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This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 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.

The purpose of this paper is to report findings from the first stage of a study that focusses on research in the domain of entrepreneurship as a process of knowledge creation and exchange. It seeks to discover what entrepreneurship scholars really believe that they contribute. Focusses on the entrepreneurship academic community and examine two issues: the value scholars perceive, in terms of both how an individuals’ work can be seen to be a contribution to knowledge, and what “contribution to knowledge” means to the individual researcher.

The authors employ a qualitative approach within which 20 entrepreneurship professors were asked to complete a semi structured research instrument to express their opinions on the value of the authors’ research and the extent to which the authors’ work contribute to knowledge and practice. The sample was drawn from full entrepreneurship professors from the UK, USA, Europe, New Zealand, and Australia.

Suggest that entrepreneurship scholars publish for a plurality of reasons including personal fulfilment, interest, and necessity. It was also noted that the motivations for academic scholarship have changed with increased internal and external pressures and a drive to publish in certain journals.

This is a novel study not undertaken previously in the entrepreneurship discipline. The results will inform research practices within the entrepreneurship discipline and represent the basis for an ongoing large scale global quantitative study of the entrepreneurship discipline.

The outcomes of this research inform higher education stakeholders in the construction of valid research strategies thus providing a suitable impact upon academia and society. It provides an initial insight into drivers for academic research within the entrepreneurship discipline, and the opportunities, challenges and paradoxes which various approaches to research contribution entail.

This paper introduces a special section devoted to accounting scholarship that addresses the United Nations (UN) Sustainable Development Goals (SDGs) and has three purposes. First, to explore the puzzle of a relative absence of accounting-related scholarship that addresses the SDGs. Second, the papers within the special section are introduced and located within streams of existing research and practice. Third, the paper then suggests framings, approaches and/or conditions under which the authors might see more accounting scholarship in support of advancing the SDGs.

A structured review of publication patterns in accounting journals over the last five years is undertaken to explore the nature and extent of SDGs-related accounting research. These patterns and foundational accounting literature are used to shape a series of observations and propositions underlying the line of argument developed in the paper.

Despite the SDGs' prominence in the policy world, and the widespread embrace of their utility for shaping understandings of organizational responsibilities, accounting scholars have been slow to engage in SDGs-motivated research. This gap creates two issues. First, accounting scholarship is less available to the web of knowledge that is being developed about how to enact the ambitions of the SDGs. Second, accounting scholarship is not developing in a way that incorporates SDGs-related challenges facing organizations. This paper suggests ways in which accounting scholarship can overcome these limitations.

Accounting research on the SDGs is in an early stage of development, despite almost five years having elapsed since their formal adoption. This paper highlights avenues for accounting scholars' engagement with the SDGs’ agenda.

As a core element of the marketing mix, place is of central concern within marketing. Yet existing literature typically presents accounts of research about rather than with places. The purpose of this paper, therefore, is to argue that engaged scholarship can help academics, practitioners, policymakers and communities to work collaboratively to solve place-based “wicked problems”. Specifically, this paper focuses on high street revitalisation, a challenge frustrating policymakers and communities since the 1980s.

This paper draws on a mixed-method research project conducted with place-based stakeholders in Manchester, the UK, to discuss the benefits and challenges arising through an engaged scholarship approach.

The authors outline several benefits to engaged scholarship, including forming tailored solutions to place-based problems, engendering trust and ongoing research partnerships and generating real-world impact beyond the academy. However, the authors also draw attention to the challenges including political sensitivities within places, additional layers of scrutiny and challenges to dissemination arising through partnership working with organisations external to the university.

Whereas a range of techniques have been used to research places within marketing, engaged scholarship is lacking. This paper, therefore, provides first-hand insights into the benefits and challenges that the authors experienced using the approach. This is of significance because of the rising importance of generating real-world impact within the academy, which the authors feel requires more institutional support. This paper also suggests Van de Ven’s diamond model of engaged scholarship extends to encompass issues of research governance.

Reading and writing are crucial components of the research process and academic life as a whole. The purpose of this paper is to ask if conventional reading and writing practices are fit for marketing purpose.

The paper consists of an extended autobiographical essay, which reflects on the relevance of academic research output. The concerns of marketing thought leaders are also incorporated as required.

Academic articles are unreadable and unread. This is due to extant writing practices which result in characterless papers with little reader appeal.

The best way forward is to look back at the approaches that prevailed prior to marketing's mid‐'60s “scientific revolution”. If adopted, they'll make learned research papers and monographs much more readable than they are at present.

If marketing academics embrace this paper's recommendations, their writings are more likely to be read and acted upon by practitioners, policy makers and other important stakeholders.

The style of the article is in keeping with the content. It demonstrates as well as describes.

The purpose of this reflective paper is to discuss and reflect and in the process celebrate the development of a qualitative research stream which continues to interrogate the unusual topic of illegal rural enterprise. The authors discuss how a common interest in rural entrepreneurship and rural criminology led to a very productive and continuing research collaborations.

To discuss, reflect and evaluate several qualitative methodologies arising out of a research stream into illegal rural enterprise.

The findings are tentative and subjective in nature but the authors strongly believe that writing qualitatively over a number of related topics and over several published articles legitimises the use of niche qualitative research methods and methodologies. Ultimately it will help develop robust methodologies. The authors agree that just as there is no single, universally applicable theorisation of entrepreneurial behaviours, actions and antics there is no single qualitative methodology that provides constant explanations.

This reflective paper being a subjective and emotive rhetorical piece has obvious limitations in that the advice proffered may be strongly disputed by research managers and heads of department trying to build an orthodox research output. Also the understanding of qualitative research may differ from that of other scholars. This is surely cause for celebration! This will help the authors better understand the heterogeneity of entrepreneurship.

By discussing and celebrating a qualitatively driven research stream rather than discussing individual qualitative publications in isolation this reflection makes a contribution. The professional and institutional pressures to conform to productive mainstream research topics capable of publication in top tier journals poses a danger to the practice of conducting qualitative research which exist at the margins of individual disciplines. It is hoped that this discussion will act as an inspirational beacon to others to pursue research agendas for which they have a passion.

This reflective piece identifies and discusses an under researched area of entrepreneurship research namely how to craft and develop a unified qualitative research stream at the margins of entrepreneurship research.

Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field.

This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe.

Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences.

Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.