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The South Dakota Library Network (SDLN) is a statewide automated library system of 40 member libraries with more than 2.8 million items in its database. Begun in 1986, SDLN member libraries include public, school, hospital, government, and private and public college and university libraries.

As the popularity of social media increases, sports brands must develop specific strategies to use them to enhance fan loyalty and build brand equity. The purpose of this paper is to explore how two social media platforms were utilised by the Grand Slam tennis events to achieve branding and relationship marketing goals.

A content analytic design was employed to examine Twitter and Facebook posts from the official accounts during, and post-, each respective event.

Both sites were utilised to cultivate long-term relationships with fans and develop brand loyalty, rather than to undertake short-term marketing activations. However, these sites appear to serve a different purpose, and therefore unique strategies are required to leverage opportunities afforded by each. Interestingly, brand associations were utilised more frequently during the post-event time period.

This study offers practitioners with useful insight on branding and relationship-building strategies across two social platforms. These results suggest that strategies appear dependent on the event, timeframe and specific platform. Moreover, the events’ differences in post use and focus may also indicate some differences related to event branding in an international context. Furthermore, sport organisations should look to leverage creative strategies to overcome limitations that platform-specific functionality may impose.

This study offers unique insights brand-building efforts in an international event setting, which differ in a range of contextual factors that impact on social media utilisation.

Drawing on the authors’ experiences at the University of Lincolnshire and Humberside (ULH), this autobiographical narrative explores the development of distance learning strategies for management and business studies students. The authors discuss their own particular experiences and their role in pursuing innovations. Having considered the pedagogical issues involved in working with students at a distance, the paper goes on to discuss innovations to facilitate learning at ULH. This includes the design of text‐based materials for distance learning, increasing access via work‐based learning, and the university’s involvement in both the Teaching and Learning Technology Programme, (TLTP) and the Extended Learning Environment Network (ELEN) projects. Early evaluations of these projects identify a tension between the apparently boundless technological possibilities and students’ need for the “human” dimension in learning. Developing high quality H(E)‐education may depend in some part upon managing that tension.

The purpose of this paper is to investigate how trustees of small English registered charities understand and own the reporting and accounting requirements with which their charities must comply.

The research described is a multi-pronged qualitative and inductive study of three small Yorkshire charities as they approve their annual accounts. The case studies are based on observations of trustee meetings and interviews with a range of trustees and their independent examiner or auditor. The use of a practice lens focuses on the behaviours of individuals to understand the sense that they make of their charity’s accounts.

Trustees' understanding of their financial statements is limited; they tend to rely on key individuals who have knowledge. Group responsibility creates a shared way of understanding the financial statements. Treasurers and independent examiners simplify information for the trustees even resorting to corner cutting and rule bending. Narrative reporting is given very little attention. Trustees read their financial statements as a report to them not by them; accountability notwithstanding, thus ownership of their financial statements is conferred not intrinsic.

The findings are drawn from three specific case studies and therefore cannot be generalised, but they offer rich qualitative insights into small charities’ accounting and reporting.

This research provides a unique multi-viewpoint analysis of charity practices, and through its use of a practice lens dives deeper into examining trustees’ understanding and behaviour.

This chapter aims at bringing a sport-centric approach to the study of digital marketing. This is important as most of the existing research on digital marketing takes an industry-neutral perspective that generalises theory to all contexts. The sport industry has been a major recipient of digital marketing so it is important to recognise its impact on the evolution of digital marketing practices. To do so requires an analysis of what digital marketing is and how it has changed as a result of technological innovations. This enables a better understanding about the growth trajectory of digital sport marketing that integrates a sport-specific theory to digital marketing practices.

While emerging research suggests that women have made great gains within the higher education sector, significant challenges remain. Notably, women are still severely under-represented in leadership positions in the academe, and this is even more so for international academics. As an early-career academic, I am fortunate that my journey so far has allowed me to hold various leadership positions (both informal and formal). In this book chapter, I reflect on my own experiences. In so doing, I share insights into how to be an ‘opportunist’ in gaining leadership positions as a woman, breaking through the glass ceiling – that symbolic obstacle women hit – while being an international academic. The chapter starts with a brief overview of my background and my non-traditional pathway into the Sport Management discipline more broadly and the sub-discipline where I now feel at ‘home’. In what follows, I consider how some of the barriers and challenges I faced along the way have served to shape my future self. It is, perhaps, not without some degree of irony, that strategies I developed to mitigate or overcome these led to what I term self-created opportunities. The chapter then reflects on some of the successes I have achieved.

This study seeks to compare rates of blood lithium monitoring with rates of lithium prescription collection in order to evaluate whether identifying patients with low frequency of monitoring could alert clinicians to poor prescription collection. It examines whether routine monitoring of lithium prescription pick‐up would be likely to reduce admissions to hospital, as a way of identifying those who were poorly adherent with treatment. It also ascertains the frequency of lithium toxicity and its outcomes.

The frequency of monitoring of lithium was assessed through laboratory results of 773 patients. A sub‐sample of 119 patients on lithium was found through general practice records and the rates of medication collection determined. Admission data were examined to assess whether this was related to a failure in blood monitoring or prescription collection.

A total of 87 per cent of the GP group had lithium levels measured at least twice a year and 84 per cent collected more than 80 per cent of prescriptions. It was found that those patients not collecting their prescriptions were a different group from those who did not have their blood levels monitored. Admission rates were not higher in those who were less efficient at picking up prescriptions. Two per cent of the total sample had lithium levels above 1.6 mmol l⁻¹. There were no fatalities associated with high levels.

It is important to assess the real potential benefits of additional monitoring rather than assuming that increased surveillance will improve the outcome.

Outlines an institutional framework for identifying and rewarding excellence in teaching, drawing on an initiative developed at the University of Lincolnshire and Humberside. Describes the strategies adopted by the excellence in teaching working group, the outcomes of the project, and identifies how these have been implemented in the university’s promotions policy. Case study offers a framework for practitioners involved in raising the quality and profile of teaching in higher education through a recognition of the achievement of excellence.

This paper presents part of the debate and developments which have taken place in relation to lifelong learning and its relationship to adults with learning difficulties. It relates the work of the Common Knowledge programme in Glasgow, and in particular the programme's emphasis on partnership, participation, mainstreaming and e‐learning. As well as offering a methodological overview, the paper also suggests some indicators for future work and development.