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The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.

At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.

Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.

Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.

The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.

This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.

While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

This paper aims to develop an empirical model that examines whether a student’s proactive personality or the university support environment (education support, concept development support and business development support) affects their entrepreneurial intentions. Additionally, the relative strengths of a student’s proactive personality and the university environment influences are compared.

A total of 141 students attending a well-established and internationally renowned Malaysian higher education institution completed a questionnaire survey. Results were based on correlation and regression analysis.

Results indicate that a proactive personality and concept development support have significant impact on students’ entrepreneurial intentions. Additionally, the results showed that a student’s proactive personality had a greater effect on their entrepreneurial intentions than that of the university support environment.

The paper demonstrates one of the few attempts to examine the effects of both a proactive personality and university support environment on entrepreneurial intentions in an emerging economy context. Specifically, we reconfirm students’ personality traits as a more important predictor of their entrepreneurial intentions than environmental factors in the Malaysian context. Additionally, by also demonstrating concept development support as a significant predictor of entrepreneurial intentions, we provide new insights into how universities in emerging economies can foster the entrepreneurial intentions of their students. This result adds to the academic literature on entrepreneurial intentions in emerging economies.

The purpose of this paper is to investigate whether there was a relationship between commitment and the behaviour of organizational citizenship among bank employees.

This paper is based on the outcomes of a doctoral dissertation, which was a case study combining a mix methodology. The results validated the conceptual model proposed by the researcher and answered the research questions. Measurement instruments used include the organizational citizenship scale and the organizational commitment scale, developed and validated by Rosario et al. (2004).

The paper finds that there is a positive correlation between the organizational commitment and the indicators of organizational citizenship behaviour and civic virtue, courtesy and altruism dimensions shown by the employees. The dimensions of affective and moral commitment had the strongest correlation with the civic virtue dimension of organizational citizenship.

Sample consist only of private banking employees.

The organizations should support the affective and moral commitment in their personnel in order to develop strong citizenship behaviour.

The organizational commitment with demonstrations of citizenship behaviour, civic virtue, and courtesy and altruism dimensions may impact the organization and the community creating a good base to improve the quality of life.

This is the first attempt to study the relationship between organizational commitments and organizational citizenship behaviour in a sample of private banking employees in Puerto Rico.

The purpose of this paper is to examine the relationship between organizational commitment and organizational citizenship behaviour (OCB) among local government civil servants.

This paper adopts a cross-sectional survey research design with a response of 239 civil servants in the local government sector; data was collected using a questionnaire and quantitative approaches were used in analysis.

The findings reveal that there is a significant positive relationship between organizational commitment and organizational citizenship behaviour. The predictive power of organizational commitment on OCB is, however, lower than other similar studies in extant literature. Despite being significant, the coefficient of determination in the final model was very low raising thoughtful concerns hence recommendation for further analytical studies in the local government context in the African setting.

The results in this study cannot be without limitations. The authors take a note of the sector that the authors studied, i.e., local governments, in which the authors may not have contextualized the concepts very well and had challenges of interpretation by the respondents. The authors were also limited by the lack of context-specific literature to underpin our discussion. The paper is also limited by the narrow scope of one region in Uganda and thus generalizability to the African level may be done with caution.

This study provides important implications to policy, practice and research. While policies provide for expected efficiencies and productivity, the authors note that an environment in which these are to be achieved is important when it promotes OCB. Policy makers should bear in mind behavioural elements for affective, normative and continuance commitment.

This study contributes to the body of knowledge by finding further support for the relationship between organizational commitment and OCB, and advances a likely debate that among local government civil servants in a developing country context the predictive power could be very low. This possibly explains the efficiency gaps at this level of state governance.

The purpose of this study is to conceptually and empirically verify the meaning of the food construct, while adapting and validating the Meaning of Food in Life Questionnaire proposed by Arbit et al. (2017) into Spanish and comparing groups with specific and non-specific eating patterns in relation to the meaning of food.

Confirmatory factor analysis and multivariate analysis involving groups with specific and non-specific eating patterns.

Results show that the adapted version of the scale retained the five food meaning factors, although four items from the original version had to be removed. Multivariate analyses of variance show that there are significant differences in the moral and sacred factors of food meaning when comparing people with specific and non-specific eating patterns. Significant differences in the moral, sacred and social factors were found when comparing between people with a specific diet, vegans/vegetarians and people who do not consume gluten/lactose or are on a diet.

Differences in the meanings attributed to food can be observed among the different ways people eat. This could have implications on ethics, sustainability and well-being by considering the characteristics of the five factors of food meaning.

This study suggests that food meaning is a complex and rational process, where eating patterns play a key role in the attribution of meaning.

The paper aims to determine whether people with different eating patterns, specifically meat-free diets, engage in other types of eco-friendly behaviours and whether the meanings attributed to food allow for a better understanding of this relationship.

Data were collected between 2019 and 2020, on the island of Tenerife, Canary Islands, Spain. Different instruments were used: The meaning of food in life questionnaire (MFLQ; Arbit et al., 2017); the dietarian identity questionnaire (DIQ; Rosenfeld and Burrow, 2018) and the frugal behaviour scale (Muiños et al., 2015) and two items were used to identify the frequency with which participants purchased ecological or second-hand products. The final sample consisted of 202 participants who ate a vegan, vegetarian or omnivorous diet. Spearman's Correlations were performed and the Kruskal–Wallis statistical test was used.

People with a vegan or vegetarian diet purchased ecological (p ≤ 0.001) and second-hand products (p = 0.006) more frequently compared to omnivores. Furthermore, the meanings attributed to food, specifically the moral, sacred and health meanings, were related to differences in eating patterns (p ≤ 0.001), while also being related to some eco-friendly purchase and consumption behaviours. Lastly, frugal behaviour was only found to be related to the health factor of meaning in food (rs = 0.27).

The measurement used to evaluate the purchase of ecological and second-hand products is very simple/the role of the meaning of food in guiding more eco-friendly behaviours and promoting less ecologically impactful eating patterns.

The study provides valuable information on how vegan, vegetarian and omnivorous diets relate to eco-friendly behaviours.

The purpose of this article is to investigate if and how social capital offline – stemming from face-to-face interactions – and social capital online – stemming from social digital media – can influence early-stage entrepreneurs, i.e. ventures with up to 42 months of existence.

The authors used herein a qualitative research approach. The method used was the case study. The authors investigated three early-stage entrepreneurs in order to achieve the objective of the paper. These entrepreneurs are both the unit of analysis and the unit of observation.

The outcomes of this research indicate (1) the combined importance of social capital offline and online; (2) the different performance of the two different types of social capital (they seem to operate in relatively distinct ways) and (3) the existence of recursiveness between resources stemming from the two social spheres (offline and online).

As research limitations, the authors point out the following: (1) the use of semistructured interviews as the only data collection instrument; (2) the limitation of the outcomes to entrepreneurs only (3) the absence of information on the performance of the business ventures; the focus of the paper was only on establishing causality between social capital offline and online and entrepreneurial performance.

This paper provides important research contributions. Initially, the paper presents a range of offline and online variables, which can be used in further research. At the same time, the paper emphasizes the combined impact of social capital offline and online, expanding the literature related to entrepreneurship. Moreover, this study proposes the creation of an integrative model. Finally, the authors point out the need for new theoretical and empirical studies on the subject, which still presents a gap in the literature.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.