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This paper aims to investigate the kinds of resources used by students at the University of the West Indies Mona Campus, to start their research and to find out their perception of the quality of the resources they use.

A survey was distributed manually to undergraduates, and the responses were collated and analysed using Excel software.

The findings revealed that Google was the resource most likely to be used by respondents to start their research, and the resource least used was the librarian (ask a librarian).

This represents original research for the Mona Campus. It is important in helping the library to understand an aspect of the research habits and preferences of the undergraduate community it serves and will help the library in further decision-making, as it seeks to build awareness among the undergraduate population, of the library resources available to them.

The purpose of this paper is to investigate the prevalence of patron aggressive behaviour toward library staff at the Main Library of the University of the West Indies, Mona Campus, and also to determine the causes of this kind of behaviour. The paper also aims to suggest solutions for tackling this problem.

A survey was conducted among those staff members who regularly interface with the library's clientele. A total of 40 questionnaires was sent to various categories of staff at the Main Library at the University of the West Indies (UWI) Mona Campus. A total of 35 staff members responded.

Verbal abuse was the most prevalent form of aggressive behaviour towards library staff. Over 50 per cent of the respondents were concerned about the aggressive behaviour of library patrons. A common reason given for aggressive behaviour included: general frustration with the library; not being able to locate needed material; and being unable to borrow material from the library. The majority of the respondents had not received any kind of training in dealing with aggressive library patrons and indicated the need for this kind of training. Over 90 per cent were unaware of the existence of a library policy regarding patron aggressive behaviour.

It is suggested that further research be conducted to determine some of the causes of aggressive behaviour from the perspective of library patrons.

Libraries need to have clear policies regarding patron aggression. A breakdown in library procedures and systems can be a potential source of frustration and conflict.

This paper is a valuable contribution to this small body of scholarship. It examines some of the issues intrinsic to the academic life of the student as well as some of the factors inherent in the library operations that can cause some of the conflict that is often experienced in the academic library.

Organizational Bases of Power and Personal Bases of Power refer to distinct types of power that when applied can influence perceptions, attitudes, behaviors, and performance, changing organizational culture, outcomes, and overall effectiveness. Perceptions of Organizational Bases of Power and Personal Bases of Power were assessed by online survey of 52 higher education faculty and administrators from institutions in more than 16 countries using the Human Synergistics International Organizational Effectiveness Inventory® (OEI^®). Results revealed that total mean scores were less desirable than established Constructive benchmarks (derived from corporations with constructive cultures) for both measures and were below the 50th percentile (historical average from normative data) for Personal Bases of Power. Interestingly, subgroup analysis revealed that perceptions of Organizational Bases of Power were more favorable than the Constructive Benchmark among females (vs males), faculty (vs administrators), and public not-for-profits. Perceptions of Personal Bases of Power were better than the 50th percentile among females (vs males), administrators (vs faculty), and for-profit institutions. Observed trends for perceptual discrepancies between genders, professional roles, and business models are analyzed in the context of worldviews and values. Recommendations are presented for modifying the use of personal expert, referent, and exchange powers and organizational legitimate (position), reward, and coercive powers in alignment with the ideal values of higher education institutions seeking to improve their outcomes by moving their organizational cultures toward constructive styles.

The value of allowing children to experience frequently the sheer pleasure of good children's literature has long been acknowledged. For at least the past twenty‐five years, educational researchers and faculty members in schools of education and library science have advocated the use of children's literature in the elementary school curriculum.

The process of knowledge creation is recognized as an essential process for organizational learning and innovation. Creating knowledge to solve the problems and complexities of today's world is like opening a black box. Hence, the higher education system and universities are exploring ways to overcome the complexities and cope with global changes. In this regard, interdisciplinary collaborations and activities are crucial in creating knowledge and innovation to counter these changes. This study aimed to know the experiences of Shiraz university interdisciplinary researchers in the field of humanities and also design and explain the conceptual model of knowledge creation in interdisciplinary research teams in the field of humanities.

In this qualitative research, grounded theory was implemented based on Strauss and Corbin's systematic approach. The sampling method was purposeful, and the participants included sixteen faculty members of shiraz university who had at least one experience of performing an interdisciplinary activity in one of the humanities fields. The first participant was selected as a pilot, and the rest were selected by snowball sampling. Semi-structured interviews were also used to collect data and continued until theoretical saturation was attained. After collecting the available information and interviewing the people, the data were organized and analyzed in three stages, open coding, axial coding, and selective coding, using the proposed framework of Strauss and Corbin. Finally, the researcher reached a final and meaningful categorization.

In this research, the results were presented as a paradigm model of knowledge creation in the interdisciplinary research teams in the field of humanities. The paradigm model of the study consists of causal factors (internal and external factors), main categories (specialized competencies, scientific discourse, understanding of knowledge domains), strategies (structuring and synchronizing), context (individual and organizational), interfering factors (leadership, industry, and society), and consequences (individual and group achievement).

The present study aimed to explore the experiences of researchers in the interdisciplinary humanities research teams on knowledge creation in qualitative research. The study used Strauss and Corbin's systematic approach to recognize the causal factors of knowledge creation and the contexts. Discovering the main category of knowledge creation in interdisciplinary research teams, the authors analyze the strategies and consequences of knowledge creation.