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Working with faculty and staff to create digital projects requires a complex group of skills and activities. Potential collaborators often jump to the end vision without fully grasping the need for proper description and metadata.

On-the-job experiences. Contextual inquiry.

Using Google Forms and Sheets is perceived of as neutral and less frightening than working in a platform that will be the home of the project or using other proprietary productivity software.

Digital scholars gradually come to understand the stakes of early decisions in metadata creation (such as file naming conventions and controlled vocabulary) and how that affects database structures, record display, keyword searching and long-term curation.

The authors did not find any other publications addressing using Google Apps for creating metadata.

Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.

Fourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.

Overall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.

Although coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

The purpose of this paper revolves around the informal coming together of various doctoral students in the area of qualitative accounting and management research and the attempt to learn from their respective experiences. Together, the authors share personal reflections and valuable insights in revealing their vulnerabilities, aspirations and how they make sense of the PhD journey and their becoming as academics.

This paper builds on an open discussion and written reflections among the authors, who represent a diverse set of both doctoral students at various levels and recent graduates from different countries, schools and backgrounds.

The discussion highlights the struggles the authors experience as doctoral students, how they learn to cope with them as well as how they are socialized throughout their PhD journey. This allows them to take a critical stance towards increased productivity demands in academia and to embrace doctoral students as a powerful collective, whose aspirations may inspire a change of academic reality for the better.

While guidance on how to succeed as doctoral students is common, we seldom hear about doctoral students as particularly “fragile selves” (Knights and Clarke, 2014) who, as opposed to more established scholars, are more actively experiencing difficulties with finding their ways in academia. The authors are thus motivated to create a rare common voice of a group of doctoral students here by providing a more intimate account of the PhD journey.

Prior research has indicated that narratives may lead to fantasy which may evoke narrative transportation. Researchers have also established that narrative transportation affects persuasion, changes in attitudes and brand evaluations. To this end, several studies have focused on narrative consumption (i.e. being hooked into a narrative) and the aforementioned consequences of narrative transportation. However, research investigating the role that fantasy plays in consumers’ journey from narrative consumption to narrative transportation is scant. The purpose of this paper is to develop a multidimensional scale for measuring narrative-driven fantasy in order to detail which dimensions of fantasy facilitate narrative transportation. Further, this paper posits that prior research has overlooked the mediating role that fantasy plays within the narrative consumption and narrative transportation process. As the exploration of overlooked mediators is important for theory development, this paper uses the scale developed here to test for fantasy as a mediator.

This research involves four studies, taking a multi-methodology approach including one-on-one interviews and questionnaires. Exploratory factor analysis and sequential equation modeling are used to develop a valid scale for fantasy.

This work results in the development of an eight-item scale of narrative-driven fantasy, highlighting two dimensions of fantasy: identification and passport. Further, this work finds that both dimensions of fantasy mediate the relationship between the level of narrative consumption (being hooked into the narrative) and narrative transportation.

The studies were conducted with respondents only from the USA, potentially limiting its generalizability to other countries and cultures. This research has several implications. This paper introduces a model that highlights fantasy’s role within the narrative consumption and narrative transportation fields of study. It also delineates a scale that measures the different dimensions of fantasy. This scale can be used to gain further understanding of the strength and type of fantasy that narratives consumed via various mediums (music, movies, commercials) evoke, the relationship between these measures and narrative transportation, and the subsequent changes in intentions and attitudes. Further, the identification of fantasy as a mediator in the relationship between narrative consumption and narrative transportation allows for further theory development and exploration.

The fantasy scale that is detailed in this paper may be used to indicate which celebrities, music, images, movies, commercials, products, brands and other stimuli best evoke narrative-based fantasy. The scale should apply to all types of fantasizing, enhancing the understanding of what increases levels of fantasy and the effects of such fantasy on persuasion.

This research extends the literature on consumer engagement in narrative consumption and transportation by providing novel and valid scale measures for narrative-based fantasy. The fantasy scale provided is internally consistent and proves accurate across many samples and stimuli. The scale is also short (only eight items) and easy to administer. Additionally, to the best of the authors’ knowledge, this work is the first to generate insights into the mediating role that fantasy plays within the narrative consumption and narrative transportation framework.

The purpose of this paper is to propose an evaluation of training for shop assistants, specifically in retail chains.

The proposed evaluation is based on Kirkpatrick’s model and Phillips’ modification. The representative case study includes the application of the training evaluation at the fourth and fifth levels of evaluation in a particular chain of retail stores. The data were collected from the retail chain’s financial reports, internal documents related to training of employees and interviews with managers in the retail chain.

The results contribute to the training evaluation literature by presenting a training evaluation for shop assistant using evidence from a retail chain. The training focussed on selling skills and product knowledge; the details of evaluating the training are presented, encompassing mainly the benefits and costs of the training and return on investment calculation.

The training evaluation was tested only in selected types of training courses for shop assistants. To generalise the results, its adoption in different types of training and retail companies is required in future research.

The application of this training evaluation should help to achieve training objectives and enhance the quality of training in the retail chain. The results of the paper can be used as practical inspiration for managers of retail stores.

This paper proposes and applies a specific evaluation of training courses in retail.

WE write on the eve of an Annual Meeting of the Library Association. We expect many interesting things from it, for although it is not the first meeting under the new constitution, it is the first in which all the sections will be actively engaged. From a membership of eight hundred in 1927 we are, in 1930, within measurable distance of a membership of three thousand; and, although we have not reached that figure by a few hundreds—and those few will be the most difficult to obtain quickly—this is a really memorable achievement. There are certain necessary results of the Association's expansion. In the former days it was possible for every member, if he desired, to attend all the meetings; today parallel meetings are necessary in order to represent all interests, and members must make a selection amongst the good things offered. Large meetings are not entirely desirable; discussion of any effective sort is impossible in them; and the speakers are usually those who always speak, and who possess more nerve than the rest of us. This does not mean that they are not worth a hearing. Nevertheless, seeing that at least 1,000 will be at Cambridge, small sectional meetings in which no one who has anything to say need be afraid of saying it, are an ideal to which we are forced by the growth of our numbers.

Purpose: This paper uses performance theory to explore how wine-tourism experiences are orchestrated by wine tour guides to encourage engagement of consumers. It describes how such orchestration is built on material elements such as landscapes, architecture, vineyards, production facilities, and wine tastings.

Design/methodology/approach: A multi-layer ethnographic research on wine-tourism was employed. The interviews, observations, and field notes were analyzed through the lens of performance theory. A constant comparative method was used to identify emergent patterns, and a hermeneutic method was used to interpret the data.

Findings: The paper builds on performance theory and delineates the ways in which guides co-create intense experiences with participants. It portrays how tour guides often adjust their theatrical scripts to consumers’ unique needs through creative variations: surprise treats, activities, and personal stories. When guides take pleasure in tours, participants do as well, resulting in memorable co-created experiences. The tours feature processes such as pitching and relation-building techniques that call upon identity, morality, and materiality scripts, which ultimately build a sense of social obligation among participants toward tour guides and winery staff.

Originality/value: From a theoretical perspective, the paper adds value to the discussion of performance in tourism by suggesting that the service blueprint, architecture, and employee training are only part of the story. This paper shows how consumer engagement and interactions between participants, guides, architecture, and landscapes are essential elements of memorable experiences.

Research limitations: Like other studies, there are limitations to our study as well. Our study only included one-day wine tours. A broader investigation of strategic alliances between tour companies and wineries, and how wine tourists experience and sustain a sense of social obligations to the wineries they visit, will provide further insights into how wine-tourism functions as a co-creative emergent form of consumption involving individuals, products, and processes.

THE scientist and philosopher will tell us that the mind of man cannot in a lifetime fully grasp and understand any one subject. Consequently it is unreasonable to expect that the librarian—who, in spite of popular belief, is but man—can have a complete understanding of every department of knowledge relative to his work. He must, in common with his fellows in other callings, content himself with a more or less general professional knowledge, and may specialize, if he be so disposed, in certain branches of that knowledge. The more restricted this particular knowledge is, the greater will be its value from a specialistic point of view.