bluuebunny/crossref_metadata_2025_split huggingface dataset:
The potential of inter‐state collaboration for Omani academic libraries
Authors: Al‐Harrasi Nabhan , Al‐Aufi Ali 
Published: August 2012

PurposeThe purpose of this paper is to investigate the attitudes and views of library directors and key librarians on issues related to library collaboration and its impact on the welfare of advanced and cost‐effective systems of library and information services.Design/methodology/approachA qualitative approach was utilized through the use of semi‐structured, face‐to‐face interviews for collecting needed data from library directors and key librarians in four major universities located in diverse regions in Oman. Collected data were transcribed and relevant themes and patterns were identified following an interpretive thematic approach.FindingsResults show that participants indicated an overall positive attitude toward library collaboration in an academic setting. They believed in the desired individual and institutional benefits that they would gain if their libraries or parent organizations developed and enhanced a collaborative system. The three most important advantages of collaboration were emphasized. They are: to enlarge and improve the library services, including increasing users' access to inter‐library information resources; to reduce costs by sharing manpower and resources; and to share experience through communication and enhance skills and knowledge of staff through collaborative training.Practical implicationsThe paper provides an overview and insights into demanding issues related to academic library collaboration in Oman. The result of this study helps propose a frame‐work or strategy for the purpose of initiating and developing a new system of academic library collaboration in Oman.Originality/valueLibrary collaboration, overall, has hardly been studied in Oman, or at least in the context of academic librarianship. This paper highlights the importance of library collaboration and its impact on the changing environment of academic libraries.
Experiential learning and international collaboration opportunities: virtual internships
Authors: Franks Patricia C. , Oliver Gillian C. 
Published: August 2012

PurposeExperiential learning incorporated into library and information science education in the form of a practical placement has long been accepted as important. However, it is not always possible for students to undertake a traditional internship because of constraints associated with the physical location of internship sites. The purpose of this paper is to explore virtual alternatives, in the context of digital curation.Design/methodology/approachSurveys exploring the internship experience were conducted of students and supervisors, leading to the development of a pilot study. In addition, discussions were held with possible supervisors in a country with a small population, faced with the challenge of building capability in digital curation.FindingsThe concept of a virtual internship is entirely appropriate given the focus on digital tools, information and systems in digital curation. A new dimension to the traditional internship experience is the potential for sharing expertise internationally, in diverse settings.Research limitations/implicationsAlthough the paper describes activities taking place through the School of Library & Information Science at San Jose State University, the findings can be used to justify virtual internship programs and develop strategies to be employed by other Schools at the University and other Universities within and outside the USA.Practical implicationsThis paper includes implications for the development of successful virtual internship programs on the Master's degree level, including those for students preparing for careers in digital curation.Originality/valueThe paper provides insight into the practical issues associated with incorporating experiential learning into digital curation curricula and signals the potential for approaching internships from a global perspective.
Collaborative assessment
Authors: Mengel Elizabeth , Lewis Vivian 
Published: August 2012

PurposeWhile originally designed for the for‐profit sector, the Balanced Scorecard has been adopted by non‐profit and government organizations, including some libraries. This paper aims to focus on the continued experiences of two prominent North American research libraries, Johns Hopkins University and McMaster University. These two libraries were part of an Association of Research Libraries (ARL) pilot effort that included a total of four institutions, the two represented by the authors, plus the University of Virginia and the University of Washington.Design/methodology/approachThe authors use a combination of quantitative and qualitative approaches. The quantitative aspects of the study are informal and theme‐based. When examining commonalities between Scorecards or overlap between Scorecard measures and the ARL statistics program, matches are made based on broad themes regardless of the specific words used in the formulae.FindingsThe participating libraries identified ten commonly measured “themes.” These themes are defined as key areas of focus present in three out of the four local sites. Using the standardized four‐perspective Scorecard framework, these themes are as follows: the customer – quality of physical space, customer satisfaction, instruction, document delivery, and collection preservation/discovery; financial health – revenue generation; learning and growth – employee satisfaction and diversity; internal processes – library promotion and assessment of services.Originality/valueThe article explores the question; can libraries improve their arsenal of assessment tools by working alongside each other (as opposed to directly with each other) as they implement local organizational performance measurement instruments?
Designing a user and usage database to promote, market, and demonstrate the value of selected statewide databases
Authors: McClure Charles R. , Mandel Lauren H. , Weissenberger Lynnsey K. 
Published: August 2012

PurposeThis paper aims to overview the development of a user and usage database, including multiple datasets that were combined to achieve multi‐faceted analysis of users and their usage of the Florida Electronic Library (a statewide, licensed database).Design/methodology/approachBecause of the differences in the purposes and activities among the project's five phases, the research team employed a multi‐method approach to data collection, including content analysis of datasets, usability and functionality assessments of the beta database, and cross‐tab and descriptive statistical analyses of datasets in the final database.FindingsResearchers found first that, although numerous potential datasets existed, not all could be collated into one interactive database due to variations in measurement levels, currency, and other factors. Ultimately, the database included usage and Census data, allowing the researchers to assess usage per capita and in the context of counties' demographic profiles. The research finds that creation of a multi‐dataset database can be complicated but is useful for developing data‐driving marketing recommendations.Originality/valueCompiling various datasets describing users and usage of a consortial licensed database into one interactive database facilitates cross‐tabulation and comparison. This project will enhance digital library research, evaluation, and marketing by serving as an example of how to identify appropriate datasets for cross‐tabulation, develop a database that allows interactive searching, use the database to develop targeted marketing campaigns, and better describe impacts and value of these datasets.
Measuring use of licensed electronic resources
Authors: Thomas Dana , Davidson Catherine , Kyrillidou Martha , Plum Terry 
Published: August 2012

PurposeEntering into its 11th year, the Ontario Council of University Libraries' Scholars Portal (www.scholarsportal.info/) is in its second year of systematic evaluation of its content and services. This paper aims to examine this iteration.Design/methodology/approachThis paper focuses on the 2010‐2011 results and provides a brief description of the differences between the two implementations.FindingsThis paper presents key findings from the OCUL data analysis that address the research questions proposed by the study. How does the use of consortial products compare to that of individually‐licensed content? What can we infer from those results about the profile and visibility of these collections? How are patrons discovering different formats such as e‐books? Who are these patrons, and why are they using electronic collections? The paper examines the implications of running the survey in mandatory and optional modes, the characteristics of the non‐respondents of web‐based, intercept surveys in the academic institution, the efficacy of surveying users through an open‐URL resolver and other issues that present themselves when attempting to survey a large user base across a consortium versus an individual institution.Originality/valueThe originality and value of this survey are the following: the use of SFX as the instrument for the intercept survey on a consortial scale; the use of the every nth sampling plan; the longitudinal comparison of results collected over time from a large research consortium; the purpose of use by consortium, by institution, and by top ten vendors; the examination of ebook usage by classification of user and by purpose of use; and the ability of this methodology to provide a continuous evaluation of the use of networked electronic resources.
Leadership competencies: a reference point for development and evaluation
Authors: Jantti Margie , Greenhalgh Nick 
Published: August 2012

PurposeThe purpose of this paper is to establish a transparent, integrated approach to leadership competency development and succession management to respond to drivers associated with an ageing workforce, leadership drain and the enticement of people into leadership roles.Design/methodology/approachA consultant was engaged to facilitate a review of the UOW Library's leadership situation. Key to this process and subsequent activities was the use of the Lominger Leadership competencies; measurable characteristics related to success in the workplace to establish the desired leadership profile. Career interviews, professional coaching and targeted assignments were integral to the development of needed competencies.FindingsThe paper finds that feedback from peers, managers and staff was a significant component of the evaluation strategy. Formal assessment took place through the use of the Lominger's VOICES® 360‐degree feedback instrument, an institutional employee climate survey and recertification against the Investors in People standard. Results showed improved self‐confidence in leaders, a greater preparedness to address underperformance, and that career and developmental plans were more considered and constructive in their design. Significant improvement in leadership performance was noted in a later employee climate survey.Practical implicationsA commitment by the executive or senior leadership team is critical to this type of developmental program. Considerable energy and time is required from all parties involved, e.g. scheduling time for workshops, coaching sessions, subsequent actions and review; challenging in an environment of ever‐increasing priorities. Challenging also is the management of perceptions and expectations of staff. There was some disaffection from staff who were not included in the first round of coaching. Subsequently, opportunities to support both external and internal coaching are being investigated.Originality/valueA commitment to new methods to support and evaluate leadership development initiatives resulted in changed perceptions of leadership aspiration, aptitude and ability. The identification of required competencies provided improved goal clarity, insight on how to become skilled in a given competency, and a reference point for evaluation. Importantly the performance of leaders has improved. There is qualitative and quantitative data to demonstrate both a commitment to leadership development and the application of desired behaviours associated with the competencies. The capacity to grow and promote from within has also improved; evidence that the succession management initiative is being achieved.
“Only if she is sexy”
Authors: Yassour‐Borochowitz Dalit 
Published: August 2012

PurposeTen years have elapsed since the author was a doctoral student and conducted a study on the life stories of abusive men, about which the author writes in the present autoethnography. The research was submitted and earned the author her PhD; the findings were written in a book published in 2003, and the author also had articles published abroad. And yet, not one word of what the author relates here was reported to her supervisor, nor did it appear in any of the publications dealing with that study. This paper seeks to address these issues.Design/methodology/approachIn this autoethnography the author describes some episodes that occurred while she was conducting this research and raises some questions regarding feminist research and the power relations between a female researcher and male participants – questions such as “Could it have been less abusive?”, “Why did I not write all this as part of my reflection on myself and my research process?”, “Why did it take me so long to be able to talk about it in a professional forum?”, “Does it happen to every researcher who studies men?”, “Can it happen again?” and “Does it lie somewhere in the seductive part of female interviewer‐male participant relationships?”.FindingsIn light of the episodes described, the paper will discuss the dilemmas of being a woman and a feminist researcher, vulnerable to some male research participants.Originality/valueThe question of a woman researcher's vulnerability is scarcely described in research methodology articles and books.
Being in the academy: a cross generational conversation
Authors: Woodward Kath , Woodward Sophie 
Published: August 2012

PurposeThis article aims to develop the methodological and intellectual approach taken in the authors' co‐authored book to explore the synergies and disconnections in the experience of being in the academy at different historical moments using the inter‐relationship between different feminisms in the context of the authors' lived experiences as a mother and daughter whose experience of the academy has crossed second‐wave feminism into third wave. There have been significant demographic, cultural and legislative shifts, but the authors' conversations demonstrate the endurance of imbalances of power and the continuing need for a feminist politics of difference which can engage with contemporary life in the academy.Design/methodology/approachThis is primarily a theoretical paper that adopts feminist approaches to reflection and dialogue. The article is designed to bring together lived experience across generations, feminist theories and methodologies and the implications for activism. The paper uses the device of “I‐Kath I‐Sophie” as part of an autoethnographic approach to the cross‐generational conversation.FindingsFar from being redundant, the authors argue that feminist critiques of inequalities that are often manifest in women's invisibility and silence even in the academy in the twenty‐first century – there is still the need to support a politics of difference and to explore ways of giving women a voice. The persistence of inequalities means that feminist battles have not been entirely won. The authors argue for dialogue between the feminisms of mothers and daughters.Research limitations/implicationsFeminist concepts and arguments from what has been called the “second wave” are still useful, especially in relation to maintaining the category woman as a speaking subject who can engage in collective action.Practical implicationsThe authors' arguments support the continuation of spaces for women to share experience within the academy, for example in feminist reading groups and through women's networks.Social implicationsFeminist theories and activism remain important political forces for women in the academy today and post feminism is a questionable conceptualisation and phenomenon. In times when feminist battles may seem to have been won there remain issues to explore in relation to a new problem with no name.Originality/valueThe article is original in its authorship, methodological approach to a conversation that crosses experience and theoretical frameworks across generations and in its support for a twenty‐first century politics of difference.
Women academics and feminism in professional military education
Authors: Brown Katherine E. , Syme‐Taylor Victoria 
Published: August 2012

PurposeThis paper aims to explore the ways in which gender and feminism are practised in professional military education (PME), which is viewed as an atypical higher education institution, by focusing on the practice and discourse of female academics.Design/methodology/approachThe paper uses a case study approach using participant observation and semi‐structured interviews. The authors' qualitative analysis is informed by feminist research methods.FindingsThe authors identified a number of key areas around which resistance and accommodation to gender norms are produced: the visual, the vocal and collective action. Analysis of these revealed the everyday practices of academic identities, the gendering of knowledge, and feminist interventions. The authors found that the practices and debates of academic women in PME reflect the wider debates in academia.Originality/valuePME and its relationship with gender and feminism have rarely been studied. This paper begins that task. The findings of this atypical case also add to the growing body of research on identity, gender, and feminism in academia, as well as to women working in male‐dominated institutions.
Breaking in and breaking out a medical school: feminist academic interrupted?
Authors: Tsouroufli Maria 
Published: August 2012

PurposeDespite the well‐documented resistance to feminism and gender equality within universities, the profound implications for feminist academics have not received sufficient attention. In this paper the author aims to focus on the inauthentication of feminist academic work by powerful actors in higher education and the implications for feminist academic careers. The author illustrates through her professional experience at a UK medical school how the othering and exclusion of feminists, sustained through surveillance and power mechanisms of organisational life, can disrupt and interrupt feminist academic identity.Design/methodology/approachThis is a reflective piece of work that attempts to illustrate the author's experiences of occupational segregation and marginalisation within a patriarchal and an emerging “entrepreneurial” academic department. The author attempts to represent her lived professional experiences as a feminist academic in a medical school, through the use of narrative and metaphors.FindingsDrawing on notions of othering, interrupted and storied subjectivities, the author illustrates how gendered expectations and constructions of academic performance and success within patriarchal organisations can “make up” and “break up” the professional self and affect the nomadic nature of academic careers and identities.Practical implicationsThis paper contributes to theory about workplace identities and practice of gender equality in academia.Originality/valueThe author illustrates how the intersections of identities (feminist, social scientist, woman) can shape personal stories, professional experiences and careers within universities. The author demonstrate how personal stories can uncover gender inequalities and challenge dominant paradigms of knowledge and research within a micro‐web of emotionality and power relations.
Revisiting feminist activism at managerial universities
Authors: Bendl Regine , Schmidt Angelika 
Published: August 2012

PurposeIn this paper the authors aim to examine the forms in which feminist activism is played out at contemporary managerial universities and pose the following question: what notions of feminist activism and feminist theory have to be revisited in order to sustain the target of gender equality and support its move further into the centre and the mainstream of managerial universities?Design/methodology/approachBased on action research the authors document a workshop which they organised for different constituencies (administrators, researchers and feminist activists) working towards gender equality at an Austrian university and discuss its results in the context of feminist theory.FindingsThe five voices collected at the workshop show that feminist theories are still the underlying guiding principles for feminist activism towards gender equality at managerial universities. As this is the first time that different generations of feminist activists have been present at managerial universities and are working in a top‐down environment supported by administrators responsible for gender equality, common practices that have been successful to implement gender equality in the past have to be refined and new spaces for collaboration established.Originality/valueThis is the first paper that explores the multiple voices amongst those engaged in the process of transformation towards gender equality at contemporary managerial universities. It shows that an open discussion of complementary and conflicting ways in which the representatives can construct their selves, their strategies and their actions is required in order to start “managing the management” anew – from a higher level than the feminist grassroots activists in the 1980s and 1990s.
Reflections on being a feminist academic/academic feminism in South Africa
Authors: Gouws Amanda 
Published: August 2012

PurposeThe article engages the “double identity” of being a feminist activist and academic in a tertiary institution in a post‐colonial society. The aim is to grapple with the personal experiences of a “change agent” in a tertiary education sector that is going through political transformation. The author also reflects on the impact of neo‐liberal capitalism on tertiary institutions, and its depoliticising effect on feminist activism. It engages the establishment of gender studies programs.Design/methodology/approachThe article is a viewpoint and uses the personal reflections of a feminist scholar at a South African university to illustrate issues of personal location at a university as a site of struggle, but also location in the global South. It elaborates on the difficulty of changing male dominated institutional cultures and ways in which feminist activism is subverted.FindingsThe article shows how the experiences of being a change agent make “the personal political” and this contributes to taking a psychological toll. It exposes the intransigence toward change in hierarchical male dominated institutional cultures and recommends feminist solidarity across tertiary institutions, as well as using institutional opportunities for feminist purposes as counter measures to co‐option.Originality/valueThe value of the article is located in the reflection of a feminist scholar on her own experiences in the context of a South African university but may open a space for feminist scholars in tertiary institutions globally to relate to these experiences.