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The purpose of this study is twofold: to examine the types of activity that nurses undertake on an online community of practice (APN‐l) as well as the types of knowledge that nurses share with one another; and to examine the factors that sustain knowledge sharing among the nurses from their local perspectives.

An in‐depth case study with mixed methods was adopted to obtain rich and naturalistic data including online observations of the messages posted in APN‐l, interviews with 27 members of APN‐l, and content analysis of online messages.

The most common type of activity performed by members of APN‐l was “Knowledge sharing,” followed by “Solicitation.” Regarding the types of knowledge shared, the most common were “Institutional practice” and “Personal opinion.” The factors that have helped sustain knowledge sharing within the online community of practice include: a self‐selection; validation of one's practice with others who share a similar working situation; a need to gain better understanding of current knowledge and best practices in the field; a non‐competitive environment; the asynchronous nature of the online communication medium; and the role of the listserv moderator.

This study contributes to the growing knowledge base of communities of practice that span organizational boundary. Administrators can use the coding schema developed in this study to gauge current activities of existing online communities of practice. Additionally, they can use the six factors to sustain knowledge sharing community for fostering new/existing online communities of practice.

Explores whether the firm’s discretionary narrative disclosures measure its financial risk of bankruptcy. Specifically examines the existence of an association between the content of the chairman’s statement and firm failure. Show that these statements are closely associated with financial performance, reinforcing the argument that such unaudited disclosures contain important information. The results have implications both for the form and content of future narrative disclosures by management.

The purpose of this paper is to explore current marketing communication mixes (MCMs) in two industries, electronics home appliance stores (face-to-face interaction) and remote care (interface-mediated interaction), to propose marketing strategies from the perspective of service design and determine the relationships between service interaction patterns and MCMs in the pre-service phase.

Six industry experts in marketing were interviewed through semi-structured interviews, the topic of which focused on the details of five MCMs and their correlations were analyzed using a customer journey maps. Finally, the MCMs were further explored to verify differences in attractiveness to customers, respectively.

The result showed that the most attractive activity for the electronics home appliance stores customer is the promotion. And the four face-to-face service interaction patterns and MCMs exhibited a low correlation. In addition, the customers of remote care service argued that the personnel selling was the most attractive MCMs to them. For customers who utilize smart devices to communicate with advertisement exhibited the highest correlation coefficient.

The limitation of this study is that the research only conducts interview research on two service industries.

This study was expected to develop improved marketing communication strategies to remedy the sales predicament induced by virtual channels and to increase people’s acceptance of remote care service.

The value of this paper is to analyze the correlation and difference of MCMs and service interaction patterns between electronics home appliance stores and remote care, and propose a structural model of MCMs for two different industries.

The purpose of this paper is to use theoretical and field evidence to discuss what the value-attributes for academic-administrative services as perceived by students in higher education institutions (HEIs) and how such organizations deliver them. An emerging framework relating value-attributes for HEIs’ administrative and academic services is presented from the perspective of students.

Focus group analysis with Brazilian HEI’s students supported this study. Extensive theoretical references from lean services and services theory contribute to building an emerging framework that extends the background on the subject.

The following framework of eight value-attributes for administrative services in HEIs were studied: reliability, empathy, access, responsiveness, self-service technology convenience, communication, personalization and imperceptibility. The value-attributes may receive different degrees of prioritization and improvement effort according to the type of service and strategic positioning of the organization.

Field evidence is limited by the extent of students and organizations accessed. Implications include directing future research to produce a quantitatively validated model and as an emerging framework, to support decision-planning in the context of HEIs.

The study extends the literature relating the connection between lean services, services theory and higher education services. No similar study has been found in Brazilian HEIs.

Climate change and carbon footprints are among the most urgent concerns facing society and are key issues of corporate responsibility. The purpose of this study is to assess whether Australian companies have adjusted their footprint‐related disclosure responses. Adopting a legitimacy perspective, a key aim is to assess whether pragmatic or moral legitimation approaches dominate by determining whether disclosure tends to be more reflective of symbolism or of apparent behaviour.

Content analysis of the sustainability and annual reports of the ASX's Top 50 companies is undertaken to compare carbon footprint‐related disclosures in 2008 and 2005. Their extent and nature (action or symbolism) and the use of attention‐attracting devices are reported for the more carbon intensive and less carbon intensive sectors.

Footprint‐related disclosure rates are increasing, and disclosure is being signalled more prominently. However, while carbon‐intensive sectors appear to be pursuing a moral legitimation strategy underpinned by substantive action, the less intensive sectors are relying more heavily on symbolic disclosure.

The sample size is small and comprises only large listed Australian companies.

While the carbon‐intensive sectors appear to be taking encouraging actions, a regulatory response may be required for the less carbon‐intensive sectors to take advantage of their market power to facilitate cooperative carbon reduction with broader constituent groups. Further, incentives for the carbon‐intensive sectors may be needed to encourage ongoing efforts to bridge the carbon chasm that is emerging.

This study appears to be the first to provide direct Australian evidence on favoured legitimation tactics by assessing the symbolic versus behavioural management implicit in carbon footprint‐related disclosures.

The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.

This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.

Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.

Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.

This paper seeks to examine the way sex and relationships education programs, as part of Health Education extra curriculum activities, have been implemented in the Greek primary schools.

The paper presents and discusses data from an anonymous survey research questionnaire distributed to the 68 Elementary sector Health Education Coordinators throughout Greece (received responses n=34).

Findings indicate that there is an uneven distribution on teachers' choices when selecting a thematic unit for implementing Health Education projects. It has been found that Nutrition is by far the most popular topic for project development and implementation. In contrast, Sex and Relationships Education is by far the least popular, occupying only 1.6 per cent of the share of programs. Obstructive factors for Sex and Relationships Education implementation are related to the Greek educational system as well as pragmatic and moral reasons on the teachers' part.

A response rate of the survey of only 50 per cent is a limiting factor.

On the basis of these data, teachers' awareness and training, as well as material development, are important for Sex and Relationships Education programs to become an active innovation. The role of the central administration is emphasized as well.

The paper raises an awareness of the issue of an unsuccessful implementation of Sex and Relationships Education programs in Greece, in the light of a range of sexual health‐related problems that affect the population.

This paper serves as a pilot study for the education of cultural landscape heritage conservation (CLHC) and review the preparedness of landscape architecture curricula in the Philippines for the CLHC specialization. It proposes the utilization of the “Geodesign” framework in formulating a developmental process and validation of the interrelationship and collaborative activity created by the thematic areas towards landscape heritage education and professionalization. The goal of the study is to create new possibilities for the profession through the study and professionalization of cultural landscapes, thus, raising awareness and significance of cultural heritage and heritage conservation in the lenses of the Philippine landscapes.

The research opted for literature reviews, comprehensive desktop reviews of the landscape architecture syllabi of higher education institutions (HEIs) and SWOT and PESTEL analyses as qualitative assessments, including stakeholder feedback discussions with the current four (4) HEIs, Philippine Association of Landscape Architects (PALA), Technical Committee for Landscape Architecture, Commission on Higher Education (TCLA CHED), Professional Regulation Commission–Board of Landscape Architecture (PRC–BOLA) and the ICOMOS IFLA International Scientific Committee on Cultural Landscapes, National Philippine Committee (Philippine NSCCL). The data were complemented by a quantitative assessment using Leopold and Lohani and Thann assessment matrix on importance (without considering magnitude), and for this study, it is the level of preparedness and integration.

The paper brings forth to the conclusion that the landscape architecture curricula at the bachelor's degree level of the University of the Philippines – Diliman (UP – Diliman) in Quezon City and University of San Carlos (USC) in Cebu are prepared to integrate and/or consider updating their respective curriculum in accordance to the CLHC specialization. The curricula of Bulacan State University (BulSU) in Malolos, Bulacan, and the University of San Agustin (USA) in Iloilo may need to consider introducing courses related to the thematic areas to be able to create an area of basis for integration.

The study is initiated as part of the International Council on Monuments and Sites (ICOMOS) Philippines Internship programme during a master degree study wherein the research is bounded within the limit of its duration. Therefore, the study was able to only identify and chose the possible thematic areas and course concentrations for the specialization of CLHC; select, review and propose courses related to CLHC; screen courses from the landscape architecture curricula of the universities based on its course title, course information (if provided) and cross–checked with Government syllabi; and allocation of units and time per identified course as well as required prerequisite from thematic areas was not covered in this study.

The paper can be used as a tool to engage discussions with the PRC–BOLA in its development of the specialization of CLHC currently being planned. Study topics and themes identified can be the starting point of training programmes that can benefit students of the current four universities in the study and landscape architecture professionals alike. This will eventually translate to benefits to society as heritage conservation methodologies are developed by practitioners who can apply such knowledge to places of cultural and natural significance and develop learnings to concrete heritage laws and policies protecting landscapes.

This paper serves as a pilot study for the education and professionalization of CLHC in the Philippines. Significantly, the development of CLHC specialization in the Philippines shall open various opportunities in developing Philippine cultural landscape heritage conservationists trained at the local context.

The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy (IL) courses.

A literature review of peer-reviewed journals, professional journals, magazines and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach”, “thematic approach in education” and “theme-based instruction”; the search was restricted to articles published in the past 20 years.

In addition to the IL courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy and sociology courses in college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature.

Thematic approach is a newer concept in the world of IL instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work and how to best implement a thematic approach in an IL course.

Despite the potential for research institutes to advance interdisciplinary research on university campuses, There have been few studies on how interdisciplinary research centres integrate multiple disciplines in practice, how they influence the collaborative behaviours of scientists and how they establish collaborative communities. This study aims to provide a deeper understanding of how interdisciplinary research is being enabled at research institutes and offers signposts for how research institutes can further embed interdisciplinarity within their units.

Within this study, 30 interviews were conducted with leadership and faculty within 4 sustainability research institutes in the USA exploring how research institutes support interdisciplinary research within their units. A thematic analysis on the interview data revealed themes on how research institutes are enabling interdisciplinary research within their organisations and universities.

The study highlights eight themes on how research institutes are, and can further, enable interdisciplinary research within their organisations and universities. Some of the themes are fully implemented within the research institutes, whilst others are more aspirational and highlight where institutes can create additional capability and capacity for interdisciplinary research within their units and universities.

Whilst the study is limited to four major sustainability research institutes the findings will be applicable to all research centres and institutes attempting to create interdisciplinary research environments.

The study will be of particular interest to research institutes and university leadership who wish to cultivate a deeper culture of interdisciplinary research within their organisations.

The advancement of inter- and transdisciplinary research within universities are seen by many academic institutions, expert groups and funding bodies as essential for solving wicked problems and grand challenges facing society. The findings of this paper will help universities increase their capacity for interdisciplinary research.

There are few comparable publications in terms of methodology, approach and focus on research institutes.