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This paper aims to investigate the phenomenology behind how an idea stock market created employee engagement of 80 per cent+ within the largest telecom company in Portugal. More importantly, this case study investigates the results created using this system, and whether the “investment/betting” process yielded successful and replicable results.

This critical review took the form of an exploratory-grounded theory study. Initial conversations led to creation of questionnaires regarding the internal workings of Sonaecom’s idea market, implementation methods, incentive structures, necessary cultural adjustments, system outcomes and topics related to idea screening, types of users, herd behavior, idea storage, diffusion, implementation and perceptions of the idea market and its success.

The idea market produced engagement outcomes nearly twice that of standard industry engagement methodologies and showed promise for increasing corporate innovation outcomes.

This study was limited to a single idea market within one company. As such, the conclusions from the study are limited in their generalizability to other companies implementing idea markets.

Because the challenges faced by Sonaecom are the same challenges faced by any company implementing an idea market, the findings from the study have important practical implications for any organization implementing an idea market.

There are behavioral, psychological and leadership implications for organizations implementing an idea market.

Based on a thorough literature review, no other study has been made of Sonaecom’s Idea Market system, nor has a study of this depth and breadth been completed with any idea market system. The findings of the study have broad implications for any organization seeking to implement an idea management system.

This is not an advertisement for a conference; it is serious analysis and critique of a new product development and innovation conference from a learning perspective to determine if one could ‘learn new product development and innovation in a conference setting. The author attended the product innovation management annual conference in Orlando in October 2012 [1, 2] and audited the academic forum, workshop series, and general conference sessions with special attention paid to the format and content. Participant's ratings of "value" and "the amount they learned" were captured from "beginners" and "experts". The results show that individuals who prefer learning through auditory and reading/writing reported, "absorbing" the most; while kinesthetic learners and those who required all inputs (auditory, visual, written/reading, and kinesthetic) wanted a greater variety of formats namely more exercises, demonstrations, case examples, and videos examples. The author tentatively concluded that "yes" one can learn NPD and innovation practices effectively at a conference setting where content and quality of materials and speakers are high. Importantly, the content quality appears to be highly dependent on the conference organizer's depth of knowledge in the topic areas. Suggested improvements to future conferences to help individuals learn more would include providing handouts and summaries after each session for the read/write learners, to increase the number of charts, graphs, diagrams, and videos for visual learners, and to increase the Q&A time allotments and included moderated discussions sessions for auditory/ learners.

Companies in developed countries have clearly benefited from university-industry collaborations but emerging nations around the world have a different series of challenges and barriers to overcome in establishing strong university-industry collaborations. The following article discusses the barrier that 202 Turkish companies experienced while collaborating with local universities. Establishing trust and awareness were found to be major barriers preventing deep research collaborations. Interestingly, Turkish companies did take great advantage of universities' technical infrastructures being their equipment and laboratory facilities to test products, conduct research, and run experiments without formally collaborating, the authors term this "light collaboration." To accelerate university-industry collaborations in Turkey and other emerging nations a simple three tiered model is presented herein and is composed of: building awareness, building trust and exposure, and transitioning companies to full research projects. It is hoped that the ideas proposed herein will positively generate new concepts for grants and programs for emerging countries to support their university-industry innovation collaborations efforts.

The purpose of this paper is to seek to ascertain how many electronic resource troubleshooting LibGuides are in use and what level of support they tend to provide. LibGuides have become quite popular in academic libraries as a tool for subject and college liaison librarians to deliver library-mediated content to colleges and individual classes. Another promising area for their use is to provide electronic resource troubleshooting support to students and faculty, as well as to other library staff.

A sample of electronic resource troubleshooting LibGuides was obtained through a Google advanced search augmented by additional searches in the limited LibGuides community search utility. These LibGuides were selected according to a standard definition of troubleshooting and were analyzed for content on 36 support variables.

A relatively small number of LibGuides were located, and a thorough treatment of electronic resource access issues was present in only a limited number of the LibGuides found.

While some LibGuides may have gone undiscovered owing to an incomplete search strategy for discovery, subsequent efforts to find overlooked pages were mostly fruitless. The relatively small number of electronic resource troubleshooting LibGuides discovered coupled with their simplicity may indicate that the use of LibGuides platform in this capacity has not gained traction.

While there have been many case studies discussing the use of LibGuides as a subject and course guide platform, relatively few have explored the use of LibGuides outside of their traditional subject-focused implementation, and none have looked at LibGuides as a potential platform to aid in electronic resource access troubleshooting.