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Uncertainty about Intellectual Property Regulations (IPR) is prevalent in today’s knowledge-based and creative industries. While prior literature indicates that regulatory uncertainty affects creative processes, studies that systematically analyze the effects of IPR on the experiencing of involved actors in creative processes across fields are rare. We ask how core professional actor groups including creators, legal professionals and managers involved in creative processes experience regulatory uncertainty in the fields of music and pharma. By studying practices of engaging with, circumventing and avoiding regulatory uncertainty about IPR, we show how creative processes in both the music and pharma fields are entrenched with emotional-cognitive experiences such as anxiety, indifference and hope that vary by professional group. Our findings point toward managers and legal professionals observing, exposing and cultivating emotions by ascribing experiences to other actor groups. We conclude that comparing regulation-related emotions of involved actors across fields helps to develop a deeper understanding of the dynamics of creative processes.

The field experience placement is an integral part of teacher education programmes. It is ostensibly meant to provide a place for teacher candidates to enact pedagogical theory gained during coursework under the supervision of an experienced host teacher. In reality, the field placement is a source of considerable tension for teacher candidates, as they struggle to reconcile their prior assumptions about teaching and learning and their prior identities as students with the demands of school culture that requires teachers and students to act in particular ways. The field experience is emotional work that has a considerable impact on the development of new teachers’ identities. In this chapter I will focus on how two new teachers learn during the field experience placement, with a particular emphasis on the roles of emotion and the development of professional identity in learning to teach. Cultural–historical activity theory (CHAT) will provide a useful lens to interpret some of the challenges of learning to teach during the field placement.

Field-based education for environmental studies has been a foundational principle for the Environmental Studies program at Stockton University, which began in 1971. Located within the 445,000 hectare Pinelands National Reserve, on an 800-hectare campus near Atlantic City, New Jersey, USA, two professors in the program discuss our rationale and experiences teaching students about the environment within the environment. Expounding on the interdisciplinary literature of field-based learning, we present four unique case studies including local and regional experiences, as well as student learning abroad. The first case proposes that learning outdoors might be beneficial for students with learning disabilities. This is exemplified during a one-week field study to the 2.4 million hectare Adirondack Park & Preserve. The second instance reveals the benefits of working with local towns and environs acting as consultants in a multidisciplinary capstone experience. Next, we show how on-campus data collection and hypothesis formulation help students to learn about environmental design and statistical analysis. Finally, an international trip to the Caribbean opens the minds of students through a service learning project. While on campus, in town, across the United States or at an international destination, learning in the field gives students the opportunity to expand their knowledge through field-based active learning strategies.

Purpose – Research shows that new graduates of Master of Library and Information Science (MLIS) programs often fail to understand and appreciate the connection between library science theory and practice. In other fields, culminating experiences often serve the function of combining theory and praxis for students. While notably different from the current structure of the MLIS curriculum, other disciplines provide a model for how the culminating experience component of a degree program can be facilitated successfully. This chapter examines the culminating experiences of other fields in order to provide guidance for how American Library Association-accredited MLIS programs could adopt or integrate similar programs.

Approach – The study explores four culminating experiences commonly used in other fields: fieldwork, apprenticeships and residencies, service-learning, and creative exhibitions. For each culminating experience, recommendations for potential applications to MLIS curricula are provided.

Findings – Culminating MLIS experiences that bring students into the communities they will serve – for example, fieldwork, residencies, and service-learning – may better prepare them for the new world they will face as LIS professionals and may better introduce them to the experiences of their patrons. Exploration of these alternative culminating experiences may help students bridge the gap between theory and practice during and beyond their MLIS degree programs.

Originality/Value – A thorough literature review revealed no similar examination of culminating experiences in MLIS programs’ curricula in particular. Combined with other studies that make recommendations for updating the MLIS curriculum, this exploratory study can serve as a useful resource for MLIS programs hoping to redesign their curricula.

In this paper I reflected on managing my emotions during a study I conducted of the police in Brussels which consisted mainly in observation. Emotions became problematic because on the one hand, I tried to restrict my observer’s role and did not wish to intervene in the work of those I observed. On the other hand, within my family, friends, or colleagues the issue of police practices sparked emotionally tense discussions because of negative experiences some of them had had with the police. How could I maintain a distance from all the emotion “in” the field and “out” of the field? How could I manage this uncomfortable situation? This paper is based on material from an observation carried out between October 2010 and November 2011 in the context of my doctoral thesis: Police Officers and Youth: the Social Organization of Interactions in Public Space. This paper will not address questions about police officers because the focus is my research experience while remaining relatively involved in my daily social life as a young mixed-race woman in her thirties. I realized that fieldwork consists in a learning-by-doing process and that I had to abandon my confidence in the positivistic ideal of the rational and distant observer who has a full control over herself in the situation under study. The researcher’s challenge is to use her emotions knowingly.

In this chapter, we discuss how to use technology to enhance teacher education through the discussion of teacher education programs at two Maryland universities. University of Maryland University College, a public university, was founded to address the needs of the military overseas following the end of World War II, as an offshoot of the University of Maryland College Park. It has become the largest primarily online public, not for profit, university in the United States. Its Master of Arts in teaching program was reinstituted in 2009, after a several year hiatus. The second university, Bowie State University (BSU), is a more traditional, historically black university (HBCU) founded as a teacher education institution in the 1800s and has been training teachers ever since. Both institutions of higher education are part of the University System of Maryland and the teacher education programs are certified by the Maryland State Department of Education (MSDE). These two universities were selected to highlight how different types of universities are implementing technology into their teacher education programs. The distinction illustrates a fully online teacher education program and a fully face-to-face teacher education program and the nuances between the two. These distinctions offer a broader view of how technology is used to enhance teacher education and to offer equal opportunity to students who want to become teachers. The chapter focuses on the uses of technology for the instruction of teacher candidates’ field experiences and internships. Technology enhancements provided in teacher preparation courses for student academic instruction and university faculty and school personnel training in the use of technology and Web 2.0 tools are discussed.

While scholars have developed increasingly well-developed accounts of institutional change, little attention has been paid to how change is resisted and, in particular, how efforts to marketize fail. We draw on the institutional logics perspective to guide analysis of an empirical case of the failed attempt by the Dutch state to marketize childcare organizations and create a market for childcare. We document that even though the existence of logics that were antithetical to the market logic did not catalyze organized collective resistance to marketization, the market logic never took root, and marketization has even been rolled back. We argue that the failure to create a childcare market in the Netherlands was caused by individual-level cognitive dissonance that cumulated into profound field-level ambivalence that undermined efforts to implement market practices. We develop several propositions that could usefully guide future research on how cognitive dissonance might underlie the failure to construct markets. By theorizing failure to change a field, we contribute to the limited body of work that has looked at failed attempts to change institutions, arguing for more attention to individual-field cross-level dynamics.

In this chapter, I offer a critique of linguistic field methodology, exploring the contribution that a participant-driven approach to data collection can make to language documentation and description. Bringing together material from linguistic field manuals, project documentation, hand-written field notes, and reflexive accounts of my field experiences, I trace my journey into the field, and through the process of collecting language data for the eventual production of a grammatical description. I establish that the basic field methodology advocated by linguists has traditionally involved tightly structured interviewing (known as “elicitation”). At the same time, I point to a literature in which this methodology is critiqued. While experienced fieldworkers no doubt employ multiple methodologies in the field, novice fieldworkers are encouraged to focus on their research goals. This can mean that elicitation sessions typically become the only way in which fieldwork is carried out.Drawing on my own experiences in the field, I demonstrate that linguistic fieldwork can combine ethnographic participation/observation methodology with community-driven text collection, and context-rich techniques of elicitation. This layered methodology prioritises people and social participation over the goals of academic research. It allows the research record to be shaped by the community, thus permitting the researcher to experience and seek understandings of the symbolic system of language from the perspective of the community. In my experience, such a methodology enhances the sustainability of the field project from both community and researcher perspectives. Crucially, it creates a context in which it is more likely that the linguist will be invited to return to the field and contribute in an ongoing way to a community, on their terms.

In recent years, there has been a growing dialogue around community-based and systems-based approaches to security risk management through the introduction of top-down and bottom-up knowledge acquisition. In essence, this relates to knowledge elicited from academic experts, or security subject-matter experts, practitioner experts, or field workers themselves and how much these disparate sources of knowledge may converge or diverge. In many ways, this represents a classic tension between organisational and procedural perspectives of knowledge management (i.e. top-down) versus more pragmatic and experience focussed perspectives (i.e. bottom-up).

This chapter considers these approaches and argues that a more consistent approach needs to address the conflict between procedures and experience, help convert field experience into knowledge, and ultimately provide effective training that is relevant to those heading out into demanding work situations. Ultimately, ethics and method are intricately bound together in whichever approach is taken and the security of both staff and at-risk populations depends upon correctly managing the balance between systems and communities.