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The purpose of this paper is to enable improvers to use recent knowledge from implementation science to carry out improvement changes more effectively. It also highlights the importance of converting research findings into practical tools and guidance for improvers so as to make research easier to apply in practice.

This study provides an illustration of how a quality improvement (QI) team project can make use of recent findings from implementation research so as to make their improvement changes more effective and sustainable. The guidance is based on a review and synthesis of improvement and implementation methods.

The paper illustrates how research can help a quality project team in the phases of problem definition and preparation, in design and planning, in implementation, and in sustaining and spreading a QI. Examples of the use of different ideas and methods are cited where they exist.

The example is illustrative and there is little limited experimental evidence of whether using all the steps and tools in the one approach proposed do enable a quality team to be more effective. Evidence supporting individual guidance proposals is cited where it exists.

If the steps proposed and illustrated in the paper were followed, it is possible that quality projects could avoid waste by ensuring the conditions they need for success are in place, and sustain and spread improvement changes more effectively.

More patients could benefit more quickly from more effective implementation of proven interventions.

The paper is the first to describe how improvement and implementation science can be combined in a tangible way that practical improvers can use in their projects. It shows how QI project teams can take advantage of recent advances in improvement and implementation science to make their work more effective and sustainable.

The purpose of this paper is to provide evidence based guidance to researchers and practice personnel about forming and carrying out effective research partnerships.

A review of the literature, interviews and discussions with colleagues in both research and practice roles, and a review of the authors' personal experiences as researchers in partnership research.

Partnership research is, in some respects, a distinct “approach” to research, but there are many different versions. An analysis of research publications and of their research experience led the authors to develop a framework for planning and assessing the partnership research process, which includes defining expected outcomes for the partners, their roles, and steps in the research process.

This review and analysis provides guidance that may reduce commonly-reported misunderstandings and help to plan more successful partnerships and projects. It also identifies future research which is needed to define more precisely the questions and purposes for which partnership research is most appropriate, and methods and designs for specific types of partnership research.

As more research moves towards increased participation of practitioners and patients in the research process, more precise and differentiated understanding of the different partnership approaches is required, and when each is most suitable. This article describes research approaches that have the potential to reduce “the research-practice gap”. It gives evidence- and experience-based guidance for choosing and establishing a partnership research process, so as to improve partnership relationship-building and more actionable research.

In this paper, the authors propose a new lens to examine international humanitarian organizations' responsibilities in the context of project closure, what authors call “an ethics of the temporary”. The authors offer this as an orienting ethical ideal to facilitate the moral imagination of humanitarian planners, practitioners and stakeholders.

The authors drew on recent philosophical work on responsibilities for global justice to analyze an ethical concern inherent to humanitarian practice, the proper scope of responsibility in the context of closure of humanitarian projects.

The ethics of the temporary includes four elements: situating humanitarian action temporally with attention to the past and how it shapes a current crisis and crisis response, focusing attention on anticipating and seeking to mitigate potential harm, promoting sustainability and greater equity going forward and emphasizing inclusive, collaborative approaches. The authors propose a set of questions that can foster discussion and reflection about the scope of humanitarian responsibilities at project closure.

Although the authors' work is primarily conceptual, it has many practical implications for humanitarian policy and practice. It can support critical reflection and offers a process for considering the scope of responsibility at project closure and decisions around how to close a given intervention in a manner that avoids causing harm and advances equity.

Very little work has been done on ethical closure of humanitarian projects. Most literature offers critiques. This essay contributes a new approach to closure, the ethical ideal and practice of an ethics of the temporary.

This study aims to test the propositions of socialization resources theory, specifically focusing on social capital resources and their prediction of proximal (relational learning) and distal (job satisfaction and intent to quit) outcomes. The authors include the job design characteristic of job autonomy as a moderator of these associations.

Cheung et al.’s (2021) four-step SEM procedure was used to test our mediation, moderation and moderated mediation hypotheses. The sample consisted of newcomers (N = 175) measured at two time points.

The results support the proposed model. Relational learning mediates the associations between social capital resources and outcomes; the utility of these social capital resources is stronger when job autonomy is lower.

Organizations can use social capital resources to reduce newcomers' uncertainty during socialization, facilitating learning and positive outcomes. Organizations should also carefully consider the amount of job autonomy they grant to newcomers, as too much can be detrimental.

Despite the acknowledged importance of workplace resources and relationships, few studies have focused on social resources provided during socialization. Moreover, job design is rarely included in socialization research, despite its influence on workplace processes. Thus, this study provides information about two novel areas of investigation: socially-oriented socialization resources and the impact of job autonomy.

This article investigates the most appropriate accounting treatment for expensing the fair value of employee share options (ESOs) in financial statements. The debate centres around whether the grant date or the exercise date is the most appropriate date for determining the value at which the ESOs are eventually accrued within the financial statements. After examining accounting models for each of the above measurement dates, the article concludes that exercise date accounting best reflects the economic substance of the ESO transaction. Therefore, the IASB should consider revising its definition of equity to encompass only existing shareholders, leaving all other financial obligations to be classified as liabilities.

This study aims to understand how to develop, support and utilize professional learning community (PLCs) to build organizational capacity to support teacher learning and collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take to create an authentic, sustainable PLC.

We employed a multicase study approach at three school sites within the same district. Our research was guided by the following questions: (1) How are learning communities developed and sustained in school settings?; (2) What is the role of administrators in cultivating learning communities?; and (3) What factors contribute to and hinder the success of learning communities?

Despite being in the same school district, the three schools’ PLCs operated differently. The schools displayed characteristics of PLCs, with minimal implementation of all components. Developing a professional learning community at all three sites began with implementing structural factors and mandating specific activities such as weekly grade-level planning. Social factors were much more complex to control by administration, affecting the fidelity of learning and collaboration within the PLCs.

Although the literature highlights the importance of leadership in creating a PLC, there is little research that supports specific actions leaders can take to create an authentic, sustainable community of practice. In addition, there is limited literature supporting how administrators use PLCs to build organizational capacity and support teacher learning. Our study contributes to building the empirical knowledge base related to these two areas.

Higher education institutions increasingly have gained momentum in integrating sustainability into university curricula. The purpose of this paper is to elucidate the approval, implementation and management process of the new university-wide, general education requirement in sustainability at the University of Vermont (UVM). The intent is to provide a case study to inform other institutions seeking to create similar university-wide sustainability requirements.

The authors applied a process framework focused on institutional dynamics and values to analyze UVM’s success in instituting a sustainability requirement across the curriculum. These two frameworks can provide a more general application of this case study to other institutional contexts.

The case study suggests that in the context of a diverse disciplinary and administrative environment at a university, the strategic unfolding, approval and implementation of UVM’s university-wide, general education sustainability requirement can provide a general model for other universities seeking to embed sustainability across the curriculum.

It is uncommon for research universities with multiple professional schools to offer a university-wide requirement in sustainability. This case study analyzes the creation of a sustainability requirement at UVM by using a process framework to organize the complex, multi-stakeholder activities and events that eventually resulted in a successful curricular change. Thus, it is potentially instructive for institutions seeking to integrate a learning outcomes-based sustainability requirement into a university curriculum because it is generalizable to other institutions and pushes forward our understanding of institutional change.

The purpose of this study is to introduce the homophone emotional interest superiority effect in phonological, or sound-based, priming, whereby pseudohomophone brand names (i.e. non-words that are pronounced identically to English words, for example, Bie) prime brand meaning associated with the member of the homophone pair that is emotionally interesting (i.e. Bie will be prime brand avoidance (purchase) when consumers are emotionally interested in the homophone bye [buy]).

Studies 1 and 2 examine the effect of homophone emotional interest on brand judgements and behaviours. Study 3 investigates the role of boredom with the brand name in attenuating the homophone emotional interest superiority effect.

Findings indicate that pseudohomophone brand names prime brand judgements and behaviours associated with the word from the homophone pair that evokes emotional interest. Study 2 provides further evidence of homophone emotional interest as the process influencing brand judgements and behaviours. Study 3 establishes that the effect of pseudohomophone brand names on brand judgements weaken when boredom with the brand name is induced.

This study is limited, as it focuses only on fictitious brands and methodologically creates boredom in a way in which may not be typical of what would be experienced in the real world.

This study has important implications for brand managers in the development of new brand names and in prioritising the intended homophone pair from a pseudohomophone brand name to influence consumer judgements and behaviours.

This study introduces and provides evidence of a homophone emotional interest superiority effect. This study also identifies a condition under which the homophone emotional interest superiority effect is attenuated.

This paper aims to determine if the digital humanities technique of topic modeling would reveal interesting patterns in a corpus of library-themed literature focused on the future of libraries and pioneer a collaboration model in librarian-led digital humanities projects. By developing the project, librarians learned how to better support digital humanities by actually doing digital humanities, as well as gaining insight on the variety of approaches taken by researchers and commenters to the idea of the future of libraries.

The researchers collected a corpus of over 150 texts (articles, blog posts, book chapters, websites, etc.) that all addressed the future of the library. They ran several instances of latent Dirichlet allocation style topic modeling on the corpus using the programming language R. Once they produced a run in which the topics were cohesive and discrete, they produced word-clouds of the words associated with each topic, visualized topics through time and examined in detail the top five documents associated with each topic.

The research project provided an effective way for librarians to gain practical experience in digital humanities and develop a greater understanding of collaborative workflows in digital humanities. By examining a corpus of library-themed literature, the researchers gained new insight into how the profession grapples with the idea of the future and an appreciation for topic modeling as a form of literature review.

Topic modeling a future-themed corpus of library literature is a unique research project and provides a way to support collaboration between library faculty and researchers from outside the library.

The purpose of this paper is to show how both the presentation and limitation of visual choices in massively multiplayer online role‐playing games (MMORPG) avatar creation interfaces tends to exclude or favor different real life social groups.

A novel method combining both quantitative and critical analysis of the syntagmatic‐paradigmatic structure of MMORPG avatar creation interfaces is used to inform the findings of this study.

This study concludes that as cultural interfaces, current fantasy themed MMORPGs remediate socially exclusive values both from fantasy literature and from their own game lore. The socially exclusive values deal largely with extreme and immutable racial and sexual dimorphism.

Interfaces which present users with color palettes and/or smooth slider‐based body modifiers do not lend themselves well to this method of analysis. In addition to this, only a handful of the popular MMORPGs are analyzed within the body of this work.

This paper demonstrates that MMORPG players and designers need to be more aware about how they are constructing and embedding social values in their worlds. Avatars are critical conduits for online social dynamics and embedding socially exclusive values may transfer negative ideologies from old media to new.

This paper offers one of the earliest critiques of embedded values in avatar creation interfaces of MMORPGs. The paper aims to begin discussion on an overlooked area of now popular media that has not received any critical attention regarding its embedded messages of social inclusiveness or exclusiveness.