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This empirical study addresses the research question: What is relative importance of various transformational leadership behaviors at different hierarchical levels within an organization? The results showed followers rated the importance of transformational leadership behaviors higher at the lowest organizational level.

The purpose of this paper is to apply an existing self‐leadership theory to goal‐setting theory in order to propose a mechanism to enhance the effectiveness of individual goal performance. An integral part of self‐leadership is the concept of thought self‐leadership (TSL). This perspective suggests that individuals can influence themselves by utilizing specific cognitive strategies. This article develops a cognitive explanation of how TSL can enhance individual goal performance.

Discusses the nature of diversity in the work environment and its impact on performance. Examines how organizations have attempted to create an atmosphere in which diverse groups can flourish. Proposes an alternative form of training to help all employees cope with the challenges of a diverse workplace. Suggests that thought self‐leadership is a process which can assist employees in accomplishing goals of wellbeing and high performance. This self‐regulatory form of leadership is built on the premiss that one’s mind has a powerful influence over not just thoughts, but feelings and actions as well. Concludes that thought self‐leadership can be used as a tool to help all employees cope with an ever‐changing work environment and to focus on the positive aspects of a diverse workforce.

The concept of “Thought Self‐Leadership” involves individual self‐influence through cognitive strategies that focus on self‐dialogue, mental imagery, beliefs and assumptions, and thought patterns. A plethora of studies from various fields including management, counseling psychology, sports psychology, education, and communication, address the effect of these Thought Self‐Leadership cognitive strategies on cognitions and behaviors. This research provides consistent support for the relationship between constructive self‐leadership of these cognitive processes and enhanced performance. The application of these cognitive strategies to the entrepreneurship domain, however, is sparse. We propose that the application of these principles to the entrepreneurial process offers the potential to enhance individual performance and mental states for both practicing and aspiring entrepreneurs. Propositions derived from the proposed framework are developed to serve as catalysts for empirically testing the applicability of Thought Self‐Leadership to the entrepreneurship context.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The information and communication technologies have made it progressively practical for employees to remain associated with work, even when they are not in the workplace. However, prior studies have provided very little understanding of the implications for the deviant behavior aspect. The current study aims to investigate the association between after-hours work-related technology usage and interpersonal, organizational and nonwork deviance through psychological transition, interruption overload and task closure. The authors draw upon the theory of conservation of resource (COR) to examine the research model.

The primary data for the study has been collected in two waves from the sample of 318 employees who were working in diverse organizations in the Anhui province of the People's Republic of China for empirical testing of the authors’ research model.

This study's findings have revealed the positive association of after-hour work-related technology use with individuals' deviance in its entire three forms through psychological transition and interruption overload and have negative associations with all forms of deviance through task closure.

The significant contribution of this study is in the literature on technology use and employee outcomes, by identifying the consequences of technology use in both work (interpersonal deviance and organizational deviance) and outside work domain (nonwork deviance) and exploring the underlying mechanisms for these relationships in detail. To the best of the authors’ knowledge, this study is the first of its kind that investigates a relationship between after-hours technology use and all three kinds of deviance while exploring both the positive and negative perspectives in one study.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The purpose of this paper is to study the perceived relationship between corporate social responsibility (CSR) and corporate effectiveness (CE) amongst undergraduate and post-graduate students in India and Mauritius. The paper explores the differences in perception of CSR and CE w.r.t profitability, long-term success and short-term success between the different student groups.

This paper explores past studies done by researchers and practitioners and uses a survey method for data collection amongst students in India and Mauritius.

Set in the context of current ethical and business challenges facing business leaders, the paper provides insights and recommendations on the perceived relationship between CSR and CE. Recommendations have been provided for leveraging the perception of CSR amongst students as they aspire to become future business leaders.

Researchers and practitioners are encouraged to explore and test the proposals further in different contexts and countries.

The paper suggests that the research reinforces the relationship between CSR and CE in the context of business and current student perception globally.

Management students are future managers and the study of their perception towards social responsibility has a lot of bearing on their future decision making with respect to these issues.

This paper highlights the different student views on CSR and CE in India and Mauritius and will encourage future researchers and organizations to further expand on this perception.

THOMAS Carlyle's personal crusade for the opening of a lending library in London and his enlisting for the support of that cause influential and wealthy patrons such as Lord Clarendon, Bulwer‐Lytton, Lord Lyttelton, Dean Milman, Lord Houghton, W. E. Gladstone, Sir G. Cornewall Lewis, Henry Hallam—amongst a host of other now forgotten early Victorian luminaries—is well documented. According to Robert Harrison's Preface to the 1888 fifth edition of the Catalogue of the London Library, it opened on 3 May 1841 “with a collection of about 3,000 volumes, which, by the following March, when the first Catalogue was published, had increased to 13,000” (p.viii). The Library was declared formally open on 24 May 1841 using a hired hall in Pall Mall. There were 500 members. In April 1845 the Library moved to its present location in St. James's Square.