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Asheim concluded by noting that the need for change was the thread that connected almost all discussions of library education during the decade; change was not just accepted but anticipated, encouraged, and even instigated at an increasing pace. The accompanying effect on professional education was that “… the stress in education … fell upon education-for-change rather than upon the history, the heritage, the tradition.”(1975, p. 178) Wisely, perhaps, Asheim declined to predict whether or not this particular stress on change would continue, but he did raise the possibility of a respite, a period when change would be placed to the side in favor of reaction and retrenchment. Thirty years later his words sound almost wistful:The next few years may be a period of synthesis following the antithesis of the past decade—not a complete return to an earlier and more leisurely past, but not so violent a wrench as was feared by some, and sought by others (1975, p. 178).

This chapter evaluates the readiness of the higher education system to contribute to the competitiveness of African countries in the knowledge economy. Using institutions of higher learning in Kenya and Uganda as case studies, the study demonstrates that the higher education system in Africa is ill-equipped to fulfill the role of knowledge production for the advancement of African economies. The chapter proposed promising ways through which higher education in the region can play a more fulfilling role to the global knowledge economy through the formation of relevant skills for the growth of African economies. In an era where knowledge assets are accorded more importance than capital and labor assets, and where the economy relies on knowledge as the key engine of economic growth, this chapter argues that higher education institutions in Africa can assist in tackling the continent’s challenges through research in knowledge creation, dissemination, and utilization for improved productivity. These institutions need to engage in design-driven innovation in the emerging knowledge economy. To enhance their contributions toward human capital development and knowledge-intensive economies in the region, it is imperative to employ public-private initiatives to bridge and address various challenges and gaps facing universities and research institutions in Africa.

The overrepresentation and lack of academic success for Black male athletes on college campuses are problems that warrant attention in the 21st century. A recent report from the University of Pennsylvania shows that over the four-year period between 2007 and 2010, Black males were overrepresented in college sports (Harper, Williams, & Blackman, 2013), a startling reality considering that Black males are severely underrepresented in the general student body. Further complicating matters is the fact that Black male student-athletes do not graduate from college at rates comparable to their peers (Harper et al., 2013). Focused primarily on the experiences of Division I Black male student-athletes, this chapter begins with an overview of literature relevant to successful academic support programs. The authors also present an overview of best practices for advising African American male student-athletes, derived from athletic departments with a demonstrated record of academic success for Black males.

This article examines the implementation of the Insider Dealing Directive, the aim of which is European harmonisation in the UK and in Germany, two European countries with completely different backgrounds on this issue.

The aim of this case study is to present one library's experiences consulting with a usability expert during the design and implementation phases of a new academic library website and the lessons learned during the process.

The library staff worked with the consultant so that he understood the work of the librarians and goals for the website. Together the consultant and library staff developed a series of tests to measure the usability of the site. The librarians implemented the tests, gradually taking the leadership role in the process.

The study confirms the value of usability testing as a tool to bring to light some of the ambiguities and complexities of a library website for users. The study demonstrates that librarians have developed an expertise and knowledge base that transfers well to the evaluation of websites and online resources. The experience of the University of Michigan AAE Library reveals that usability testing should be an ongoing exercise so that the website remains relevant to the users.

This study advises librarians of the value of testing and that, on the one hand, test results confirm what one imagines about the users' experiences, but on the other hand they reveal the unexpected strategies and understandings of the users.

This case study provides a useful example of the value of working with a usability expert, a discussion of what to expect during the process, and advice about the role of the librarian in such an endeavor.

Reports on the September 2004 conference "Learning beyond the classroom: envisioning the information commons’ future" held at the University of Southern California. The two‐day event overlapped USC’s 7th annual conference on Teaching and learning with technology (TLT), giving both librarians and faculty a unique opportunity to explore the collaborative agenda presented by new academic technologies.

To report on the 2004 EDUCAUSE Conference held in October in Denver, Colorado.

Provides a review of some of the events of the conference.

EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. The programs were designed to help participants tackle current issues and prepare them for future challenges. The conference focused on the theme “IT From a Higher Vantage Point,” and the program included pre‐conference seminars; track sessions; poster sessions; small group meetings; and corporate exhibits, presentations, and workshops.

A conference report of interest to information management professionals, especially those involved with higher education.