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Building on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.

Data were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.

Multiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.

There are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.

There are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.

It investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.

The purpose of this paper is to explore university students' perceptions about career development in relation to their part-time working and to examine whether students maximise opportunities arising in their part-time job in order to enhance their personal profile and career aspirations.

Semi-structured interviews were held with 20 degree students at a UK university. The interview was based around 19 questions, split into three sections: general; career and the part-time job.

The findings indicate that while students are aware that part-time work helps in developing personal skills, there is a lack of awareness on how part-time work can provide differentiation in the graduate jobs market and support long-term graduate careers. The conclusion discusses the implications of the findings suggesting greater awareness among students of how part-time work can drive work readiness and long-term career aspirations. It also recommends greater involvement of career advisors and university teaching colleagues in supporting this endeavour.

While other papers on student working have included a small element regarding careers, this paper offers originality by focussing solely on the relationship between students' part-time work and career aspirations. Moreover, most works in this area have been quantitative studies, whereas this study is qualitatively-based.

The purpose of this paper is to highlight to universities the approach of professional associations in marking large volumes of assessments.

The issues arising in marking large undergraduate modules in universities are discussed, before describing the approach typically adopted by professional associations. The benefit for universities of adopting such an approach is then examined.

The key to marking large volumes for professional associations lies in the initial standardisation meeting, on-going discussions between markers and an ability to check and if necessary stop the marking process at several points in the marking cycle, until agreement and consistency between markers are achieved.

This viewpoint paper is based on the experiences of the two authors in assessing professional business management associations, and not empirical research.

The approach described here to marking large volumes of undergraduate assessments offers a practical solution to the prevailing issues concerning consistency across teaching teams.

The application of the approach of professional associations to the issues surrounding marking large undergraduate modules offers a unique proposition for university staff to consider.

The purpose of this paper is to examine the factors that affect customer retention in the training services sector.

Using the customer base of a national training provider, interviews were initially carried out in order to explore attitudes, perceptions and opinions relating to the trainer‐client relationship, before a questionnaire was issued to 200 randomly selected organisations.

It is found that the role of the individual trainer is the crucial factor in retaining business clients, with quality of training delivered and the professionalism of the trainer being of utmost importance. Moreover, the relationship developed between training supplier and client is largely based upon the continuity of the trainer rather than the desire of clients to engage with relationship‐enhancing aspects such as engaging in regular dialogue with a named contact.

The paper concludes by discussing the need to develop this work by analysing different industrial segments, since training in some sectors, such as healthcare, is a mandatory requirement and may therefore have specific client demands.

Few studies on the trainer‐client relationship exist. This paper therefore has important practical implications for training providers, who may base their marketing activities on relationship enhancing endeavours.

The purpose of this research is to establish whether employers specify the requirement of CPD when recruiting managers and, in doing so, to open up the debate on the importance attached to CPD by employers.

An observational analysis was undertaken of job advertisements placed in four regional newspapers and a national online job web site over a two‐month period (August and September 2006).

From the newspaper job advertisements scrutinized none indicated CPD either directly or indirectly as a requirement for managerial jobs. Job experience (84 per cent) and personal attributes (82 per cent) were the most important requirements indicated for managerial jobs. An online national jobs web site, however, implied or specifically mentioned CPD for only five managerial posts.

Some of the job advertisements provided very scant details. The study has only taken a surface view of the posts, as opposed to a detailed reviewing of the person specification for jobs. Targeting “Managers” focused on only middle level positions and even this could have excluded some posts.

The lack of CPD evidence now challenges employers to consider the importance of CPD when preparing managerial job advertisements.

The paper highlights the gap between the value of CPD and its absence in job advertisements and discusses the impact of the findings on relevant stakeholder groups. It argues the need for employers to detail CPD implicitly or explicitly in job advertisements to enhance the quality of job applicants.

This study aims to map the current resource-sharing environment in Canada through the lens of its research libraries in general and the University of Alberta in particular. The findings present an interesting view of changing resource sharing patterns and trends.

Interlibrary loan (ILL) transaction data were compiled from annual data reported to the Canadian Association of Research Libraries (CARL) and a case study of the University of Alberta is presented.

The current trend shows declines in both borrowing and lending transactions.

Validity of the CARL ILL transactional data is subject to consistency in institutional reporting and accuracy of the data. The trends portrayed in the data are deemed realistic of the Canadian experience.

This is an original study of CARL ILL transactional data, providing an aggregated view of 13 years of annual data, and an analysis of this data. It updates previous research and benchmarks current ILL patterns at CARL institutions.

The purpose of this paper is to describe the challenges of post‐traditional, distance PhD supervision and suggest pedagogical interventions to bridge the distance. The paper investigates the skills and understandings necessary for mediating the supervisor‐supervisee dyad within faceless encounters.

Grounded in a literature review and using interview‐based narratives, the paper describes a case study investigating the needs and experiences of three part‐time, trans‐Tasman PhD students, writing practitioner‐ or practice‐led research (PLR) higher degrees by research (HDR) by artefact and exegesis.

Findings reveal the importance of proactivity, dialogue and mutual trust and the necessity of knowing which interactions, including e‐moderated supervisions and fast‐turnaround electronic communications, potentially help to bridge the gulf.

While this small‐scale study makes no major claims that results can be generalised, the results are pertinent to those involved in distance HDR supervision, particularly in PLR.

As distance supervisions become increasingly commonplace, HDR supervisors need to build best practice models from shared personal and professional understandings of effective supervisory interventions in this mode.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.

Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.

The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.

The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.

The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.

By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.

This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.