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Transdisciplinarity was the core subject of a special issue of Futures in 2004 including numerous cases of interdisciplinary and transdisciplinary architectural and urban research and professional practice in several countries. This paper takes stock of achievements during the last 20 years before presenting challenges about bridging persistent gaps between theory, research and practice.

The special issue of Futures is a benchmark for numerous publications about transdisciplinarity in and beyond the multidisciplinary and intersectoral field of built environments. This paper presents a narrative literature review of publications about transdisciplinarity in architecture, urban design and planning since the 1970s.

Transdisciplinarity is still being debated, is often contested, and is not mainstream in research or practice. Like design practice, transdisciplinary inquiry is a creative process involving border work by participants in collaborative projects. Transdisciplinary inquiry is broader in scope and purpose than public participation, participatory action research and team science.

This paper discusses challenges that should be addressed by those in the field of built environments who endorse transdisciplinarity. Based on a half century of contributions about design theory and methods, the paper differentiates inquiry from research as fundamental to transdisciplinary projects.

Three reasons exist for undertaking a comparative study of social policy: there is no other way of evaluating and increasing understanding of social policies; through its study, a wide range of policy options for tackling particular problems become known and understood; policy makers can learn lessons from others' experience with particular policies. Conceptual and methodological issues raised by comparative study are briefly studied. All study is in fact comparative. As a field of study becomes more theoretically explicit and sophisticated it becomes more explicit and self‐conscious about some important comparisons. The development of comparative social policy indicates a growing theoretical awareness of the need for certain types of important comparisons. In time it is expected to disappear as a separately designated aspect of “the study of social policy”. The study of the field of social policy brings the kind of knowledge produced by the so‐called social sciences into sharp relief.

Accreditation reviews represent an important component of many educational institutions’ quality assurance systems. Integrating application for a quality award into the reaccreditation process can add a new dimension to the reaccreditation process and provide a college with significant benefits. The College of Business and Economics at the University of Idaho used application for the Idaho Quality Award, which is based on the Malcolm Baldrige National Quality Award, as its primary means for carrying out the self‐evaluation process required for AACSB professional reaccreditation. This paper discusses the college’s experiences combining AACSB self‐evaluation with application for a state quality award, describing the motivation for using this approach, how the college went about it, and the significant benefits that the college realized as a result.

The lessons of quality management apply to services as well as tangible goods. Awareness also has been increasing that services, like tangible goods, can be guaranteed as a means of implementing a total quality management (TQM) orientation in the organization. While higher education has been exploring some of the tenents of TQM, it has been slow to embrace the power of service guarantees. In this conceptual article we present a system of service guarantees designed to foster a TQM orientation in higher education. We propose that institutions consider a system of guarantees aimed at three primary constituent groups – students, faculty, and employers – over the short, medium and long term. The rationale and implications of the guarantee system are explored, and possible impediments are discussed.

D.H. Lawrence thought Lady Chatterley’s Lover was his best and most important novel. Yet he had to pay to have it privately printed. His publishers thought his sexual descriptions and language were obscene under the censorship laws of the UK and the USA, and they were right. From 1928 until 1959 no‐one could legally publish or sell the unexpurgated novel, and copies were subject to confiscation. All this changed in 1959 when Charles Rembar successfully defended Grove Press’s right to publish the novel. His defense, which rested on a unique interpretation of Justice Brennan’s opinion in Roth v. United States, introduced the redeeming‐social‐value test for obscenity. Within six years it revolutionized American obscenity laws, ensuring that sexual material with even a small measure of social value would enjoy First Amendment protection.

Q: John, as a representative from the U.S. National Commission on Libraries and Information Science (NCLIS) and as the Chair of the Task Force on Federal‐State Cooperative System for Public Library Data (FSCS), and, Larry, as Coordinator of the Library Statistics Program at the U.S. Department of Education's National Center for Educational Statistics (NCES), you have both played major roles in the creation of the new national database of up‐to‐date, comparable statistics on public libraries. The idea has been around for a long time. What do you think brought it to fruition now?

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

“Certification”, in the context of this book, is an endorsement by a professional body that a member of that profession has attained a specified set of advanced performance standards. Application for NBPTS advanced certification is usually voluntary and available to all members of the profession (who have had to have at least three years experience in the profession). It is based on assessment of performance; it is not an academic qualification, or a record of professional development courses attended. It is portable – it belongs to the person (it is not a job or position or classification specific to a school or employer). A professional certification system is not in itself a performance pay scheme, but it does aim to provide a service to the profession, to the public and to employing authorities seeking a credible basis on which to provide incentives for professional development and recognition to teachers who reach high standards. Most important, it acknowledges that the individual who gains this certification is demonstrably teaching at the highest levels in our profession.

The purpose of this paper is to present a case study about how academic librarians can contribute to the interdisciplinary research endeavors of professors and students, especially doctoral candidates, through an intellectualized approach to collection development.

In the wake of protest movements such as the Tea Party and Occupy Wall Street, colleges and universities have begun to develop courses about these events, and it is anticipated that there will be much research conducted about their respective histories. Academic librarians can participate in those research efforts by developing interdisciplinary collections about protest movements and by referring researchers to those collections.

Through a case‐study approach, this paper provides a narrative bibliography about Southern Agrarianism that can help professors and students interested in the Tea Party or Occupy Wall Street movements to see their research endeavors from a new interdisciplinary perspective.

The value of this paper lies in presenting a concrete example of the way in which academic librarians can become active research partners through the work of building collections and recommending sources in areas that professors and students may not have previously considered.