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Provides an historical context for the protest movements in South Africa in the 1960s and 1970s and the situation for libraries at this time. The impact of the Sharpeville Massacre and the Soweto Uprisings on the outcries in the 1980s and 1990s are discussed. The structural changes in library services for South Africa as a whole are described.

Social marketing is based on general marketing principles and strategies aimed at selling products and services to consumers with the purpose of changing an existing action; changing individual or group behavior, attitudes or beliefs; and reinforcing desired behaviors. The purpose of the study is to assess the acceptance of social marketing by librarians in post-Communist Romania within the context of this country's efforts to adopt democratic values into its social system. The study also uses the social marketing concept as an idea that requires change in attitudes and behaviors about the nature of librarianship. In so doing, it can be used as means of understanding the willingness of Romanian librarians to accept change. During the Communist regime, the librarians acted as tools that supported the dissemination of the totalitarian government's views. Fifteen years after the collapse of Communism they continue the struggle to implement principles of participatory management. However, visible changes in Romanian librarians’ mentalities, attitudes, and behaviors are still to come. A group of 74 librarians in attendance at a conference responded to a survey questionnaire based on the Social Marketing Scale (SMS) designed to determine the participants’ acceptance and willingness to support social marketing within their institutions. Results reveal that on the surface, social marketing was rejected by the sample group studied. The study suggests that, if social marketing is to play a role in Romanian librarianship, Romanian librarians must first accept the concept that libraries are important institutions and that libraries play a vital role in a democratic society. Once Romanian society begins to perceive the library as an information agency, knowledge and experience in social marketing must be gained so that the administrative and institutional will to pursue social marketing can be encouraged. Romanian libraries continue the process of redefining themselves within the country's transition to a civil society.

Developing countries in the former Soviet-bloc region have received little attention by Western researchers of libraries. This study attempts to broaden this limited knowledge concerning librarianship in Eastern Europe by offering some insight into the culture of Romanian libraries and the Romanian librarians’ readiness for change as they faced and continue to face the transition from an autocratic cultural and governmental system to a more open and democratic society with Romania's admission to the European Union as of 1 January 2007. The study uses “social marketing” as one means of ascertaining the degree to which Romanian librarians are willing to accept change.

Despite the abundant research on social movements, there is sparse scholarly investigation of the link between community settings and how they contribute to persistent protest participation. This paper illuminates the cultural and social mechanisms within a religious retirement community that engender members’ sustained commitment to a ten-year long peace protest. A shared religious-based collective identity also deepens activists’ commitment to this cause. This study draws on semi-structured interviews with 14 peace protesters who reside in this community at two points in time: 2010 and 2013.

Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education.

The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field.

A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment.

This review was limited to the academic literature published in English from 2007 until January 2018.

BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts.

The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.

The purpose of the study is to determine the degree to which Uganda’s public universities feel obligated to adopt socially responsible leadership practices and, in turn, live up to the expectations of their stakeholders. A crucial component of higher education institutions is socially responsible leadership in universities.

A total of 22 leaders of Uganda’s public universities participated in semi-structured interviews that the researchers conducted. Four main themes emerged from thematic analysis of the gathered data.

The researchers discover that although the leaders are willing to act appropriately in accordance with social norms, they do not fully exercise the four dimensions (moral excellence in character, stakeholder collaboration, personal abilities and moral direction). The respondents also went on to explain that they were unsure about how to start helping their societies function better as a whole.

As far as the researchers are aware, this is the first study to look empirically into socially responsible leadership practices in a university setting (public universities in this case), especially in developing and Orient countries.

In this chapter, we examine how the schooling experiences of disabled children have changed during COVID-19, how families' engagement, advocacy and support of their children have shifted during the pandemic, and how race, class, and other axes of inequality shape these processes.

We used a semi-structured interview protocol with families of disabled children, asking them about their experiences with their children's schools before and during the pandemic. We analyzed the interview data using “flexible coding” and the constant comparative method.

COVID-19 has had wide-reaching effects on disabled children's schooling experiences, yet these effects varied, particularly at the intersections of disability with race, class, linguistic status, and gender. Remote learning and other pandemic-related changes to schools exacerbated extant inequalities in children's educational experiences, as well as in families' ability to effectively advocate for their children in school.

This research provides important information about how the pandemic has exacerbated inequality at the intersection of disability, race, and other axes of inequality. Moreover, it provides a lens to examine ableism and other systems of oppression in schools. The findings have crucial policy implications, pointing to the necessity of equitably allocated, high quality, inclusive educational services for disabled students, as well as to the need for special education policy that does not rely on individual family advocacy to allocate appropriate services.

This paper aims to add information on how women's voices enriched American social entrepreneurship in the Progressive era. While most discussions of women as social entrepreneurs have centered on white middle class women, this article profiles two female agents for change and innovation who came out of the white working class and Boston's Black elite, respectively. These additions provide an analysis of female participation that takes account of issues of intersectionality and positionality, important concepts in contemporary critical theory.

This article extends our understanding of women's role as social entrepreneurs in the early twentieth century by offering biographies of Rose Schneiderman and Josephine St. Pierre Ruffin based on extensive examination of sources from Progressive era documents to contemporary scholarly analyses. Inclusion of Progressive era sources enables the narrative to suggest how these social entrepreneurs were viewed in their own day.

Biographies of Rose Schneiderman and Josephine St. Pierre Ruffin indicate the broad range of women who developed new organizations to serve traditionally marginalized populations in the Progressive era. The article shows the types of obstacles each woman faced; it enumerates strategies they used to further their aims as well as recording some of the times they could not surmount class- or race-based obstacles placed in their paths.

At a time when issues of intersectionality and positionality have become more prominent in management discourse, this article expands the class and race backgrounds of women specifically proposed as icons of social entrepreneurship. It represents an early attempt to link these concepts with the study of entrepreneurship.