bluuebunny/crossref_metadata_2025_split huggingface dataset:
The way of WalDorF: fostering creativity in LIS programs
Authors: Dali Keren 
Published: March 2017

Purpose
The purpose of this paper is to call into question the most longstanding pedagogical practices in academia while analyzing their potential to foster student creativity and innovation in the classroom. While some suggestions advanced in this paper may not have the same importance in other fields and disciplines, they are highly relevant in the applied, interdisciplinary, and very fast moving field of Library and Information Science (LIS).

Design/methodology/approach
Positioning creativity as a teachable skill and relying on the learner-centered pedagogy of Carl Rogers, the paper presents a model that can serve as a litmus test for the creative potential of graduate-level assignments in LIS programs. The model is called “Walls,” “Doors,” and “Fences” (WalDorF); these terms refer to specific statements in graduate assignment descriptions that are necessary (“Walls”); conducive to creative expression (“Doors”); or unjustifiably restrictive (“Fences”). The paper uses a sample assignment from a “Foundations of LIS” course to illustrate the model; it also provides several examples of the WalDorF model application in other LIS courses.

Findings
Using the WalDorF model, the paper revisits and challenges some of the most common pedagogical practices in graduate LIS teaching, including the prevalence of written papers as course assignments; the implications of equating “research” with an overview of secondary literature; the need for professors’ approvals of research topics; the meaning of the “quality of writing;” the imperative of “academic” writing as opposed to other types of writing; the word/page limit; the use of standardized reference styles; the class participation requirement; and the late assignment policies, among others.

Originality/value
The real change in education is foundational and goes beyond cosmetic improvements. If we want to develop learning experiences that tap into students’ creative potential, the very core of our approaches needs to be scrutinized and questioned, even the centuries-old staples of academic teaching. At the end of the day, we may decide that changing things is not in the best interests of learning. However, a complete critical analytical work must be done to convince and reassure ourselves that tried-and-true methods are the best way to go. The proposed WalDorF model presents one possible frame for critical revision.
Evaluating a threefold intervention framework for assisting researchers in literature review and manuscript preparatory tasks
Authors: Sesagiri Raamkumar Aravind , Foo Schubert , Pang Natalie 
Published: March 2017

Purpose
Systems to support literature review (LR) and manuscript preparation tend to focus on only one or two of the tasks involved. The purpose of this paper is to describe an intervention framework that redesigns a particular set of tasks, allowing for interconnectivity between the tasks and providing appropriate user interface display features for each task in a prototype system.

Design/methodology/approach
A user evaluation study was conducted on the prototype system. The system supports the three tasks: building a reading list (RL) of research papers, finding similar papers based on a set of papers and shortlisting papers from the final RL for inclusion in manuscript based on article type. A total of 119 researchers who had experience in authoring research papers, participated in the evaluation study. They had to select one of the provided 43 topics and execute the tasks offered by the system. Three questionnaires were provided for evaluating the tasks and system. Both quantitative and qualitative analyses were performed on the collected evaluation data.

Findings
Task redesign aspects had a positive impact in user evaluation for the second task of finding similar papers while improvement was found to be required for the first and third tasks. The tasks interconnectivity features seed basket and RL were helpful for the participants in conveniently searching for papers within the system. Two of the four proposed informational display features, namely, information cue labels and shared co-relations were the most preferred features of the system. Student user group found the task recommendations and the overall system to be more useful and effective than the staff group.

Originality/value
This study validates the importance of interconnected task design and novel informational display features in accentuating task-based recommendations for LR and manuscript preparatory tasks. The potential for improvement in recommendations was shown through the task redesign exercise where new requirements for the tasks were identified. The resultant prototype system helps in bridging the gap between novices and experts in terms of LR skills.
The future of metadata: open, linked, and multilingual – the YSO case
Authors: Niininen Satu , Nykyri Susanna , Suominen Osma 
Published: March 2017

Purpose
The purpose of this paper is threefold: to focus on the process of multilingual concept scheme construction and the challenges involved; to addresses concrete challenges faced in the construction process and especially those related to equivalence between terms and concepts; and to briefly outlines the translation strategies developed during the process of concept scheme construction.

Design/methodology/approach
The analysis is based on experience acquired during the establishment of the Finnish thesaurus and ontology service Finto as well as the trilingual General Finnish Ontology YSO, both of which are being maintained and further developed at the National Library of Finland.

Findings
Although uniform resource identifiers can be considered language-independent, they do not render concept schemes and their construction free of language-related challenges. The fundamental issue with all the challenges faced is how to maintain consistency and predictability when the nature of language requires each concept to be treated individually. The key to such challenges is to recognise the function of the vocabulary and the needs of its intended users.

Social implications
Open science increases the transparency of not only research products, but also metadata tools. Gaining a deeper understanding of the challenges involved in their construction is important for a great variety of users – e.g. indexers, vocabulary builders and information seekers. Today, multilingualism is an essential aspect at both the national and international information society level.

Originality/value
This paper draws on the practical challenges faced in concept scheme construction in a trilingual environment, with a focus on “concept scheme” as a translation and mapping unit.
A framework for designing retrieval effectiveness studies of library information systems using human relevance assessments
Authors: Behnert Christiane , Lewandowski Dirk 
Published: March 2017

PurposeThe purpose of this paper is to demonstrate how to apply traditional information retrieval (IR) evaluation methods based on standards from the Text REtrieval Conference and web search evaluation to all types of modern library information systems (LISs) including online public access catalogues, discovery systems, and digital libraries that provide web search features to gather information from heterogeneous sources.Design/methodology/approachThe authors apply conventional procedures from IR evaluation to the LIS context considering the specific characteristics of modern library materials.FindingsThe authors introduce a framework consisting of five parts: search queries, search results, assessors, testing, and data analysis. The authors show how to deal with comparability problems resulting from diverse document types, e.g., electronic articles vs printed monographs and what issues need to be considered for retrieval tests in the library context.Practical implicationsThe framework can be used as a guideline for conducting retrieval effectiveness studies in the library context.Originality/valueAlthough a considerable amount of research has been done on IR evaluation, and standards for conducting retrieval effectiveness studies do exist, to the authors’ knowledge this is the first attempt to provide a systematic framework for evaluating the retrieval effectiveness of twenty-first-century LISs. The authors demonstrate which issues must be considered and what decisions must be made by researchers prior to a retrieval test.
Information and experience, a dialogue
Authors: Gorichanaz Tim 
Published: March 2017

Purpose
Scholars in information science have recently become interested in “information experience,” but it remains largely unclear why this research is important and how it fits within the broader disciplinary structure of information science. The purpose of this paper is to clarify this issue.

Design/methodology/approach
The discussion unfolds in the form of a philosophical dialogue between the Epistemologist, who represents the traditional and majority epistemological viewpoint of information science, and the Aestheticist, representing the emerging paradigm of experiential information inquiry.

Findings
A framework emerges that recognizes dual conceptualizations of truth (veritas and aletheia) and consequently information and knowledge (gnostic and pathic). The epistemic aim of understanding is revealed as the common ground between epistemology and aesthetics.

Originality/value
The value of studying human experiences of information is grounded in work spanning philosophy, psychology and a number of social science methodologies, and it is contextualized within information science generally. Moreover, the dialogic format of this paper presents an opportunity for disciplinary self-reflection and offers a touch of heart to the field.
A study of the impact of business education on global career mobility
Authors: Silvanto Sari , Ryan Jason , Gupta Vipin 
Published: March 2017

Purpose
This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows.

Design/methodology/approach
This study uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the 2015 Financial Times Global MBA Ranking.

Findings
This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities.

Originality/value
This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.
Could learning outcomes of the first course in accounting predict overall academic performance?
Authors: Alanzi Khalid A. , Alfraih Mishari M. 
Published: March 2017

Purpose
This study aims to question whether learning outcomes of the first course in accounting could predict the overall academic performance of accounting students as measured by their graduating grade point average (GPA).

Design/methodology/approach
The sample of the present study was drawn from accounting students who were graduated during 2015 from a business college in Kuwait. Linear regression analysis was used to test the study's hypothesis.

Findings
The results indicate that there was a statistically significant association between the grade earned in the first course in accounting and the graduating GPA, which explained the significant impact of the learning outcomes of the first course in accounting on the overall academic performance of accounting students as measured by their graduating GPA, with and without controls for other factors.

Practical implications
The findings provide accounting educators with valuable insight into the significance of the outcomes of the first course in accounting, which would, in turn, lead to taking the necessary actions to enhance students' performances in this particular course, leading to improvements in the overall academic performance. The findings also provide academic researchers with a useful benchmark for future studies, as these findings would be expected to serve as a base for future studies in this area of research by re-examining the impact of students’ performance in the first course in accounting on the overall academic performance of accounting students in different educational environments and/or using the findings of the current study for another comparative research study.

Originality/value
Focusing on the impact of the learning outcomes of the first course in accounting on the overall academic performance of accounting students, rather than the other way around, the study contributes remarkably to the existing literature of accounting education, especially in developing countries such as Kuwait.
Learning together and working apart: routines for organizational learning in virtual teams
Authors: Dixon Nancy 
Published: March 2017

Purpose
Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines.

Design/methodology/approach
This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team.

Findings
This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams.

Research limitations/implications
This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries.

Practical implications
This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams.

Social implications
Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue.

Originality/value
This case study extends the research on teaming routines to virtual teams.
Conceptual design and empirical study of a personal learning environment and network (PLE&N) to support peer-based social and lifelong learning
Authors: Tsang Haley Wing Chi , Tsui Eric 
Published: March 2017

Purpose
This paper aims to describe a conceptual design of Personal Learning Environment & Network (PLE&N) and a learning model developed in support of peer-based social and lifelong learning in higher education, which collaborate with classroom learning.

Design/methodology/approach
The model consists of students, instructors and external parties interacting synergistically in learning in PLE&N-enabled courses based on the collaborative designs of instructor-led pedagogical approach and external parties-assisted lifelong learning “first-mover” development. The research constructs, tests and assesses this model in courses of 12 subjects in nearly two years.

Findings
The practicality of the designs is evidenced in post-course surveys and reflected by students’ ability in productively using collaborative resources over the internet to create an ever-expanding personal learning space stretching from home to campus and beyond, oriented toward individuality, universality, ubiquity, interactivity and connectivity.

Originality/value
The research contributes to PLE&N, social and lifelong learning seamless integration in theory and practice to dramatically enhance students’ virtual learning skills.
A knowledge sharing approach for R&D project team formation
Authors: Hosseini Seyyed Mahdi , Akhavan Peyman , Abbasi Morteza 
Published: March 2017

Purpose
This paper intends to propose an approach for formation of the R&D project teams, so that in addition to the selection of the most expert individuals, facilitates the knowledge sharing among people.

Design/methodology/approach
Mathematical modeling was used to formulate the problem of selecting appropriate members for the project team. As the problem was formulated as a bi-objective mixed integer nonlinear programming problem, it was initially transformed from nonlinear to linear problem, and then, the global criterion method was applied to convert the problem into a single-objective problem. To collect the data for exogenous variables, the measurement scales (their validity had been verified in previous research) were adopted.

Findings
The results of various tests for evaluating the proposed approach in the case study confirmed its effectiveness in selecting the appropriate members of the project team.

Practical implications
Using the proposed approach, R&D project managers will be able to select the most appropriate members for the project team and, while ensuring the achievement of project objectives, prevent the loss of knowledge gained in the project lifecycle.

Originality/value
This paper is the first attempt to provide an approach for sharing the knowledge gained by the project team members in the R&D projects.
Ability-based emotional intelligence and knowledge sharing
Authors: Ansari Amirul Hasan , Malik Shehla 
Published: March 2017

PurposeThe purpose of this paper is to test the direct effects of emotional intelligence and trust in co-workers on knowledge sharing. Further, it aims to examine the moderating effect of trust in co-workers on the emotional intelligence-knowledge sharing relationship.Design/methodology/approachData were collected from 121 employees working with 13 different service sector organizations in the northern region of India. The data were tested for validity and reliability. Hierarchical regression analysis was performed to test the proposed hypotheses.FindingsThe results indicated that both emotional intelligence and trust in co-workers had significant direct effects on knowledge sharing of organizational members. However, trust in co-workers did not moderate emotional intelligence-knowledge sharing relationship.Research limitations/implicationsThe limitations include the sample and cross-sectional design. Hence, future studies can be conducted using a longitudinal design covering other regions of India to increase the generalizability of findings.Practical implicationsThe findings suggest that management should develop appropriate strategies for meliorating emotional intelligence level of employees because people with higher emotional intelligence are more likely to engage themselves in knowledge sharing. Additionally, organizations should adopt a culture that promotes trust among its members, thereby fostering knowledge sharing in organizations.Originality/valueThere is limited literature on the role of emotions in knowledge sharing. The study adds to the extant literature on emotional intelligence and knowledge sharing in the context of India. Besides, the study attempted to investigate the interaction effect of trust in co-workers on emotional intelligence-knowledge sharing relationship that has not been studied so far.
Microbial and sensory evaluation of probiotic yoghurt supplemented with cereal/pseudo‐cereal grains and legumes
Authors: Soltani Mohammad , Hekmat Sharareh , Ahmadi Latifeh 
Published: March 2017

Probiotic yoghurts were manufactured using a strain of Lactobacillus rhamnosus GR‐1 supplemented with oat (PYO), barley (PYB), quinoa (PYQ), mung bean (PYM) or adzuki bean (PYA). There were no significant differences (P > 0.05) in microbial counts between samples. The mean counts (×108 CFU/mL) of L. rhamnosus GR‐1 for PYC, PYB, PYO, PYQ, PYA and PYM were 4.2, 4.7, 5.7, 8.2, 1.4 and 3.0, respectively. Sensory evaluation showed that there is potential for incorporating grains such as oat, barley and adzuki bean in probiotic yoghurt.
The fetal safety of clomiphene citrate: a population‐based retrospective cohort study
Authors: Weller A , Daniel S , Koren G , Lunenfeld E , Levy A 
Published: March 2017

ObjectiveTo evaluate whether exposure to clomiphene citrate (CC) for ovulation induction is associated with major malformations overall or with specific fetal anomalies.DesignWe conducted a population‐based retrospective cohort study. Exposure was defined as CC dispension from 2 months before conception through the first month of pregnancy.SettingsFour databases were combined: medication, birth, hospitalization, and terminations of pregnancy.PopulationThe study included all women in southern Israel who gave birth or underwent termination of pregnancy at Soroka Medical Center, from 1998 to 2009.MethodsThe rates of major malformations overall and six different subcategories of anomalies were evaluated. The crude odds ratio (OR) was calculated with a 95% confidence interval (95% CI). Subsequently the adjusted odds ratio (aOR) was calculated using multiple logistic regression models controlling for maternal age, pre‐pregnancy diabetes, parity, ethnicity, the calendar year in which the birth/termination of pregnancy took place, smoking, and the use of gonadotropins and progesterone.Main outcome measuresMajor malformations overall and specific fetal malformations by organ systems.ResultsOf 114 961 pregnant women, 1872 were exposed to CC. No association was detected between exposure to CC and rates of major malformations overall (aOR 1.08, 95% CI 0.88–1.32) or rates of subcategories of malformations. Exposure was not associated with anencephaly (aOR 2.27, 95% CI 0.44–11.71) or oesophageal atresia (aOR 3.681, 95% CI, 0.65–20.76).ConclusionsIn this large population‐based retrospective cohort study, exposure to CC was not associated with an increased risk of either rates of major malformations overall or rates of specific malformations.Tweetable abstractAn observational study: no increased risk for fetal malformations following exposure to clomiphene citrate.