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The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction.

The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA).

Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set.

This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size.

It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

The purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year.

This is an interview.

Participation in campus-wide initiatives to reach transfer students improved the libraries’ image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school’s transfer population needs and dialogues with feeder school can help libraries better support their student populations.

The integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.

This paper aims to explore how incarcerated women prepare to manage the stigma of a criminal history as they look to re-enter the workforce after release from incarceration.

This paper uses a qualitative, case study research design including interviews and observations to explore the experiences and self-perceptions of incarcerated women within the context of employment.

Five themes that emerged and influenced the perception of stigma as these incarcerated women prepared for release into the labor market were career self-efficacy, the intersection of identity (women and criminal history), self-perceptions of prison identity, stigma disclosure and social support for employment.

As the management literature expands to include more diverse and marginalized populations, current understanding of theories and concepts, such as multiple identities and stigma disclosure, may operate differently as compared to traditional management samples.

Organizations can collaborate with correctional facilities to ensure that individuals with a criminal history are trained and prepared to re-enter the workplace upon release.

As employment is one of the biggest determinants of recidivism (i.e. return to incarceration) for individuals with a criminal history, organizations have the unique ability to assist in substantially decreasing the incarcerated population.

This study explores criminal history and highlights some of the nuances to consider when exploring an understudied and marginalized population, such as women with a criminal history.

This chapter explores the episodes of Doctor Who featuring the Weeping Angels, in order to explore how their femininity impacts their monstrosity. Other (male) monsters in Doctor Who kill the victims outright: Daleks exterminate their victims and Cybermen upgrade (essentially extracting all of their humanity, turning them into mindless robots) their victims. The only reoccurring feminine monsters, the Weeping Angels, do not kill anyone. They don’t take away their humanity; they simply transport them to another time. They live out their entire lives in this new time, unharmed beyond the inconvenience of temporal displacement.

The Weeping Angels could be analysed as a reversal of Barbara Creed’s monstrous feminine (1993); as their femininity makes them more human and more compassionate instead of more monstrous. They also could be thought of in terms of feminist ethics à la Nel Noddings’ feminist approach to care. In this chapter, I will argue that though traditionally villainous women are made monstrous via their femininity; in the case of the Weeping Angels, their femininity gives them a sense of humanity and compassion, thus making them less monstrous.

This metasynthesis aims to build a theory on the concept of innovation ecosystem from the state of the art of qualitative case studies available in indexed scientific production using interpretive synthesis (Hoon, 2013).

This research was conducted by the postulates of the metasynthesis method (Hoon, 2013) to generate theory from qualitative case studies. The authors retrieved 77 research papers from databases, of which 6 were used for synthesis purposes. Each selected research paper reported one or more cases, which were analyzed separately. At the final stage, a data synthesis was structured and the cases were crossed, which allowed the development of a schematic representation and a theoretical construction of the innovation ecosystem concept. The approach used in this research is a metatheoretical assumption from economics and management and ecology to explore the theoretical gap in the concept of innovation ecosystems.

There is not yet a conceptual consensus on the term, which sometimes leads researchers to address partial or complementary concepts. The analysis identified constitutive elements of an innovation ecosystem that lead to structuring a framework of organic and dynamic interrelationships that a given organization has with various external organizations, allowing the creation of innovative products in a faster way.

This paper helps scholars and researchers consider a new metatheoretical perspective to analyze dynamics, constitutive elements and multilevels of an innovation ecosystem.

For practitioners, this paper sheds lights on the importance of recognizing a systemic consideration of innovation ecosystems that falls in global relationships, industry dynamics and identification of main global–local actors/enablers to produce innovations internally at a given organization.

The novelty of this paper lies in a more delineated definition and a schematic representation of an innovation ecosystem based on a global–local perspective of product creation and manufacturing and interactions that a given company has, regardless of the geographical location of its dispersed strategic partners.

Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development.

Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed.

This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap.

This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers.

Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible.

A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing.

En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna.

Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing.

鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。

通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。

本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。

本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。