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This study seeks to combine components of service failure recovery and customer relationship management. It aims to develop a model of the antecedents of successful service recovery that proposes relationships between employee empowerment, job satisfaction, self‐efficacy, employee ratings of the service firm's service recovery practices, and service technology usage.

An online survey tool was used to collect data. The hypothesized model was tested utilizing structural equation modeling.

Results support the hypothesized relationships between the empowerment of employees and their job satisfaction and perceived self‐efficacy, as well as the relationships between job satisfaction and self‐efficacy and service recovery.

Managers may improve the implementation of service technology and service recovery strategies by increasing employee empowerment.

The paper addresses a significant gap in the current literature by linking the well‐established constructs of employee empowerment, job‐satisfaction, self‐efficacy and adaptability with measures of service failure recovery and service technology usage.

The purpose of this paper is to present a case study‐based evaluation of a newly accredited career exploration and development module for researchers. It assesses the value of the pilot module in terms of how it succeeded in stimulating career thinking and “work wisdom” in researchers. Career destinations data suggest that fewer than 50 per cent of researchers will establish careers in academia or higher education; it is therefore notable that 73 per cent of respondents to the postgraduate research experience survey expected to pursue a research career in higher education. Given that researchers' expectations conflict somewhat with the reality of potential career directions, the need for a career development programme that allows them to explore career possibilities within and without academia seems relevant. The module examined was delivered through a mixture of taught and interactive workshops (examined in this article), structured reflective journaling, online peer‐sharing discussions and group driven action learning.

A practitioner research, case study, approach was employed, with the intention of informing practice and delivery.

The paper presents evidence of positive qualitative outcomes for the researcher participants, and of a successful learning intervention.

The paper describes an accredited programme incorporating action learning. It is unusual since much career training for researchers within universities is ad hoc and unaccredited.

In 1989, the University of Houston Libraries began a two‐year project to build an experimental Intelligent Reference Information System (IRIS). The IRIS project established a ten‐workstation CD‐ROM network that provided access to 19 CD‐ROM databases, developed an expert system to recommend reference sources, and conducted three research studies. In 1992, the Libraries initiated a new project to replace the IRIS network infrastructure, expand the number of network workstations, increase the number of networked CD‐ROM databases, offer remote access to CD‐ROMs, and provide access to new types of network resources, such as electronic serials and OPACs on the Internet. The Libraries also began a related project to develop a new version of the expert system.

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

Early clinical accounts of psychopathy suggest important relationships between alcohol use and psychopathic traits that lead to fantastic and uninviting behavior. In particular, alcohol was thought to facilitate antisocial behavior, including violence, among psychopathic individuals. The purpose of this paper is to report a review of studies that concurrently examine psychopathy and alcohol in relation to violent behavior.

The authors searched electronic databases (PsycInfo, PUBMED) for all published studies between January 1960 and October 2016 that included the combination of alcohol and psychopathy, antisocial personality and violence, aggression.

The evidence converges to indicate that, in college and community samples, self-reported antisocial lifestyle traits interact with alcohol use to predict violence beyond that accounted for by either construct. However, in correctional and clinical samples, there is no evidence that the use of alcohol increases violence for individuals high in clinically measured antisocial lifestyle traits.

This is the first review of the empirical literature on relationships among psychopathy, alcohol, and violence. The authors provide recommendations for future research designed to fill gaps in the literature and lead to a greater understanding of the interplay among these variables.

The purpose of this paper is to examine the extent that cooperative group members' levels of library anxiety, operationalized as barriers with staff, affective barriers, comfort with the library, knowledge of the library and mechanical barriers, predict: group performance, namely, the quality of an article critique assignment and research proposal assignment; and the degree that heterogeneity (namely, variability of the five library anxiety dimensions) is related to this outcome variable.

Participants were 107 postgraduate students enrolled in a research methodology course at a mid‐southern university in the USA. Groups (n = 1) formed the unit of analysis. An all possible subsets multiple regression analysis was used to identify an optimal combination of library anxiety variables that predicted the group performance score.

It was found that cooperative learning groups attaining the lowest scores on the article critique and research proposal assignments combined tended to report the least variation with respect to barriers with staff and knowledge of the library, and the greatest variation with respect to affective barriers. These variables explained 41.8 per cent of the variance in performance, suggesting that library anxiety plays a role in the cooperative learning group process.

This study is based on a relatively small sample of postgraduate students from one university. Replications of this study with larger samples from different universities are needed to help validate the findings.

The findings may help academic librarians and educators who work with postgraduate or adult students better understand the debilitating effects of library anxiety on these students' academic performance.

To date, no research has investigated levels of library anxiety on the performance of cooperative learning groups.

Academia is known for its high competitiveness, with prestige and diverse responsibilities and achievements being decisive determinants of success resulting in academic incivility. This paper extends Lazarus and Folkman's theory of stress by examining the moderating role of interpersonal justice (IJ) , as supervisory support, on academics' job satisfaction and depressivity.

The study recruited 185 academics from a public university in Malaysia to participate in a survey. Using the partial least squares- structural equation modeling (PLS-SEM) analysis, academic incivility was negatively related to job satisfaction, whilst positively related to depressivity.

As hypothesized, it was found that the predicted detrimental effect of academic incivility on job satisfaction was buffered by perceiving high IJ from their immediate supervisors, i.e. deans or heads of department. An unanticipated finding was that there was a stronger relationship between academic incivility and depressivity for those academics who perceived high supervisory IJ.

Further, academic management can formulate and revise zero-incivility policies and promote awareness explaining the detrimental impacts of incivility, despite support systems in academia.

This study provides the first empirical evidence showing the differential impact of supervisory IJ on two conditions of incivility–well-being relationships. Work culture and various sources of incivility should be considered for future research.