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This paper contends that US federal policy with regard to the Educational Resources Information Center (ERIC) must change and that ERIC will need massive restructuring in order to continue to meet the information needs of the education community. Four arguments are presented: ERIC is the most widely known and used educational resource of the US Department of Education; senior OERI and Department of Education officials have consistently undervalued, neglected, and underfunded the project; ERIC’s success is due largely to information analysis and dissemination activities beyond ERIC’s contracted scope; information needs have changed dramatically in the past few years and ERIC cannot keep up with the demands, given its current resources.

Requests for tests and measuring instruments for use in class assignments and faculty and student research are both familiar and frustrating to most academic librarians. In typical scenarios, an education student wants to measure aggression in children or a nursing student needs a test for patient mobility. Even the faculty member who may know the name of a scale may not know its author or how to obtain a copy. All are looking for a measure applicable to a specific situation and each has come to the library in hopes of walking away with a copy of the measure that day. Those familiar with measurement literature know that accessing measures can be time consuming, circuitous, and sometimes impossible. The standard test reference books, such as the Mental Measurements Yearbook and Tests in Print (both of which are published by the Buros Institute, University of Nebraska, Lincoln, Nebraska), are of limited use. These books typically do not include actual instruments or noncommercial tests from the journal and report literature. While these standard reference books are essential to a test literature collection, sole use of them would mean bypassing large numbers of instruments developed and published only in articles, reports, papers, and dissertations. Sources are available to locate additional measurements, tests, and instruments, but they are widely dispersed in the print and electronic literature.

Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing bibliographic instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific bibliographic instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group instruction rather than individualized instruction, although much of the information will be applicable to both types.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Despite the boom corporate social responsibility (CSR) and sustainability are enjoying nowadays in the agendas of both small and big companies, we still have difficulties in providing a clear definition of the concept of sustainability. There is no consensus on the criteria to be used to define and enhance responsible management that creates sustainable development.

After a systematic revision of the literature, authors have been mapping the limits of the research already done at different levels, dimensions, and horizons, so we do have a 360° map of the research on sustainability. Future developments are also explored to enrich and align the diverse approaches demanded to define this wide, complex, and by now, equivocal concept and the conclusions reveal the many gaps not yet covered in the research field, signposting key issues for further work.

After the American Revolution, educational opportunities expanded with the growth of the new democracy, especially in New England and the Middle Atlantic states. For example, policymakers and the public responded to the broadening of white male suffrage in the early 19th century by increasing the number of public and private schools. Americans also believed that women also needed to be more literate so that mothers could help in the education of their children. By the eve of the Civil War, schooling was almost universally available for the white population everywhere except in the South. There, poverty and lower population density still hindered the expansion of schools (Kaestle, 1983; Kaestle & Vinovskis, 1980).

The purpose of this case study is to understand effect of Indian ethos, socio‐cultural setup, etc. on growth of family‐based business; impact of ethnicity and genetic intelligence on development of entrepreneurial traits, etc. in family business contexts in India.

The approach takes a single case study on an organized retail firm named Bothra Megabazar Private Limited in Rourkela, India to comprehend the established theories and literature on emergence and spread of business community/class in India known for its own ethos and values as a country. As a part of narrative enquiry method in qualitative research, it collects the narratives of central and peripheral characters in the respective business house through “story telling” and by “restorying” the same, understands and explains the family‐based entrepreneurial journey amidst business dynamics.

The important findings of this case study are manifold. It finds that there is inter‐connectedness of different aspects amounting for success/growth of family business entrepreneurs and enterprises. Some of these factors are deep‐seated Indian ethos and values, multiple family and social networks, joint and undivided family structure, inheritance of family business down the generations, financial backing from members of family and social networks, long standing experience in trade, genetic intelligence across generations, internal capacity building with unique style of leadership and high‐risk appetite, etc.

With its focus on one specific community like Bani(y)as or Marwaris in Indian business society, the case may not justify the understandings on genetic intelligence in case of other communities/class. However, the study elaborates scope of future studies in the same direction.

Practicing managers and research scholars can use this case for understanding of the key success/growth factors behind socio‐culturally guided family‐based business enterprises.

The paper presents a case that is original.

The purpose of this paper is to present a case study of City & Guilds' development of simulation‐based assessments for its ICT user qualification. These simulations are authentic scenario‐based replicas of word processing and spreadsheet software, which present a series of tasks that the test‐taker completes as if they were using actual software, thus demonstrating their ICT competence.

The methodology for the pilot study involved running a series of small trials at five customer sites, with test‐takers completing a detailed questionnaire. It is from this questionnaire that most of the conclusions about the simulations are drawn.

The case study explains the reasons why City & Guilds wanted to pursue this development work and presents the findings of a pilot exercise in which the simulations were trailed by a group of learners and tutors. The strengths and weaknesses of the simulations are evaluated, particularly in terms of assessment validity, and opportunities for further development work are discussed.

The main limitation of this paper is that the sample used for trialling was small; this was a necessity imposed by tight budgets and deadlines. Furthermore, the authors were required to use the existing City & Guilds test delivery platform, which had implications for the type of simulation that could be developed.

In terms of originality, it is the authors' opinion that the paper has value because it offers a unique insight into the challenges faced by a vocational awarding organisation in its efforts to develop new assessments. Although the technology involved is not completely new, it is believed that the candid evaluation of the simulations will be of interest to anyone working with e‐assessments, regardless of their level of familiarity with the UK education system.

The purpose of this paper is to argue for including historical perspectives in doctoral seminars in marketing theory.

The paper describes how marketing history is currently incorporated into the author's doctoral seminar in marketing theory.

The author's doctoral seminar in marketing theory incorporates history in three ways: the assignment of specific historical articles, the use of historically oriented, supplementary readings, and the use of history to examine specific controversies.

Rather than marketing history and marketing theory being competitors, they complement each other well in doctoral seminars.