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The purpose of this paper is to set forth a conceptual model describing the actors and roles in ecosystems created to enable productive black entrepreneurship in the USA.

This paper provides a systematic literature review of entrepreneurship ecosystems. It further leverages such literature review by using an autoethnographic approach recommended by Guyotte and Kochacka (2016), drawing on the authors’ practical experience in studying, owning, educating or consulting employer businesses owned by persons of color in the USA and abroad.

Each actor in the ecosystem has practical wisdom and assets that can be shared and leveraged through interacting with the other actors either as role model institutions or capacity development institutions, thus mitigating social inequalities and boosting economic progress by extending entrepreneurial opportunities beyond those that are greatly resourced.

Our literature review is based on selected samples of relevant articles on entrepreneurship ecosystem research and ethnic minority entrepreneurship, and thus, is not exhaustive. The selection was partly influenced by the authors’ opinion of whether a given study was relevant or not to a black entrepreneurship ecosystem. There is the possibility that some relevant studies were excluded. Thus, other actors are encouraged to revise or adapt this model to inform their distinct roles and goals.

The proposed model can help actors involved in the operation or support of a black-owned business make optimal business decisions, enabling each actor to be instrumental in another’s understanding of how to facilitate the success of black American entrepreneurs and business owners and thus, deploy marketing campaigns to boost the visibility and role of each actor. These campaigns play a role in their entrepreneurial marketing efforts.

Responding to Gines and Sampson’s (2020) call, to the best of the authors’ knowledge, this paper is the first to explicitly provide a comprehensive black entrepreneurship ecosystem model that identifies the actors, roles and activities that can help black Americans address social inequalities that limit their ability to become a successful employer business. The proposed model may aid in deepening the theoretical discussion on entrepreneurial ecosystems and be of inspiration for the future works of scholars and practitioners interested in the entrepreneurship and marketing interface.

The purpose of this paper is to explore and identify the cues that shape the purchase of local retail apparel clothing brands in an emerging economy. The study further develops a conceptual framework for the cues that shape the purchase of local retail apparel clothing brands.

A focus group methodology is used for data collection from the local retail clothing consumers in Bangladesh. Data collected for this study were coded and categorized using inductive reasoning methods and similar responses were identified from a prepared data matrix. The results were presented in narrative while preserving the authenticity of participant response.

Three cues were identified that shape the purchase of local retail apparel clothing brands in Bangladesh. First, consumers buy local retail apparel clothing brands due to the product authenticity (product quality, product uniqueness, apparel fittings, apparel durability, color combination, attractive design, comfortability and reasonable price). Second, consumer cosmopolitanism (urbanization of people, migration and overseas travel, and access to cable television and international channels) positively related to the purchase of local retail apparel brands in Bangladesh. Third, consumer ethnocentrism (superiority of local made brands over imported foreign brands, moral obligation for purchasing local products and patriotism) is a contributory cue responsible for the success of local retail apparel clothing brands in Bangladesh.

This study is a first of its kind to significantly enrich the consumer behavior literature related to local retail apparel branded companies and their implications.

This paper documents the effort of an urban university working collectively with a faith‐based organization, industry partners and the government to better the livelihood of individuals in a community.

Conceptual paper that reviews current literature and applies it to a case study model.

This conceptual writing offers strategies for group success through discussions of goal setting, benefit articulation, necessary infrastructure, curriculum development, and concludes with an outline of a true case study.

Collaborative efforts of higher education, faith‐based organizations, government, and industry can work together to establish programs whose intent is to provide educational and training opportunities to at‐risk populations.

The value of the paper is in the coordination of resources to provide a service deliverable that will benefit the larger community.

Research indicates that children’s early experience of fire can influence what and how they learn about fire. In turn, early fire-learning can influence how people come to use it later in life, including whether they engage in maladaptive use, i.e. firesetting. Little is known about the underlying mechanisms of fire-learning, which was the basis for this study. The research question was: “how do adults educate children about fire in the UK/ Ireland”? The purpose of this study was to explore the child fire education process from an adult perspective.

Semi-structured interviews was conducted with 21 fire-educators who had regular contact with children. Data was analysed using abbreviated grounded theory. Steps were taken to ensure reliability and validity, including a Cohen’s Kappa calculation, indicating an agreement level of 0.9 between two raters.

Four core themes were identified: the fire narrative, enabling growth, risk management, and communication, from which the fire-learning process model (F-LPM) was formed.

The main limitation is the nature of the sample, in that it was diverse and self-selecting.

The findings are discussed, including how they offer support for social learning theory (SLT) perspectives on fire-learning.

The social construction of fire (i.e. the way fire is viewed by society as a whole in the UK/ Ireland) is discussed in depth, and cultural variability is highlighted. Suggestions are made for how the societal view of fire and, consequently, how adults convey this to young people, could be better balanced.

To the best of the authors’ knowledge, this is the first study in the UK/ Ireland to consider how adults educate young people about fire from a concurrent perspective. This is important given that research indicates early experiences of fire can impact how people later go on to use it (including maladaptive use in the form of firesetting).

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs.

The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge.

Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies.

The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration.

Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.

In September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.

While librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.

The authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.

The authors take a journalist approach to their research and examination of library responses.

Let us return to Nancy Cruzan's story. Hopeful that Nancy would eventually recover, her parents, Lester and Joyce Cruzan, agreed to have doctors insert a feeding tube to deliver artificial hydration and nutrition – a decision they would one day regret. Although the Cruzans visited frequently, Nancy was unable to respond to their attention. After four years had elapsed, the Cruzans concluded that Nancy would never regain consciousness and should be allowed to die.