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College and university technology administrators and faculty face an interesting scenario of technology supply and demand. On one hand, the promise of technology for enhanced learning has created a demand from faculty to be provided with cutting‐edge hardware, software, and training aimed at technology implementation into their curriculum. However, education, economy and businesses’ need for technically‐savvy scholars and workers has meant an increase in the supply of students returning to receive education in technology‐related fields. We argue that merging these two in advanced technology courses solves an institute’s need for software and training; it also provides incoming students with an authentic learning environment for appreciating the complex domain of technological tools in education. The creation, development, and implementation of the Physical Science Activity Database is provided to demonstrate that, although this idea is not necessarily new, using Web and database networks enables widespread reusability as well as complexity of learning.

Purpose– The purpose of this research was to identify factors that influence the use of project management in higher education research projects by investigating the project management practices of assistant professors. Design/methodology/approach – Using a grounded theory approach that included in‐depth, semi‐structured interviews with 22 assistant professors across 13 US states, this study uncovered how participants used project management processes and tools and factors that enabled, motivated, and/or inhibited the use of project management in research projects. Findings – From the nearly 200 codes that were documented, 11 major categories emerged that led to the development of a grounded theory appropriate for participants of this study. Research limitations/implications – The primary limitation of this study was the sampling strategy (purposive and convenience sampling), which may limit broad generalizability. To ensure that the sampling strategy enabled a grounded theory to emerge from the data, theoretical sampling was used. Additional research is needed to describe the experiences of professors in other disciplines as well as others who are directly involved in research projects. Originality/value – While a single study of this topic cannot provide a universal basis for explaining how project management is used in higher education, this study suggests that there are several ways that professors and universities can increase the likelihood of research project success. Training in project management, broader and deeper research support services, and systematic processes to engage assistant professors in research support services are three recommendations for improving how professors manage their research projects.

An odd‐sounding expression recently introduced into the language, derived from the passage of events, Privatization, introduced as a rescue operation for sections of public and nationalised industry to hand them over to private enterprise to avoid their destruction and smothering by the unholy wedlock of trade unionism and weak, inefficient management. It frequently met with the opposition of unions and sections of staff. Efforts have been made to sabotage the take‐over and operation of the services by private firms, occasionally making them impossible to operate. This elementary operation was expected to achieve even greater success in the sections taken over and reduced the room for destructive manoeuvring by ajitator, much of which was caused independent of the unions. In the public services some of the antics between rival factions bordered on the ludicrous.

This article aims to explain why geography is a prime discipline for analysing globalisation and a multicultural view of Global Studies. The generic approach of human geography to first select an appropriate methodology is taken as a key approach.

Concepts from aggregate disciplines such as history, economics, and geography are scanned through during a short description of the historical genesis of these sciences and the paradigmatic shifts they have encountered.

There are four main theses: (1) values are created by appreciation; (2) development is growing jointly with responsibility; (3) accumulation of material value is seen as expenditure to achieve non‐material values; and (4) spatial relations are interrelated with social relations.

Conceptual considerations have to be further corroborated by quantitative analyses using suitable metrics of “development”.

“Social and cultural geography” should contribute to any curriculum of “Global Studies”.

Dialogue and discourse between world views is the essential, ideology‐free approach for understanding globalisation.

Unlike other scientific articles focusing on “facts”, this article focuses on perspectives. Thus, it explains “multi‐perspectivity” and a multi‐paradigmatic approach.

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959), and Martin Bronfenbrenner (1914–1997). What we know about what and how they taught varies. Interestingly, little or no effort has been made to preserve records that might inform us about what college and university economists taught their students and when and how new ideas and issues found their way into the teaching of economics. This thought first came to me in the years immediately following my joining the UW-Madison faculty in January 1965. I realized that many of us who gained experience in the policy arena while on leave in Washington DC during the 1960s incorporated that experience into our teaching at all course levels. This meant our students benefited from being on the cutting edge of emerging policy issues, such as poverty, negative income tax, human capital, military draft, and the all-volunteer army, the Kennedy round trade negotiations, tax policy, and cost–benefit analysis. We regularly incorporated these issues into our teaching, usually a half-dozen years before they made their way into the next edition of the textbooks and thus reached a wider student audience. Once incorporated into textbooks, these issues became much less interesting to teach because they had been boiled down to pedestrian textbook-style prose.

This is a discursive essay about the exuberant cult of books as collectors’ items, largely by devoted eccentrics in times when the book was king, as an agency of literacy and civilization. It relates to both national and regional figures, significantly “men only”. It is consequently traditional and retrospective. Nevertheless, even in contemporary times of feminism and electronic information technology, the study of bibliomania may be instructive because the ultimate basis of printed books – their aesthetic appeal apart – is not so very different from that diverse continuum of factual and analytical data the basis of today’s rapidly evolving IT. A brief account of the perhaps excessive devotion to books as printed artefacts by a few of the more picturesque and off‐beat characters along the margins of the English past may prove of some relevance to today’s librarians.

In this chapter, we investigate the physiocratic claim that political economy is a new science and shows that it covers a sophisticated and nuanced range of discourses and practices. François Quesnay, the founder of physiocracy, displayed a complex and original conception of science based on the entanglement of abstract knowledge with skilled practices and the importance of rooting science in the realm of bodily sensations. We show how he applied consistently this conception to physics (medicine), political economy, and geometry. We conclude by comparing the epistemology of some of his main disciples, especially Butré and Du Pont de Nemours, to that of Quesnay.