM, efforts must broaden beyond applying statistical models to quantifiable risks. Other disciplines have expanded ERM research by embracing techniques to investigate risk management practices to produce knowledge that integrates practice and theory. ERM is promoted as integrated risk management, yet silos still remain in both practice and research.

This study provides a foundation and a proposal for moving ERM past academic and organizational silos, which is necessary to achieve the ERM philosophy and increase organizational resilience. Understanding the evolution and fragmented nature of ERM research and practice provides a foundation for interdisciplinary cooperation necessary to achieve the holistic ERM philosophy. A next frontier is effective ERM implementation. This paper argues for an organizational design science approach for mitigating the resistance to change that confounds effective implementation of ERM in organizations facing an increasingly uncertain environment and outlines future research for applying the approach to implementing the ISO 31000 risk management process.

The paper’s purpose is to investigate the concept of integrated thinking as part of the International Integrated Reporting Council’s (IIRC’s) Integrated Reporting (<IR>) framework. It explores integrated thinking as a cultural control and analyses how it operates.

The paper presents a case study of ResBank (a pseudonym), a small Australian bank, which is participating in the IIRC’s <IR> Pilot Programme Business Network. ResBank issued its first integrated report in 2012. Using semi-structured interviews, we examine whether integrated thinking develops as espoused by the IIRC.

In ResBank’s case, we find that the responsible banking culture that was in place prior to joining the Pilot Programme is a stronger cultural control, alongside personnel, results and action controls. The implication for the IIRC is that integrated thinking clashes with the existing organisational culture rather than driving a new organisational culture.

If integrated thinking is to prevail, it may become a source of inertia rather than change because it advocates that an entire workforce should think the same way. We also question whether breaking down silos, as advocated by integrated thinking, is necessary across all organisational functions, especially concerning material organisational risks and reputation, because these silos foster independent thinking.

The problem with the arguments proposed by the IIRC is that they aim at a one-size-fits-all approach. Not every organisation has a disconnection between strategy, governance, past performance and future prospects nor do they all have disconnected departments that need reconnecting. Therefore, a fundamental problem with <IR> is that the IIRC argues ‘why’ companies need <IR>, not ‘how’ to implement <IR>, and especially not ‘how’ to operationalise integrated thinking.

The paper is a must-read because it contributes to the growing debate on the benefits of <IR> by examining and critiquing an early adopter’s practice.

This study aims to offer empirical evidence on how integrated thinking affects the integrated reporting (IR) practice and how integrated thinking originates from board and management involvement, cross-functional integration and integral link between capitals and strategies.

This study is cross-sectional and uses a mixed-method approach. The empirical data for the quantitative approach were collected from the 129 public companies listed on Colombo Stock Exchange in Sri Lanka. The personale responsible for preparing the annual report are selected as the respondents of this study. This study used partial least square modelling to test the hypotheses. The quantitative approach results are triangulated across a qualitative research approach in semi-structural interviews with ten responsible officers of integrated reporting practices.

The central finding of this study is the significant positive relationship between integrated thinking and integrated reporting practice. The qualitative results supported the quantitative findings and show that board and management involvement, cross-functional integration and integral link between capital and strategy enhance the integrated reporting practice. Top management and board management have positive beliefs about the integrated reporting practice; they initiate, encourage, influence, involve and support it. Furthermore, all company departments are involved with the integrated reporting led by the finance department and practice good coordination, communication and collaboration between departments. Moreover, it also evidenced their concern about the linkage between capital and strategy and how they do it in their organisation when practising integrated reporting.

The firms which intend to practice or enhance integrated reporting will be benefited from this study. Hence, this research assists in constructing IT through the direct role of the board and senior leadership, breaking down silos to diffuse IR throughout structures and processes, and concentrating on strategies while managing their capitals and relationships over the long term.

This study provides the initial quantitative empirical evidence on the impact of integrated thinking on integrated reporting practice. To the best of the authors’ knowledge, this study is the first to operationalise both integrated thinking and integrated reporting based on a questionnaire that developed and tested both constructs as higher-order reflective formative and on the relationship between integrated thinking and integrated reporting. The mixed-method approach to examine the relationship between integrated thinking and integrated reporting provides additional insights into the existing literature.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.