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Defines a particular form of returned purchases and explores its pervasiveness. Consumers who engage in “retail borrowing” purchase items with the deliberate intention to return such items once they have been used satisfactorily. To facilitate the purchases of good and to act responsibly when purchased items may be defective retailers have extended generous return policies to consumers. Increasingly however some consumers have taken advantage of such policies to “borrow” needed items from retailers. Provides an insight into retail borrowing and the type of most commonly “borrowed” products. Also identifies reasons that trigger the willingness to “borrow” from retailers and discuss the emotions and thoughts that accompany the behavior. Discusses the managerial and social perspectives of the phenomenon.

This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam.

The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months.

The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country.

The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.

The purpose of this paper is to present and discuss the results from a survey on interlibrary loan (ILL) in Norwegian public libraries. Work processes within ILL have changed significantly in Norway in recent years, and new challenges have emerged. County libraries, public libraries and The Norwegian Library Association’s Special Interest Group saw the need for a survey to understand how these changes were affecting ILL-work in the public libraries in Norway. The library community as a whole needed updated information to respond to the present challenges in ILL.

In March 2014, Sentio Research Norway conducted a survey on ILL among Norwegian public libraries. The survey was commissioned by the county libraries in Norway. In total, 425 questionnaires were sent to all the main libraries. There are 428 main public libraries, but three of them were without staff at the time of the survey. Further, 336 answers provided a response rate of 79 per cent. The survey had 48 questions.

An interesting result from the survey is that 53 per cent of the public libraries want no restrictions on what to borrow, while 45 per cent believed there should be some restrictions on lending. This shows a difference in the attitudes to lending compared to borrowing library material. However, 58 per cent of the libraries have not implemented restrictions on what to lend on interlibrary loan. One of four had restrictions on lending new literature. The public libraries were, in general, highly interested in better access to curriculum literature from universities and colleges. To some extent, they wanted better access to new literature, e-books and nonfiction (the category was named “special subjects and topics” in the survey). The survey shows that most libraries still prefer to order interlibrary loans for their users rather than encourage users to order themselves.

This study is the first systematic survey of ILL in Norwegian public libraries.

This article examines the effects of credit to private sector on the business and trade activities. The effectiveness of rapid expansion in public and private borrowing through state's intervention after COVID-19 pandemic has been assessed in this study.

The model to determine the role of credit expansion is based on four equations estimated through panel least square technique on 18 years data of 186 countries.

It is concluded that credit to private sector and external debt improve the investment in infrastructure, which is a significant determinant of gross domestic product growth. Empirical evidences corroborate that higher number of firms using banks to finance their investment and the volume of broad money determine the magnitude of credit to private sector.

This study explores some new evidences and aspects of the credit financing which have not been discussed in this way before.

The Group of Twenty (G20) has substantial influence in global economic policy but has been peripheral in global education governance. There is intensification of education policy-relevant engagement within the Think 20 (T20), the “ideas bank” and official engagement group of the G20. The authors analyse the evolution of education as a policy domain within the T20, the ideas and discursive framing of education and global education policy “solutions” and assumptions about the G20 in education policy engagement.

The authors view the T20 as an external actor that can mobilise policy-relevant ideas to G20 actors responsible for internal policy selection and translation. The analysis covers the period 2018–2021 when education became an explicit T20 policy area. The authors screened all 461 T20 policy briefs across all domains. Of these, 32 briefs and four final T20 Summit communiqués were reviewed using critical discourse analysis. Data were supplemented via organisational websites and tacit professional knowledge.

Three assumptions on the G20 as an actor prevailed: (1) policymaker, (2) policy shaper and (3) knowledge mobiliser. The framing ideas on education were linked to assumptions on drivers of education system reform as intertwined with, or to enable: (1) economic adaptation, (2) technical adaptation and (3) socio-political adaptation of individuals and societies.

Accelerated education engagement within the T20 and its direct reach to G20 leaders makes it, and the G20, analytically unique and new unexamined actors of potential influence. The authors conclude that the T20 is positioned as a unique actor, both that can mobilise education policy-relevant ideas to G20 leaders, and legitimised as the actor from which G20 leaders and policymakers should adopt ideas.

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Limited growth regarding globally minded school leader research and development can be accounted for. Furthermore the increasing internationalization of university programming to include expanded course offerings and greater opportunities of international exchanges that bring students face‐to‐face with perspectives different from those indigenous to their home cultures speaks directly to the need for a shift in leadership preparation to better address the impact of globalization and intercultural exchange on youth learning in schools.

An intercultural analysis of leadership preparation programs with a focus on globally minded leadership is a new endeavor. The findings can be used to inform the next generation of policy formation for twenty‐first century leadership preparation program development.

The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for public education in South Australia from the mid 1930s through to the end of World War 2. The second is the local community, with references to Karoonda (and districts) in particular.

The paper locates the evolution of area schools in the comprehensive public secondary schooling movement and the practice of borrowing policy initiatives from overseas and other education jurisdictions. Primary source documents have been used extensively throughout the article.

Initial resistance to the closure of small schools to form area schools was overcome by the provision of free bus transport, and the wider availability of secondary education, locally. Originally intended to provide instruction to students who would remain for most of their lives in rural communities, within ten years of opening, area schools became the means of mobility for many.

The continuing exodus of youth from rural areas in search of “greener pastures” has become one of the main issues confronting rural communities as they search for ways to maintain viability in a competitive, market driven economy.

The paper is a rigorously documented historical contribution towards debate and discussion about how governments, and others, may ensure access to secondary education in rural areas in light of demographic and economic factors.

Imagine you are working at the reference desk of a major university library on a busy weekday afternoon. As you say, “How may I help you?” to your next client, you notice that he is wearing a high school letterman's jacket and is sporting fuzz on his upper lip that he would proudly call a mustache.

The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea.

The research method of the study is a literature review. Articles were identified through a keyword search from major academic databases. The literature search covers the time period of 1960-2012.

This paper shows that enacting PEL is a social policy that benefits to both employers and workers because it reduces training costs, eliminates educational barriers for employees and enhances opportunities to develop skills and competencies.

This study contributes to research by exploring the crucial role of PEL based on the Person-Process-Context model for SDL. It also examines the relationship between SDL and PEL in the workplace learning.

This study provides a rationale to legislate PEL as a right of workers. Through an appropriate revision of the Lifelong Education Act, the right of workers to receive the PEL benefit should be legally adopted to promote workers’ SDL in South Korea.

This paper provides theoretical and practical evidence for institutionalizing PEL in South Korea. It suggests the passage of PEL legislation because it is beneficial to all stakeholders.

The purpose of this paper is to expand the conversation about mentoring and policy and provides a detailed analysis of empirical research on mentoring polices in education, with a focus on adult mentoring in primary and secondary schools.

Articles in peer-reviewed journals were examined using a systematic content analysis. In total, 405 abstracts/articles were reviewed, and 37 articles were subjected to an in-depth analysis.

Although very few articles dealt specifically with mentoring policy in any substantial way, a major finding that emerged was that to be effective, policy development should include not only the stakeholders who have the power to create it, but also those who must implement it.

Although the authors acknowledge that the systematic search process may not have captured all the relevant articles, and that other books or resources on this topic might not have been accessed in the search process, serious research on the topic of mentoring policy and its implications for primary and secondary school contexts nevertheless seems to be limited.

The findings have implications for practice and future research, and point towards the need for a comprehensive research agenda on this topic.

The paper has value for the directions of future research.