bluuebunny/crossref_metadata_2025_split huggingface dataset:
The relationship between personal, role, and organizational variables and promotion to managerial positions in the Israeli educational system
Authors: Cohen Aaron , Granot‐Shilovsky Lilach , Yishai Yael 
Published: January 2007

PurposeThe purpose of this article is to examine the cumulative relationship of three conceptual models, a human capital model, a family domain variables model, and a work domain model, on promotion in the Israeli high school educational system. To examine whether the three models are related directly to promotion or whether the variables of work‐family conflict and family‐work conflict mediate the relationship between the three models and promotion.Design/methodology/approachData were collected from a sample of 414 teachers and principals. Of the total sample, 219 were high school principals, males and females, and 195 were high school teachers.FindingsThe findings showed that the relationship between the three models is mediated by work‐family conflict and family‐work conflict. They also showed a strong effect for two groups of variables – the work domain variables, including organizational support and having a mentor, and the two family‐work conflict and work‐family conflict variables.Research limitations/implicationsThe study is based on a sample taken from one occupation, dominated by public employees. Therefore, we must be cautious in generalizing the findings here to other occupations or to other sectors, such as the private one.Practical implicationsIf organizations want more employees with higher abilities to consider a career and advancement with them, they should develop mechanisms that will support and assist employees in their organizational life.Originality/valueThe study contributes to the understanding of the correlates of career success.
Self‐perceived employability: development and validation of a scale
Authors: Rothwell Andrew , Arnold John 
Published: January 2007

PurposeEmployability concerns the extent to which people possess the skills and other attributes to find and stay in work of the kind they want. It is thought by many to be a key goal for individuals to aim for in managing their careers, and for organisations to foster in workforces. The purpose of this paper is to report on the development of a self‐report measure of individuals' perceived employability. It also seeks to examine its construct validity and correlates.Design/methodology/approachBased on the analysis of relevant literature, this study developed 16 items which were intended collectively to reflect employability within and outside the person's current organisation, based on his or her personal and occupational attributes. This study administered these items by questionnaire to 200 human resources professionals in the UK, along with established measures of career success and professional commitment, as well as questions reflecting demographic variables.FindingsThis article retained 11 of the 16 items for assessing self‐perceived employability. Concludes that self‐perceived employability can usefully be thought of as either a unitary construct, or one with two related components – internal (to the organisation) and external employability. The measure very successfully distinguished employability from professional commitment, and fairly successfully from career success. Only slight variations in employability could be attributed to demographic characteristics.Research limitations/implicationsThis research has begun to address the gap in the literature for a brief yet psychometrically adequate measure of self‐perceived individual employability.Practical implicationsThis author believes that the scale can be applied to other occupational groups, in organisational consultancy, and in individual career development. It can be used either as one scale or two, depending on the purpose of the investigation.Originality/valueConcludes that this research represents a psychometrically adequate contribution in an under‐researched field, and will lead to future research with other occupational samples, and in other settings.
Forecasting future competency requirements: a three‐phase methodology
Authors: Robinson Mark A. , Sparrow Paul R. , Clegg Chris , Birdi Kamal 
Published: January 2007

PurposeThe purpose of this paper is to introduce an integrated three‐phase methodology for forecasting future competency requirements more effectively than existing methods.Design/methodology/approachThe methodology is demonstrated with reference to empirical research conducted by the authors. The methodology consists of three phases: phase 1 – preliminary interviews, phase 2 – questionnaire, and phase 3 – critical incident technique interviews. Outputs from phases 1 and 2 are used to generate a framework through which to elicit future competency requirements during phase 3.FindingsThe empirical findings, although included, are incidental to the current paper; they serve solely to illustrate the methodology. As such, the development and demonstration of this methodology are the main “findings” of the paper.Research limitations/implicationsMethodologies for forecasting future competency requirements should adopt structured integrated approaches to improve predictive accuracy.Practical implicationsThe methodology is described in sufficient detail so as to enable its practical application by HR professionals and academic researchers alike. Both groups will find this methodology extremely useful.Originality/valueThe paper seeks to improve upon existing methods for forecasting future competency requirements. By addressing the limitations of existing methods, and also by merging previously independent approaches, it provides an innovative integrated methodology of significant value.
The impact of culture on Chinese employees' work values
Authors: Jaw Bih‐Shiaw , Ling Ya‐Hui , Yu‐Ping Wang Christina , Chang Wen‐Ching 
Published: January 2007

PurposeThe purpose of this article is to investigate the detailed relationships between Chinese cultural values (Confucian dynamism, individualism, masculinity, and power distance) and work values (self‐enhancement, contribution to society, rewards and stability, openness to change, and power and status) in an integrated model. Further attempts are also made to explain the above relationship in terms of different cultural exposure experiences.Design/methodology/approachThe sample was collected from China (selected from after‐work classes for Chinese businessmen in China) and Australia (overseas Chinese living or working in Sydney) by questionnaires. Altogether, 185 respondents took part in the study. SEM was used to test the relationship between Chinese cultural values and work values, and difference analysis was employed to test the impact of respondents' Western cultural exposure experiences.FindingsInteresting results are found concerning Chinese employees' cross‐cultural work values. The study not only confirms the impact of cultural values on work values, but also brings some new thoughts on Hoftstede's belief that instead of high masculinity and individualism, Confucian dynamism is the main cultural value to foster self‐enhancement and most work value of Chinese employees.Research limitations/implicationsBecause China is a complex country, the limited Chinese sample should not be taken as representative. The current study did not differentiate respondents' demographic differences. Hence some demographic variables may have produced some of the intergroup differences reported in this study.Practical implicationsThe findings provide useful input for managers who are seeking to develop effective working relationships with Chinese counterparts.Originality/valueThis paper enriches existing Chinese values studies and serves as a starting point for future research concerning the detailed relationship between Chinese cultural values and work values.
Work‐life balance as source of job dissatisfaction and withdrawal attitudes
Authors: Hughes Joanna , Bozionelos Nikos 
Published: January 2007

PurposeThe purpose of this article is to explore the views of male workers in a male dominated occupation on issues that pertain to work‐life balance.Design/methodology/approachThe study was qualitative in nature. Semi‐structured interviews were conducted with 20 bus drivers employed by a single company in order to identify their perceptions on the following: whether issues related to work‐life balance were sources of concern and dissatisfaction; how concern over issues related to work‐life balance was compared to other sources of concern and dissatisfaction; and whether issues related to work‐life balance were linked with withdrawal attitudes and behaviours.FindingsIt emerged that work‐life imbalance was not only a source of concern, but also that it was the major source of dissatisfaction for participants. Furthermore, participants made a clear connection between problems with work‐life balance and withdrawal behaviours, including turnover and non‐genuine sick absence.Originality/valueThe study has value at both scholarly and practice level. At scholarly level, the research investigated an important contemporary issue within a neglected group: male workers in a low profile male dominated occupation. At practice level, the findings suggest that work life imbalance incurs tangible costs to organisations; hence, organisations need to establish human resource systems to deal with it. Furthermore, pertinent legislation may need to be developed and enacted.
Evaluate that information
Authors: Rockman Ilene F. 
Published: January 2007

PurposeThe purpose of this article is to raise awareness of the need to critically evaluate information, no matter what the source or origin.Design/methodology/approachExamines how information is distributed to end users.FindingsThis article notes that changes in business and marketing strategies have caused information to be communicated in more personal ways, yet evaluation criteria should still be applied.Originality/valueReinforces the value of evaluating all types of information sources, especially newer forms such as blogs and podcasts.
Google Scholar™ and libraries: point/counterpoint
Authors: Kesselman Martin , Barbara Watstein Sarah 
Published: January 2007

PurposeThe purpose of this article is to explore and expose some of the many facets of Google Scholar™ that have set the academic library world on edge. Google Scholar™'s impact on reference and information literacy is considered, as are the challenges it poses for the library's web site.Design/methodology/approachIncludes opinions in a point/counterpoint format, as well as citations to recently published literature.FindingsProvides arguments about ignoring or leveraging the teachings of Scholar Google™ in conjunction with teaching the library's various subscription databases available through the library's web site.Originality/valueThis paper fills an identified information need by offering original, practical advice to librarians.
A longitudinal study of the development and evaluation of an information literacy test
Authors: Ondrusek Anita , Dent Valeda F. , Bonadie‐Joseph Ingrid , Williams Clay 
Published: January 2007

PurposeThis article seeks to provide an overview of the development, construction and evaluation of an information literacy testing instrument connected with the VOILA! online information literacy tutorials, developed by librarians at Hunter College libraries for students enrolled in the college's first‐year orientation seminar (ORSEMs).Design/methodology/approachThe VOILA! online information literacy tutorial, developed by librarians at Hunter College, has a test as one of its components. All incoming students registered in the college's orientation seminars (ORSEMs) are required to go through the VOILA! tutorials and take the test. The longitudinal development and evaluation of the test are reviewed, including initial statement of competencies, test creation, test construction (assessment type, question formulation and question type) and test evolution. Validity and reliability are also discussed in detail. Finally, a review of the test results including general statistics and the connection of student performance to test construction is provided.FindingsTest construction was given a great deal of attention during the development of VOILA!, as librarians wanted an instrument that was valid and reliable. The importance of iterative test design and attention to the details of test construction is stressed in the article, and the methodology used to determine validity and reliability is presented. Those interested in testing information literacy skills must be able to examine the instrument, the results and the design process in a way that contributes meaningfully to the preparation of students to undertake research at the college level.Research limitations/implicationsLibrarians will continue to modify the VOILA! test in keeping with evaluation results, and the assessment will continue. Thus the results presented may not fully represent the final evaluative outcome.Practical implicationsThis research is useful for information professionals who are interested in test design, construction and evaluation. The longitudinal study presents clear, practical information that can be used as a case study for other libraries interested in this area. The VOILA! test itself is included as an Appendix, and can be used as a model for other libraries to consult.Originality/valueA literature review revealed a number of articles about testing and information literacy, but very few, if any, articles approached the discussion from a longitudinal test construction standpoint. In this way, the study presents information that is original. The study would be valuable for information professionals who are interested in test design, construction and evaluation.
Library instruction for high‐risk freshmen
Authors: McDermott Dona 
Published: January 2007

PurposeLibrary instruction is an important component in developmental programs for high‐risk college freshmen. There is little in the literature to describe information literacy programs for these students. Aims to redress this omission.Design/methodology/approachThis article describes a library instruction component that was included in an English department enrichment skills program for university freshmen with low verbal SAT scores. The library component includes instruments used to evaluate library sessions from the viewpoint of both the English department faculty and library faculty. A pre‐session survey was given to students to ascertain their previous experience with using the library. The results of this indicated that library instruction was needed. An assessment quiz given to students at the end of the session evaluated what they had learned.FindingsTwo or three library sessions are required to cover the basic skills of library use. In addition, librarians and English professors need to collaborate closely on assignments for the library sessions so that students will have a practical need to focus on the material presented.Originality/valueThis article adds to the body of literature on information literacy programs for high‐risk students, an often overlooked group.
Moving beyond collections
Authors: Walter Scott 
Published: January 2007

PurposeThe purpose of this article is to identify opportunities for effective collaboration between academic libraries and student services offices dedicated to providing services to students of color.Design/methodology/approachA survey research method was used to gather demographic information about students affiliated with one of four “cultural centers” at Washington State University and to generate descriptive statistics regarding their patterns of information use and the degree to which they made use of library resources and services.FindingsFindings are reported in five tables describing library use by students of color as well as their preferences for targeted library programming. Survey results were used to identify a number of potential service enhancements to encourage more effective use of library and information resources by students of color.Research limitations/implicationsSurvey dissemination was limited to those students either actively affiliated with one of four cultural centers sponsored by the Office of Multicultural Student Services, or involved in the Academic Enrichment programs sponsored by that office. Survey results suggest that additional inquiry is needed into the development of substantive and sustainable partnerships between academic libraries and student services offices dedicated to providing services to students of color.Practical implicationsProvides a number of discrete approaches to providing more effective library resources and services to students of color within the framework both of liaison with academic departments and of co‐curricular service frameworks.Originality/valueBuilds a framework for service‐based liaison with student communities of color that transcends the familiar discussions related to building library collections that reflect the history and experience of racial and ethnic minority groups. Insight into minority student use of libraries and into avenues for collaboration with multicultural student service programs may be useful to librarians on any college campus with a well‐defined framework for minority student services.
Using rubrics to assess information literacy
Authors: Knight Lorrie A. 
Published: January 2007

PurposeThe purpose of this paper is to report the results of an assessment study of undergraduate students' achievement of information literacy learning outcomes in a first‐year research and writing course.Design/methodology/approachThe object of the assessment was a group of bibliographies compiled by the students. The librarian and other faculty members created a scoring rubric based on course learning objectives and the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education. The rubric was used to score the bibliographies to determine the students' levels of mastery of the objectives, their use of library‐licensed vs freely available web sources, and differences among the classroom learning environments.FindingsThe paper finds that students' academic work is a useful gauge of their achievement of information literacy‐based learning outcomes. A rubric is a valuable assessment tool that provides a reliable and objective method for analysis and comparison.Research limitations/implicationsResearch in assessment offers libraries the opportunity to measure their contribution to the educational missions of their institutions. As there is no “one size fits all” in assessment, it is important to explore and publish a variety of assessment approaches to expand this area of knowledge.Practical implicationsThe results of this study led to certain changes in the library's delivery of instruction. Dissemination of the results may also prompt more widespread acceptance of the role of information literacy in higher education. Other libraries may find additional applications for this assessment approach.Originality/valueThis paper contributes to the base of empirical research about library instruction, information literacy, and assessment using the ACRL Standards. Although other information literacy rubrics exist, there is a shortage of publications that report the results of their application to student academic work.
Island time
Authors: Tag Sylvia 
Published: January 2007

PurposeThe purpose of this guest editorial is to provide an overview of the LOEX‐of‐the‐West 2006 Conference.Design/methodology/approachReview the conference, which was hosted by the University of Hawaii and held from June 8‐10 at the Fairmont Orchid Resort on the Kohala Coast of Hawaii's Big Island.FindingsThe Conference was a great success, and raised many interesting questions.Originality valueGives an overview of the LOEX‐of‐the‐West 2006 Conference, and the issues raised there.
Information Competencies Checklist: a resource for inter‐segmental collaboration
Authors: Klingberg Susan 
Published: January 2007

PurposeThe purpose of this paper is to provide a model checklist of information competencies for two‐ and four‐year colleges and universities.Design/methodology/approachThe Checklist was a collaborative project developed by a team of two‐ and four‐year librarians from the California State University and California Community Colleges.FindingsThe Checklist demonstrates that it is possible for two‐ and four‐year librarians to develop a common understanding of student information competencies and use the process to facilitate inter‐segmental cooperation.Practical implicationsThe Checklist is useful for planning information competency programs, designing effective library assignments in courses, and developing student learning outcomes throughout the curriculum.Originality/valueThe originality of the project is its collaborative nature and its success in advancing inter‐segmental cooperation in California public higher education, the largest system in the nation.
Using interactive technology to teach information literacy concepts to undergraduate students
Authors: Armstrong Annie , Georgas Helen 
Published: January 2007

PurposeThe purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.Design/methodology/approachThe tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.FindingsData from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.Originality/valueThe high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.
Encouraging students' lifelong learning through graded information literacy assignments
Authors: Brendle‐Moczuk Daniel 
Published: January 2007

PurposeThe paper seeks to argue that one of the ways librarians and library information literacy sessions can have a positive impact on students’ lifelong learning is to create and mark assignments.Design/methodology/approachIf library information literacy sessions are to have a positive impact on students' lifelong learning, it is necessary to clearly define and delineate the term “lifelong learning” into its three components of cognition, behavior and information seeking skills. The three components are not linear, but intertwine. Multiple information literacy sessions must cognitively engage students to realize they have a learning need.FindingsInformation literacy instruction librarians are often overwhelmed with requests for 50‐minute one‐shot library classes which have questionable results in regards to student learning. Instead of having a marginal impact on thousands of students per year, information literacy librarians should use their time and resources by creating graded assignments with multiple IL classes and consider abandoning the 50‐minute one‐shot sessions. However, multiple IL sessions and marking assignments will take time.Originality/valueBy creating graded assignments, information literacy instruction librarians would have a close collaborative relationship with classroom faculty to reach perhaps fewer students but have a greater impact on students' information literacy and lifelong learning.