bluuebunny/crossref_metadata_2025_split huggingface dataset:
An example of inter‐university cooperation for implementing Koha in libraries
Authors: Espiau‐Bechetoille Camille , Bernon Jean , Bruley Caroline , Mousin Sandrine 
Published: February 2011

PurposeThis paper seeks to show how three university libraries (Rhône‐Alpes, France) decided to switch their proprietary software for the Open‐ILS Koha, with particular focus on how they organized themselves to pool their technical skills, human resources and costs.Design/methodology/approachThe chronological approach permits one to show how the three libraries first installed Koha, then tested the software, wrote common specifications and finally determined which developments could be carried out in‐house and which required outsourcing to a software specialist.FindingsThe paper provides information for acquiring knowledge and expertise in an Open‐ILS, and to minimize costs by cooperating.Originality/valueThis paper suggests a new way to acquire an open‐ILS that meets collective expectations while responding well to institutional needs.
OSS diffusion in Italian libraries
Authors: Tajoli Zeno , Carassiti Alessandra , Marchitelli Andrea , Valenti Fulvia 
Published: February 2011

PurposeKoha is an open‐source Integrated Library System (ILS) developed in New Zealand and deployed for the first time in January 2000 for the Horowhenua Library Trust. Koha is a fully‐fledged software with basic and advanced features. The purpose of this paper is to illustrate a case study of integration of a big Italian consortium specializing in ITC support for libraries and public administration, in the development community of an integrated library system, and to describe the characteristics of CILEA support for this programme.Design/methodology/approachThe paper describes the main Koha features and functions and what CILEA did in the development community in Italy.FindingsKoha is a very simple but complete ILS, to be used by libraries of every dimension and kind of specialization. CILEA worked to adapt Koha to Italian libraries and now it is a part of the library community.Originality/valueThis paper shows how Koha has a strong and wide community of librarians and developers. In particular, it is shown to be suitable for all institutions wanting to automate their libraries using a system that allows complete control over data and over the software itself. The authors of this paper are interested in maximizing the diffusion of Koha.
Online social networks and learning
Authors: Greenhow Christine 
Published: February 2011

PurposeThis viewpoint essay seeks to argue that young people's online social networking can serve as sites for and supports for student learning in ways not currently assessed.Design/methodology/approachThe two themes presented are based on a select review of the research literature as well as the author's explorations of young people's online social networking practices within MySpace and Facebook, two naturally occurring, youth‐initiated sites, as well as in an online social networking application designed for environmental science education and civic action.FindingsTwo themes are presented: (1) social network sites can serve as direct and indirect supports for learning, such as providing an emotional outlet for school‐related stress, validation of creative work, peer‐alumni support for school‐life transitions, and help with school‐related tasks; and (2) online social networking can stimulate social and civic benefits, online and offline, which has implications for education.Practical implicationsCurrently, social media are largely blocked in schools due to privacy, security, and copyright concerns. In the USA, the National Educational Technology Plan published in November 2010, and recent educational standards, both assume 24/7 access and use of newer web technologies for learning and advocate appropriation of technologies students already use, and prefer to use, for educational purposes. Consideration of how social media, such as social network sites, currently support informal learning may advance one's ability to construct effective social media‐enabled environments for more formal learning purposes.Originality/valueThis paper presents concrete examples of how social network sites, typically seen as a distraction, might be re‐envisioned as supports for revised student learning outcomes.
Building creativity: collaborative learning and creativity in social media environments
Authors: Peppler Kylie A. , Solomou Maria 
Published: February 2011

PurposeUsing a systems‐based approach to creativity and a sociocultural constructionist approach to learning, this study aims to highlight how creative ideas emerge within a community and spread amongst its members.Design/methodology/approachUsing a design‐based approach to research, this study took place within the social media environment, Quest Atlantis. Chat data were collected from 85 participants and screenshots were taken of the virtual architecture designed and built by players in the Quest Atlantis environment, in an effort to explore the nature of creativity and collaborative learning within the context of virtual 3D architectural construction.FindingsThe findings illustrate the rise and spread of creativity in online communities and also point to the social and cultural nature of creativity.Research limitations/implicationsThis study, the first of its kind, focuses on how creativity operates within a single community in order to draw implications about digital creativity more broadly.Practical implicationsImplications for designing virtual and physical communities to promote creativity are discussed.Originality/valueDocumenting and analyzing an entire creative system in the everyday world can be a challenging endeavor. Social media, by contrast, offer an opportunity to document, describe, and analyze creativity, extend Csikszentmihalyi's work into the realm of social media and push back on current conceptions of digital creativity.
The CUNY Academic Commons: fostering faculty use of the social web
Authors: Gold Matthew , Otte George 
Published: February 2011

PurposeThis paper sets out to analyze the implementation of an academic social network that connects faculty members, administrators, and graduate students in a multi‐campus university system. Part of a new generation of university‐sponsored virtual spaces that foreground social networking, the CUNY Academic Commons has fostered a growing community of members who use the site to collaborate with colleagues across the system. This paper seeks to describe the processes involved in creating the site and to offer guidance to institutions considering similar projects.Design/methodology/approachThe paper presents a case study of the CUNY Academic Commons that is supported by site analytics, usage reports, and public site materials.FindingsThe CUNY Academic Commons has increased awareness of member projects and research interests, built a greater sense of community between discrete campuses, promoted an open culture of sharing, and encouraged collaborative ventures across the system. The site gives members a greater degree of control over the design, presentation, and content of their own web‐based work than is traditionally possible in closed‐source, closely managed university websites.Originality/valueThe paper will be of interest to academic institutions interested in using social‐networking technologies to strengthen their communities.
Affordances of a scaffolded‐social learning network
Authors: Zywica Jolene , Richards Kimberly A. , Gomez Kim 
Published: February 2011

PurposeThis paper aims to examine the development and use of a scaffolded‐social learning network (S2LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S2LNs afford for participants.Design/methodology/approachRemix World was integrated into the Digital Youth Network (DYN) in‐school and after‐school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.FindingsThe data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.Practical implicationsIntegrating a media‐based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.Originality/valueThis study explores how features and affordances of social networking sites can be redesigned to intentionally support in‐school pedagogical use that promotes transformative communication and the development of critical, new media literacies.
Social videogame creation: lessons from RPG Maker
Authors: Owens Trevor 
Published: February 2011

PurposeOnline community sites devoted to RPG Maker, an inexpensive software for creating role‐playing video games, have emerged as spaces where young people are developing valuable competencies with digital media. This study seeks to examine the largest of these communities.Design/methodology/approachThe study uses a mix of qualitative methods including a survey, interviews and analysis of the structure of the site. The study uses discourse analysis and is grounded in work on situated learning.FindingsThe study suggests that the site and community are scaffolding young people into deeper understanding of digital production and the development of practical skills, like programming, as individuals take on identities associated with different roles in game design.Research limitations/implicationsThis study reinforces the value of research focused on young people's social media creation and also suggests that there is still much to be learned about technologically simple but socially rich platforms like web forums. As qualitative research it does not generate statistical generalizations.Practical implicationsThis research suggests three implications for the design of online learning environments focused on media production. Designers should: start with learners' interests and basic skills will evolve; support a diverse range of production roles and identities; and offer simple technical systems that can support sophisticated digital learning communities.Originality/valueWhile there is much work on learning in online communities, little of that work has focused on the importance of the role‐taking of young people in those communities and on implications of these spaces for designing online learning environments.
Do social networking technologies have a place in formal learning environments?
Authors: Rosenfeld Halverson Erica 
Published: February 2011

PurposeThis viewpoint essay seeks to discuss the promise and perils of integrating social networking technologies into formal learning environments.Design/methodology/approachThe work is grounded in a new literacies perspective and brings insights from learning in participatory cultures to bear in the discussion of social networking sites in formal settings.FindingsThe paper describes three major design trade‐offs in the use of social networking sites: privacy versus redundancy when participating in an SNS; whether goals for participation are endogenous or exogenous learning goals; and conception of identity in SNSs as holistic versus identity in formal learning environments as uniquely constructed in the learning setting.Practical implicationsThese design trade‐offs arise as a result of importing technologies for learners into environments that are better suited to technologies for learning. Therefore, the paper suggests that the goals for learning are more important than the use of any individual technology in the classroom.Originality/valueK‐16 school leaders and administrators should begin to think like designers rather than policy makers when determining whether and how to meaningfully bring social networking technologies into learning environments.
Dissecting work commitment: the role of Machiavellianism
Authors: Zettler Ingo , Friedrich Niklas , Hilbig Benjamin E. 
Published: February 2011

PurposeThe aim of this paper is to refine the concept of work commitment by proposing a dissociation between self‐related work commitment (namely, employees' career commitment) and other‐related work commitment (pertaining more strongly to others such as team members or supervisors). The dissociation is demonstrated empirically through the differential predictive validity of Machiavellianism, which holds when the influence of broad personality dimensions is controlled for.Design/methodology/approachPersonality characteristics (Machiavellianism and the six factors of the HEXACO model of personality) as well as organizational, supervisor, team, and career commitment of 154 employees were assessed via self‐reports.FindingsResults support the hypotheses that Machiavellianism is related positively to self‐related work commitment (career commitment) and negatively to other‐related work commitment (organizational, supervisor, and team commitment), and explains unique variance in all criteria above the six broad dimensions of personality.Originality/valueAlthough meta‐analyses have indicated strong overlaps between diverse work commitment foci, it is argued and shown that there are core differences between self‐related career commitment and other‐related commitment foci. Additionally, Machiavellianism as well as the HEXACO dimensions are investigated as predictors of work commitment foci for the first time.
Battling the war for talent: an application in a military context
Authors: Schreurs Bert H.J. , Syed Fariya 
Published: February 2011

PurposeThe purpose of this paper is to introduce a comprehensive new recruitment model that brings together research findings in the different areas of recruitment. This model may serve as a general framework for further recruitment research, and is intended to support Human Resource managers in developing their recruitment policy. To highlight its utility, how the model can be applied to describe the recruitment process of the military is exemplified.Design/methodology/approachThe model is developed based on an extensive search for published studies on employee recruitment and on the efforts of the members of the NATO Task Group on Recruitment and Retention of Military Personnel.FindingsThe model proposes that individuals' cognitions (beliefs, perceptions, expectations) influence job pursuit behavior, via influencing job pursuit attitudes and intentions. Individuals' cognitions are shaped by information about job and organizational characteristics. Job/organizational information can be obtained from sources that are or are not under the direct control of the organization. Finally, several inter‐individual difference variables (e.g. values, needs) are proposed to moderate the relationships depicted in the model.Originality/valueThe model extends previous recruitment models through its integrated focus on both the applicant's and organization's perspective, its recognition of the multiphased nature of recruitment, and its applicability to real‐life recruitment contexts.
Assessing the effects of a “personal effectiveness” training on psychological capital, assertiveness and self‐awareness using self‐other agreement
Authors: Demerouti Evangelia , van Eeuwijk Erik , Snelder Margriet , Wild Ulrike 
Published: February 2011

PurposeThis study seeks to examine the effects of a “personal effectiveness” training on both assertiveness and Psychological Capital (PsyCap) that were monitored before and after the training.Design/methodology/approachIn addition to self‐ratings, other‐ratings were assembled to explore two ways in which they can contribute to the monitoring of intervention effects. To verify self‐reported results, and to predict participants' performance through the use of self‐other agreement.FindingsOverall, rater and ratee scores showed a similar increase on assertiveness and most components of PsyCap. Self‐other agreement measures showed an increase in agreement for assertiveness and PsyCap after the training. Lastly, the type of relationship between rater and ratee appeared to have significant influence on the consistency between raters, such that agreement was higher for cohabiting partners than colleagues, supervisors or friends.Originality/valueThis study has created a better understanding of the role that the self‐other agreement and PsyCap can play in monitoring intervention effects.
Social capital, team efficacy and team potency
Authors: van Emmerik Hetty , Jawahar I.M. , Schreurs Bert , de Cuyper Nele 
Published: February 2011

PurposeDrawing on social capital theory and self‐identification theory, this study aims to examine the associations of two indicators of social capital, personal networks and deep‐level similarity, with team capability measures of team efficacy and team potency. The central focus of the study is to be the hypothesized mediating role of team learning behaviors.Design/methodology/approachHypotheses were tested using questionnaire data obtained from 221 teachers working in 33 teams and data were analyzed using multilevel analyses.FindingsConsistent with the hypotheses, the results supported the contention that team learning behaviors mediate the relationship between different types of social capital and team efficacy and team potency. Specifically, it was found that, in highly (deep‐level) similar teams, the level of team learning behaviors is higher than in diverse teams, and this is hardly dependent on the extent of social capital based on personal networks. For diverse teams (i.e. teams scoring low on deep‐level similarity) more social capital based on personal networks translates into more team learning behaviors. Finally, it was found that team learning behaviors mediate the influence of social capital on team efficacy and team potency.Research limitations/implicationsThe paper's findings suggest that it is important for managers not to focus exclusively on surface level characteristics but instead to attempt to facilitate the development of deep‐level similarity. Organizations can also encourage group social capital by allowing teams to develop a shared history, rather than change membership frequently, and by increasing contact among team members.Originality/valueThe paper examined exchange and identification processes that are important in generating resources to increase the development of team learning behaviors, thereby emphasizing the role of the interpersonal context for understanding how interaction processes between team members shape team learning behaviors and subsequently lead to more team efficacy and team potency.
The inimitable outsider: contracting out public affairs from a consultant's perspective
Authors: Hoffmann Jochen , Steiner Adrian , Jarren Otfried 
Published: February 2011

PurposeAcademic research on public affairs which aims to reconstruct the rationale for the involvement in public affairs, and the possible outsourcing thereof, focuses mainly on the perspective of the principal. Even though consultants are undoubtedly increasing in importance, their relevance as agents is often downplayed. This study seeks to empirically supplement the perspective of the consultant in order to identify potential inimitable functions that could explain why public affairs work is often contracted‐out.Design/methodology/approachA nation‐wide survey about public affairs consultants in Switzerland is based on an inductive empirical research design, which facilitates questions regarding which services consultants actually perform and what indispensable functions they claim to provide.FindingsThe results highlight lobbying, political PR, and [referendums and election] campaigns as the main areas of service. These services are associated with different functions. Lobbyists in particular define themselves as partisan players closely involved in political decision making. In contrast, political PR and campaigning are understood in terms of horizontal or vertical boundary‐spanning. A somewhat technical justification for contracting out, referring to a special infrastructure and costs issues, is downplayed. Instead, the independent outside view facilitating innovation forms the most important generalizable frame when explaining the unique added value consultants have to offer.Originality/valueThe paper shows that the real or supposed independence of the consultantvis‐à‐visthe client constitutes an inimitable resource. The outsider‐status facilitates the successful fulfilment of public affairs functions such as innovation, boundary‐spanning, access and legitimising. Thus, it is vitally important for consultants to build up a reputation. When it comes to contracting‐out decisions, impression management theories are capable of enriching public affairs theories that focus on cost‐benefit‐calculations.
Managing issues in the face of risk uncertainty: lessons 20 years after the Alar controversy
Authors: Jaques Tony 
Published: February 2011

PurposeThis paper aims to take a 20‐year perspective to revisit the Alar controversy, one of the most hotly argued public issues of the late 1980s, and to explore what fresh conclusions can be drawn for modern risk and issue managers.Design/methodology/approachThe paper reviews contemporary reports and analysis, along with subsequent retrospective opinions from some key participants and commentators, and examines those conclusions in the context of current communication practice.FindingsThe Alar case triggered a major reassessment of risk communication and the role of activists and the news media in amplifying issues. But even today some facts of the case remain in dispute and some of the purported lessons have been blurred by history or appear to have had little lasting impact.Practical implicationsIssue managers increasingly find themselves defending reputation in the face of public issues which focus on scientific uncertainty, and the Alar case provides vivid examples of both what to do and what not to do.Originality/valueWhile most scholarship on the case discusses the implications for scientists, regulators and journalists, this paper throws fresh light on the case from the corporate perspective of the manufacturer of Alar, and the apple growers who found themselves in the eye of the storm.
Experiential learning in public relations education in South Africa
Authors: René Benecke Dalien , Bezuidenhout Rose‐Marie 
Published: February 2011

PurposeThis paper seeks to present a view on the experiential learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on experiential learning and the different experiential learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of experiential learning (1984) is used as a point of departure.Design/methodology/approachA qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of experiential learning by higher education institutions as service providers of public relations qualifications.FindingsIn summary the findings of the study indicated a shared opinion of the importance of experiential learning but that experiential learning as a learning approach is not followed.Originality/valueThe proposed framework uses experiential learning principles as a basis for the education and training of public relations learners.