Search results

Librarians are challenged by technology transformations in research data metrics to re-position in the evolving cycles of research production, communication and evaluation. They are also are challenged by the new and emerging strategic needs of universities for data-driven research intelligence that provides a comparative edge in the global world of higher education. This paper aims to discover how libraries can support universities in applying international assessment standards by delivering new reference and information services based on data analytics.

This paper focuses on a new reference and information service Research Data Analytics in China that was launched in 2017. There is a discussion of how new university needs have provided the strategic drive for librarians to develop skills.

The Research Data Analytics service development is significant for showcasing a new role for librarians in relation to research data evaluation metrics linked to publication strategies for authors and strategic intelligence for institutions. This has driven the development of the library’s position and influence in strategic research intelligence services.

The future for librarians is about being adventurous. Librarians are experts who will sparkle and shine beyond the bubble of the library walls. They can demonstrate a commitment to supporting university colleagues in professional services and academia to blossom and flourish. Distinctive visual technologies can be adopted for exploring research data which transform research production, communication and evaluation and therefore transform our position and future through technology-enabled innovations.

To provide practical information on two electronic journal‐related products implemented in Library and Information Services at University of Wales Swansea.

An overview is provided of the evaluation of electronic journal management products undertaken and subsequent implementation.

Serials Solutions was evaluated as the best product to assist in the management of electronic journals at Swansea University with LinkFinderPlus, an OpenURL resolver, being used to connect to the full‐text journal articles from the library catalogue, citations, abstracts or other journal articles.

Provides assistance to institutions in exploring a number of technical issues relating to electronic journal management systems and a process for evaluating and selecting a system.

Both systems are still relatively new technology and many institutions will be considering the purchase of both types of system.

Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit relative to Person-Organization, Person-Vocation, Person-Job, and Person-Team Fit. In this chapter, the literature as it relates to the refugee employment journey, MDF, and HRM practices that facilitate or inhibit MDF is reviewed. Furthermore, in this study, the process-oriented view of the refuge path highlights the complexity of their experience, noting an array of antecedents as they relate to country, host country and individual differences, interventions through NGOs, refugee resettlement agencies, and organizations, as well as the less explored entrepreneurial path. These diverse paths and the process of finding fit, and the obstacles refugees face, are viewed through the lens of shocks and reassessment of MDF throughout their journey. Finally, the study’s outcomes illustrate individual wellbeing factors, organizational level benefits, as well as community level benefits to MDF.

Branching Out is a 12‐week ecotherapy programme for clients who use mental health services within the Greater Glasgow and Clyde area. Over the course of a year 110 clients attended the programme, of whom 77 (70%) completed the course. In order to ascertain the outcomes of the programme and the elements that appeared to facilitate change, semi‐structured interviews with clients (n=28) and two focus groups with clinicians (n=5 and n=3) from the referring services were conducted.The data gathered therein was analysed using interpretive phenomenological analysis (IPA). From the results, five themes emerged as client outcomes. These were: improvements to mental well‐being, improvements to physical health, provision of daily structure and routine, transferable knowledge and skill acquisition, and increased social networking and social skills development. Three themes pertaining to the service logistics (team building and social inclusion, contrast of environments and work and recognition) emerged as potential explanations for the client outcomes. There was a perception among clients and clinicians that Branching Out represented a ‘stepping stone to further community engagement’. The results reflect a recovery‐oriented approach to health care. The limitations of the evaluation and implications for the future are discussed.

The concept of utilising greenspace to promote and maintain mental health predates the development of almost all current treatment modalities. Although the use of greenspace as a therapeutic tool decreased throughout the 20th century, research in this area has grown exponentially over the last 20 years. This review examines the theory and increasing evidence base behind the psychological, social and physical health benefits of viewing and interacting with greenspace, and considers some of the common methodological limitations within the literature.Those who use secondary and tertiary care mental health services typically experience secondary problems due to reduced levels of social and physical activity. This review argues that the holistic benefits of greenspace make ecotherapy particularly appropriate for such a population. The review recommends that the effects of ecotherapy on those who use secondary and tertiary mental health care services be explored as part of an effort to redress the absence in the literature of quality studies in this area for this population.

In 1996 and 1997 authoritative reports identified the absence of a research culture in primary care. This article reviews progress since then in the context of the wider development of evidence based medicine. The article considers critiques of the meaning of evidence and focuses on both service delivery and policy. An argument is made that “knowledge”, “not evidence”, offers a better basis for primary care practice.

Engaging learners is one of the most important responsibilities of an educator. Finding opportunities to connect with individuals in a meaningful way is a powerful tool, particularly for leadership educators. The purpose of the study was to determine whether there were any statistically significant relationships between different demographic groups and core self-evaluations among a sample of adult agricultural leadership development program participants. The results of the study found that gender, educational attainment, and geographic region were not statistically significantly related to core self-evaluations. However, there was a statistically significant difference between groups in both the age and organizational level demographic clusters. A recommendation is for educators to use the findings as a starting point to inform learning interventions and to strive to accommodate the needs of individual learners accordingly.

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.

The purpose of this paper is to introduce the use of computer software as a tool aimed at promoting independence in a range of activities of daily living. This involves enabling access to information and structuring decision making.

Working directly with an individual, the paper describes the trialling of software to support the ability of that individual to choose which clothes to wear. After success with this format, the individual was supported to access wider information. The review format employed is introduced.

The individual demonstrated the ability to access the software and use the program to make decisions within sessions.

This paper demonstrates how computer software can be used to support the reasoning skills required to enable individual decision making in tasks. It also introduces the format employed to evaluate success of the intervention.