bluuebunny/crossref_metadata_2025_split huggingface dataset:
Corporate social responsibility and innovation: a resource‐based theory
Authors: Gallego‐Álvarez Isabel , Manuel Prado‐Lorenzo José , García‐Sánchez Isabel‐María 
Published: November 2011

PurposeThe purpose of this paper is to analyze the bidirectional relationship between corporate social responsibility (CSR) practices and innovation according to the resource‐based theory.Design/methodology/approachBased on a sample formed by companies with investments in R&D for the 2003‐2007 period worldwide, a bidirectional model is defined, one model in which the innovation realized by companies is a function of CSR practices, activity sector, firm size and risk, and another model in which CSR practices are a function of innovation, activity sector, firm size and risk.FindingsThe results of both models show that the bidirectional relationship between the two strategic decisions is negative. However, the effect of the sustainable practices undertaken by those companies listed on the Dow Jones Sustainability Index on innovative efforts is statistically less significant. It was also found that this type of investment takes three years to show its value added in CSR practices and that the relationship between innovation and corporate social responsibility practices is not the same in different sectors.Practical implicationsThe empirical evidence suggests that, in general, companies do not implement innovations linked to topics of sustainability; at the same time, an incompatibility exists between investment in R&D and the encouragement of corporate sustainable behavior.Originality/valuePrevious studies have focused more on analyzing the influence of CSR practices on innovation and in this paper the influence of innovation on CSR practices is also analyzed.
Resource fit in digital transformation
Authors: Liu Day‐Yang , Chen Shou‐Wei , Chou Tzu‐Chuan 
Published: November 2011

PurposeThe implementation of e‐banking projects highlights the importance of digital transformation for contemporary organizations in order to survive and achieve competitive advantage in a digital economy. This paper aims to explore the development process of digital transformation through an e‐banking project based on the resource fit concept.Design/methodology/approachThe qualitative method of case study is applied. In total, 17 in‐depth interviews and secondary data were collected and analyzed.FindingsNumerous researches related to e‐banking have focused on either the resource‐based theory or strategic fit perspective, but not on both. This paper makes a unique contribution by constructing a resource fit framework that integrates these two theories. This framework offers a theoretical advancement in the resource fit literature. It includes four dimensions: external resource fit, internal resource fit, external capability fit, and internal capability fit. Through an actual empirical case examination of the resource fit framework, this study explored eight critical factors necessary for successful e‐banking project implementation.Research limitations/implicationsThis study fills a theoretical gap by developing an integrative framework and evaluating it via an empirical case study. Hence, examining this framework for organizational digital transformation in different industries and multiple case studies with cross‐cases comparison will be valuable for future research.Practical implicationsThe study demonstrated that managing digital transformation can be challenging, but awareness of, and preparedness for, analysis of both the resources/capability and external demands through the resource fit perspective are necessary.Originality/valueThis paper offers a pioneer framework in the resource fit field and makes a practical case examination that can be useful for researchers and practitioners by taking a more detailed view of digital transformation development.
The role of creativity in opportunity search and business idea creation
Authors: Heinonen Jarna , Hytti Ulla , Stenholm Pekka 
Published: November 2011

PurposeThis paper aims to investigate the relationships between student creativity, various opportunity search strategies, and the viability of business ideas developed during an entrepreneurship education module.Design/methodology/approachThe paper sets out hypotheses on the associations between individual creativity, opportunity search strategies and the viability of business ideas generated. A group of 117 students provided the sample data by participating in pre‐programme and post‐programme surveys. Explorative factor analysis was employed to examine latent variables, and factor structures were confirmed by confirmatory factor analysis. Structural equation modelling was then used to test the resulting hypotheses.FindingsThe results show that creativity is not directly associated with the viability of the business idea. Creativity does, however, strengthen the creative opportunity search strategies and the use of opportunity identification strategies based on knowledge acquisition. Accordingly, the influence of creativity on the viability of the business idea is fully mediated by those opportunity search strategies that are creative and based on knowledge acquisition. They both have a positive effect on the perceived viability of the business idea.Research limitations/implicationsThe study illustrates the co‐existence of art and science in the process of recognising entrepreneurial opportunity, which involves individual action and reflection in order for a viable business idea to be developed.Practical implicationsAlthough creativity is perceived as a valuable element of the generation of business ideas, it has to be accompanied by opportunity search activities in order to generate viable business ideas. The findings emphasise the role of creative behaviour in devising the business idea and also of incorporating creative thinking into business planning.Originality/valueThe paper contributes to the theoretical understanding of how individual creativity affects the viability of business ideas as well as the way in which students search for business opportunities.
The assessment of enterprise education in the secondary education sector
Authors: Draycott Matthew C. , Rae David , Vause Katie 
Published: November 2011

PurposeAlthough the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.Design/methodology/approachThe paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work.FindingsA critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning.Research limitations/implicationsThe work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research.Practical implicationsThe paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond.Originality/valueThe article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field.
Understanding the heterogeneity of entrepreneurship education: going beyond Gartner
Authors: Jones Colin , Matlay Harry 
Published: November 2011

PurposeThis paper seeks to draw attention to the importance of appreciating and using ever‐present diversity to achieve increased legitimacy for entrepreneurship education. As such, it aims to draw the reader into a reflective process of discovery as to why entrepreneurship education is important and how such importance can be prolonged.Design/methodology/approachThe paper revisits Gartner's 1985 conceptual framework for understanding the complexity of entrepreneurship. The paper proposes an alternative framework based on the logic of Gartner's framework to advance the understanding of entrepreneurship education. The authors discuss the dimensions of the proposed framework and explain the nature of the dialogic relations contained within.FindingsIt is argued that the proposed conceptual framework provides a new way to understand ever‐present heterogeneity related to the development and delivery of entrepreneurship education.Practical implicationsThe paper extends an invitation to the reader to audit their own involvement and proximity to entrepreneurship education. It argues that increased awareness of the value that heterogeneity plays in student learning outcomes and programme branding is directly related to the presence of heterogeneity across the dimensions of the conceptual framework.Originality/valueThe paper introduces a simple yet powerful means of understanding what factors contribute to the success or otherwise of developing and delivering entrepreneurship education. The simplicity of the approach suggested provides all entrepreneurship educators with the means to audit all facets of their programme.
“Making an impact”: a profile of a business planning competition in a university
Authors: Jones Amanda , Jones Paul 
Published: November 2011

PurposeThis paper aims to explore the issues experienced in the delivery of a business challenge to a cohort of business undergraduate students at the University of Glamorgan. The challenge involved initiating and running a “real” business and returning a profit within a week. The students worked in groups of up to eight and were given start up capital. The paper seeks to evaluate the impact of the business challenge in terms of changing entrepreneurial attitudes and behaviour, and to examine the skills competencies acquired by the individual students.Design/methodology/approachThe study employs a mixed method approach to examine the respondent experience. The basis of the investigation involved a semi‐structured questionnaire undertaken on completion of the challenge. In total, in excess of 50 students completed the research instrument. The questionnaire enabled the authors to quantitatively explore the overall impact of the business challenge by student age and gender. In addition, the semi structured design enabled the authors to explore the qualitative “rich data” of individual student experience based on their reflections.FindingsThe findings reveal a positive impact in terms of enhanced attitudes towards the attainability and attractiveness of an entrepreneurial career. The findings reveal that the business challenge provided the students with a significant enhancement in generic enterprise skills including team working, leadership, communication and specific business skills such as sales and marketing behaviour. The students valued the opportunity and personal responsibility offered by the business challenge to apply their theoretical knowledge in a real world context. Several individuals reported that the positive experience with their business venture meant that they wished to continue the business alongside their graduate studies.Originality/valueThe paper contributes to a limited literature in assessing the impact and benefit of business challenges. It will be of value to enterprise education providers in organising and planning such activities.
Technology enhanced learning and plagiarism in entrepreneurship education
Authors: Risquez Angelica , O'Dwyer Michele , Ledwith Ann 
Published: November 2011

PurposeThis paper seeks to explore the relationship between entrepreneurship students' ethical views on plagiarism, their self reported engagement in plagiarism and their participation in an online plagiarism prevention tutorial.Design/methodology/approachThe study is based on a questionnaire administered to 434 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.FindingsThe results illustrate that more than one online plagiarism prevention tutorial is required to change self‐reported views relating to engagement in plagiarism, perception of peer participation in plagiarism and students' ethical views. However, it should be noted that even such a small intervention demonstrates an observable difference in students' capacity to recognise a case of verbatim plagiarism as an academic breach in practice.Research limitations/implicationsThe research demonstrates that educators should focus on good educational design, educating students regarding plagiarism prevention while making use of technology enhanced learning, instead of considering e‐learning choices as a quick solution to plagiarism.Originality/valueThe paper focuses on an emerging aspect of plagiarism education, that is, the use of technology enhanced learning. While acknowledging the potential of technology enhanced learning in plagiarism prevention the paper notes that plagiarism prevention should be embedded in the curriculum rather than addressed in an ad‐hoc manner.
Leading an entrepreneurial workforce: development or decline?
Authors: Clargo Paul , Tunstall Richard 
Published: November 2011

PurposeThis paper analyses entrepreneurial activity within existing organisations. Research tends to limit entrepreneurial behaviour to owner‐managers, corporate senior and middle managers and frequently presents intrapreneurship as a positive phenomenon. This paper seeks to broaden the focus of studies of intrapreneurship and corporate entrepreneurship across all employees in established organisations. In particular it seeks to focus on identifying the entrepreneurial propensity of employees at all levels of the organisation and to consider the positive and negative potential of this propensity on the organisation.Design/methodology/approachA single case study approach was used involving the analysis of focus groups, employee surveys, company history and financial data to identify the entrepreneurial propensity of employees in the context of an established organisation.FindingsIt is identified that employees within the sales function of the business had a greater entrepreneurial propensity in comparison to employees in other departments of the business. It is argued that this was due to a less formal structure in this part of the business and a greater focus on successfully achieving goals. It is further argued that organisational structures, opportunity and needs have to meet individual skills, experience and desire in order to create development opportunities for entrepreneurial organisations.Research limitations/implicationsIt is suggested that in considering intrapreneurship, researchers should broaden their focus to include all employees within an organisation.Practical implicationsIt is suggested that senior managers should consider the role of entrepreneurial propensity amongst employees and the potential for this to either harm or help develop the business.Originality/valueThis paper adds value to the debate on corporate entrepreneurship and intrapreneurship by considering the role of employees at all organisational levels. Furthermore it acknowledges the positive and negative effects which entrepreneurial propensity may have on the organisation.
Reference transaction assessment
Authors: McLaughlin Jean E. 
Published: November 2011

PurposeThis paper aims to survey the published journal literature on reference transaction assessment. Its purpose is to highlight the need for a multiple perspectives approach due to the complexity of reference transactions. Satisfaction indicators, behavioral aspects, accuracy rates, success measures, and other desired transaction outcomes contribute to the need for a broader assessment picture.Design/methodology/approachThis is a review from the first decade of the twenty‐first century. Selected were papers from 2001 through 2010, filtered from search results from library literature databases. Primary inclusion criteria identified refereed papers, studies of academic library populations, evaluation or assessment of reference transactions, and methods contributing to systematic practices versus unique assessment events.FindingsBy viewing reference transactions as complex interactions, librarians are recognizing that simple counts and narrow views of assessment are not adequate. Missing in the assessment literature is a universally accepted set of standard approaches, study methodologies, and reporting formats for comparison and analysis. Improvements may contribute to efforts that go beyond local studies to more meaningful peer comparisons.Research limitations/implicationsAlthough not an exhaustive representation of all reference services assessment literature, the paper profiles the heart of reference, i.e. the interaction between users and library service providers. This focus fosters a concentration on a core reference activity: addressing library users' information needs.Originality/valueThis review highlights assessment challenges, unresolved problems, and topics addressed from 2001 to 2010. It also provides a look at tools that can enhance assessment programs.
Library instruction and information literacy 2010
Authors: Johnson Anna Marie , Sproles Claudene , Detmering Robert 
Published: November 2011

PurposeThe purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.Design/methodology/approachThe paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.FindingsInformation about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.Originality/valueThe information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Location‐based recommendation services in library book stacks
Authors: Hahn Jim 
Published: November 2011

PurposeThis paper seeks to suggest a model for location‐based recommendation services that enable greater access to print and electronic resources.Design/methodology/approachThe paper takes the form of a synthesis of previous work in basic and applied collections‐based wayfinding incorporating library and information science (LIS) literature on user context and system recommendations.FindingsThe paper identifies problems that will need to be solved before implementation of the production‐level recommendation service and suggests possible implications the system may have on reference and instruction services.Originality/valueThe paper provides computing workflows necessary to implement a library recommendation service based on user location. iPhone Software Developer Kit templates are leveraged for modeling data and interface prototypes. Use cases and user models are developed.
Connectivism
Authors: Kathleen Dunaway Michelle 
Published: November 2011

PurposeThis paper seeks to describe the theory of connectivism as a learning theory that provides a useful framework for understanding how students learn information literacy.Design/methodology/approachThe paper explores the theory of connectivism and reviews established learning theories that inform the design of information literacy instruction. The author discusses new learning landscapes and emerging conceptualizations of information literacy that parallel the principles of connectivism.FindingsTwo emerging information literacy frameworks, metaliteracy and transliteracy, suggest the need for a unifying theory of how students learn information literacy concepts and skills. Literature describing metaliteracy and transliteracy articulates pedagogical practices that reflect a connectivist approach to information literacy instruction.Originality/valueThe paper encourages critical inquiry into the ways that emerging theories of learning can improve information literacy education.
Librarian perceptions and information literacy instruction models
Authors: Davis Erin L. , Lundstrom Kacy , Martin Pamela N. 
Published: November 2011

PurposeThis paper aims to explore both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is to be paid to teaching librarians' views on the effectiveness of two types of instruction models: for‐credit courses and course‐integrated library instruction.Design/methodology/approachTo investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL).FindingsThe results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self‐identification as teachers.Research limitations/implicationsThe survey was sent to list‐servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for‐credit and course‐integrated instruction.Practical implicationsThis study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus.Originality/valueThe authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list‐servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.