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The purpose of this paper is to discuss emerging practices in open evaluation, namely, the concept of co-evaluation and how research on evaluation developed within information science can contribute to enhance stakeholders and citizens’ involvement in open science.

A meta-evaluative and transdisciplinary approach – directed toward the intersection between information science, evaluation, competences management, sustainability transitions management and participatory methodologies – provided the basis for the identification and subsequent reflection on the levels of stakeholder participation embedded into ISO 16439’s (2014) methods for assessing the impact of libraries and on the domains and competences to be mobilized for (co)evaluation. The contributions of Engaged 2020 Action Catalogue, as well as several taxonomies of evaluator competences and the Council of Europe’s (2016) conceptual model of competences for a democratic culture were particularly relevant for this (re)construction process.

Two results of the line of research carried out since 2012 at the Faculty of Social Sciences and Humanities of the Universidade NOVA de Lisboa (Portugal) can significantly contribute to improve stakeholders’ participation in Open Science: ISO 16439’s systematization of methods and procedures for assessing the impact of libraries and the (co-)evaluation competency framework.

This paper presents the transdisciplinary concept of co-evaluation and examines the current epistemological challenges to science by analyzing the general tendency to openness through the lens of research on evaluation and participatory methods developed within information science.

This paper aims to deepen the concept of service quality in digital libraries based on the analysis of the Digital Library Service Quality Model (adapted from Zeithaml, Parasuraman and Malhotra) and a multiple‐item scale (dlQUAL scale) created to evaluate the quality and performance of service delivered by the Portuguese Digital Library Consortium as part of the Digital Library Integrated Evaluation Programme.

The Digital Library Service Quality Model makes it possible to assess gaps between different levels based on a multiple‐item scale to evaluate service quality, which was designed as a web survey. Considering the strategical groups (users, LIS professionals, library managers and top managers), the research team developed four different web‐survey versions to evaluate the different gaps. In the first step of this study, they looked for measures validity.

The scale proved good psychometric proprieties. This study also showed the usefulness of the Digital Library Service Quality Model to evaluate and analyze digital libraries' service quality.

The scale is valid and useful to evaluate digital libraries' service quality and it can provide valuable performance information to digital libraries' decision‐makers. Moreover, the Digital Library Service Quality Model is a useful instrument to check the critical points that are related to organizational deficiencies. If these gaps are regularly monitored, it is possible to implement adequate correction measures and improve service quality.

This paper presents a Library Service Quality Model specifically designed to evaluate digital libraries.

The purpose of this literature review is to provide an overview of and insights into a selected bibliography of 102 research publications on libraries – of all types – sustainability and sustainable development, including the UN Sustainable Development Goals.

The review procedure is inspired by the hermeneutic literature review method, referring to a circular process of searching, sorting, selecting, acquiring, reading, identifying and refining. The publications are mapped to provide an overview of the research field. Following the research mapping, all publications are categorized as either environmental, economic, social, cultural or holistic according to their usage and understanding of the core concepts of sustainability and sustainable development. Finally, the main rationales behind the core concepts are identified, and their possible implications on the role of libraries and librarians are discussed.

Of the 102 research publications, 45 are categorized as environmental, 9 as economic, 9 as social, 3 as cultural and 36 as holistic. The main rationales identified across these categories are optimization, legitimation, demonstration and transformation. The possible implications behind these rationales are that libraries and librarians should be resourceful, explicit about their motivations, serve as good examples and act as change agents. Increasingly, libraries and librarians are expected to act proactively in relation to the global sustainability agenda.

This literature review provides a unique overview of and insights into an emerging research field, which are needed for future research and discussion about the potentiality of libraries and librarians in solving global sustainability challenges.

The individual perspective of dynamic capabilities and family firms could be useful to shed light on the relationship between these topics, considering not only the heterogeneity of family businesses but above all the diversity of their collaborators, highlighting the underlying elements through which these firms are sustained.

This paper is based on systematic research, considering the most relevant literature about dynamic capabilities and family firms.

Findings highlight the individual perspective of dynamic capabilities and family firms, where we identify the main elements that family businesses must be aware of to be more innovative: high knowledge management/social capital, high entrepreneurial mindset/orientation, high tradition (retrospective and prospective), high empowering leadership, high next generation involvement, extended SEW (long-term perspective), risk-neutral, low conservative/inertia/paternalism and low emotionally attached.

The paper analyzes relevant studies on dynamic capabilities and family firms, proposing a research agenda with questions for further inquiries that cover inertia, paternalism, digital transformation and the individual perspective of dynamic capabilities and family firms. In addition, the authors provide practical implications for these topics.

Principals’ beliefs about their profession are of great interest for schools in terms of organizational development and success. Furthermore, as meaning is a dimension of eudaimonic well-being, studying the principal meaning of work allows us to deepen the knowledge about their professional well-being, too. According to studies on non-educational contexts, the meaning of work is influenced by several organizational variables (such as possibilities for professional development and organizational commitment). Despite this, several school workers still lack to recognize the role played in this regard. Trying to fulfill these gaps partially, the purpose of this study is to verify the incremental effect of organizational dimensions and positive feedback from colleagues above and beyond positive beliefs about work.

An Italian version of the COPSOQ II adapted to school principals was administered to 1,616 school principals. Hierarchical multiple regression was conducted, considering three blocks of variables, namely, positive personal beliefs about work (job satisfaction and self-efficacy); organizational dimensions (role clarity, possibilities for development and sense of belonging to the workplace); positive feedback from colleagues.

Overall, the variables explained 45% of the variance of the meaning of work. While organizational variables accounted for an incremental 24% of the variance, above and beyond the personal experience of work (F (5, 1,610) = 267.378, p = 0.000), positive feedback from colleagues did not show a significant effect originality. To the best of the authors’ knowledge, this is the first study regarding the meaning of work at school with specific reference to school principals.

To the best of the authors’ knowledge, this is the first study regarding the meaning of work at school and with specific reference to school principals.

The term Lean Startup (LS) was coined by Eric Ries, and his 2011 book has popularized the concept with organizations, both startups and established organizations, implementing LS. However the empirical grounding is thin and for a long time this subject has been neglected by academia. The purpose of this paper is to present a systematic literature review (SLR) on LS, while highlighting core knowledge and identify gaps.

A SLR was carried out based on the Preferred Reporting for Systematic Reviews and Meta-Analyses (PRISMA) protocol of Scopus and Web of Science databases. In total, 45 articles published in journals and conferences over 10 years were collected which revealed a number of LS research gaps.

The SLR revealed the tools and methods associated with LS, most cited pros and cons, reasons that cause LS failure, the challenges that companies face in the implementation of LS, and critical success factors (CSFs) that can support these challenges and minimize the reasons for failure.

The findings of the study can be beneficial to practitioners and senior managers in organizations who wish to delve into the journey of LS. The study also discloses challenges and barriers that can hinder the implementation of LS.

Academic publications regarding LS are sparse and this SLR is one of the first SLRs to explore both the critical failure factors (CFFs) and the CSFs based on peer-reviewed journal and conference proceedings.

The purpose of this paper is to analyse empirically the corporate social responsibility (CSR) strategic effects on the competitive performance of small- and medium-sized enterprises (SMEs) by performing a multiple mediator analysis.

The empirical research was conducted in Spanish SMEs. A questionnaire was distributed among managers of these companies. Thus, with a final sample of 481 cases and using consistent partial least squares structural equation modelling, direct and mediating effects were tested. In particular, relationships among corporate social performance (CSP) (exogenous variable), competitive performance (endogenous variable), relational marketing (mediating variable) and innovative capacity (mediating variable) were hypothesized. Moreover, a further analysis about the superior returns offered by socially responsible practices related to core business stakeholders was conducted.

The results highlight a significant and positive effect that CSP has on competitive performance. Additionally, both mediating positive effects were supported and the firm size was checked as a relevant control variable which, as proxy for resources availability, affects all constructs used with the exception of relational marketing. Managers interested in a strategic approach to social responsibility should be aware that the investment in activities related to employees and customers leads to higher competitiveness.

The study was limited to SME in Spain. Moreover, information related to competitive performance was gathered from managers’ own perceptions, considering the performance of their direct competitors as a reference level.

To the authors knowledge, no research studies were found that empirically examined the business case in SMEs and employed a CSR approach based on stakeholders’ perspective. Therefore, the main contribution of this research is to show how socially responsible management of SMEs leads to higher competitive performance both direct and indirectly, using two strategic variables suggested in literature on large corporations. Despite their resources limitations, this kind of organizations is in a favourable position to engage with different stakeholders and benefit from their relationships, especially with employees and customers.

Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.

The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.

Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.

These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.

The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques.

The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings.

The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics.

The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study.

The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches.

The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.

The growing displacement of theory and other forms of wide-ranging knowledge of social phenomena by empirical research methods in economics is widely noted by economists and historians of economic knowledge. Less attention has been devoted, however, to understand the materialization of such changes in the scientific practices. This article studies the recent transformations in the epistemological practices at CEDE, a research center in Colombia. I use a machine learning technique called Topic Modeling, interviews to CEDE researchers, and exegesis of papers to characterize a shift in the production of knowledge in microeconometrics at CEDE during the years 2000 and 2018. I explain this shift by characterizing two sets of epistemological practices that implies a recent tendency to disdain research that cannot make a “strong” causal inference.