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The study aims to report on how electronic resources of Higher Colleges of Technology (HCT) library are being promoted through information literacy sessions and how quick response (QR) codes are created for patrons for ease of access to these electronic resources.

The QR codes created are displayed in the library to attract attention of the patron. Information literacy sessions include database training and how to access e-resources through the library website. Database posters and PowerPoint presentations are displayed in the library. Student Research blog and subject LibGuides are created with access to databases content as necessary. Library volunteer projects include extensive database searches.

While accessing the databases through Student Research blog, LibGuides, volunteer project work and QR codes the usage statistics of these resources have shown an increase. QR code poster attracted attention from many patrons, followed by curiosity to access the databases and eventual access of the databases as evidenced through email inquiry and troubleshooting.

Usage statistics harvested from vendor platforms is only available system wide and not per HCT campus locations. It is thus not possible to report per location or track usage per location. More advanced analytical tools are required in future to extract more specific data for further deeper analysis.

Findings recommend future online information literacy courses offered through the proposed virtual library platform to be easily accessible through the Blackboard Learn mobile application including more subject specific resources from databases in their content. The more the databases are used by patron, the higher the chances are they will be renewed for subscription.

Academic libraries work closely and collaboratively with database vendors and aggregators to promote information literacy. Vice versa if libraries are promoting their databases through information literacy sessions and easier access through QR codes – then it is a mutual symbiosis for growth benefitting the academic community.

A majority of HCT library patrons are UAE nationals – the future leaders of the country. Using rich resources through the databases and lifelong learning skills through information literacy sessions – provides them with authentic information enriching their knowledge and application of skills encouraging, which fosters innovation.

The term Canterbury Sound emerged in the late 1960s and early 1970s to refer to a signature style within psychedelic and progressive rock developed by bands such as Caravan and Soft Machine as well as key artists including Robert Wyatt and Kevin Ayers. This chapter explores Canterbury as a metaphor and reality, a symbolic space of music inspiration which has produced its distinctive ‘sound’.

Drawing on ethnographic fieldwork, particularly observations and interviews with music artists and cultural intermediates (Bourdieu, 1993), we suggest that the notion of the Canterbury Sound – with its affinity for experimentation, distinctive chord progressions and jazz allusions in a rock music format – is perceived as a continuing artistic and aesthetic influence. We interpret the genealogy of the Canterbury Sound alternativity through discussions focused on the position of the ‘Sound’ within contemporary heritage discourses, the metaphorical and geographical implications of place in relation to popular music, and cultural longevity of the phenomenon.

The act of becoming ‘heavily tattooed’, with its historical association with deviant subcultures, continues to carry a social stigma and evoke negative sanctions. This is especially so for women, who must also contend with gender norms within the highly masculinised tattoo subculture. For women, the experience of becoming heavily tattooed comes to represent an embodied resistance to normative ideals of beauty, against which the participants construct their own alternative gender and beauty philosophies. Besides gender norms, the tattoo world has specific ethos which divides the serious subcultural member from those more casually connected to it. The physical parameter of the subculture finds people gathering in tattoo studios and at tattoo conventions, as well as consuming tattoo-oriented media, such as magazines and television shows. This study draws on in-depth interviews with 36 participants across the United States who consider themselves serious tattoo collectors. From their stories, we learn about the importance of participating in this leisure activity and how becoming heavily tattooed impacts their sense of self, gender and identity.

Authenticity is a key issue in any study of subcultures or groups who define themselves as alternative. I will discuss three different stages of research about ‘alternative’ women, with interviews conducted in the late 1990s, and then return interviews with some of the original participants in 2010 and 2018. At all three stages of data collection, the participants were at pains to place themselves as distanced or marginalized from the mainstream, by choice, articulated in various ways. At the same time, they placed themselves as being authentic or at the centre, with people they termed as part-timers, newbies, tourists and weekenders existing on the periphery and at the margins. How do they measure their place in the hierarchy, and whose hierarchy is it? The chapter asks, what is authenticity in alternative subcultures, why is it so important that such marginalized groups are authentic (to themselves, as well as to outsiders), and how do they achieve it. The chapter also explores how ageing and gender impacts on the participants’ identities as alternative women.

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.

The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.

The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).

The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.

The purpose of this paper is to outline a study characterised by “pockets” of co-production and argue for the benefits of offering young people a palette of interdisciplinary methods to “opt into”, giving participants the opportunity to discuss their drinking practices and experiences “on their own terms”.

In total, 40 young people, aged 15-24 years, from the suburban case study locations of Chorlton and Wythenshawe, Manchester, UK, were recruited for multi-stage qualitative research. The participants were presented with a suite of both long-standing and innovative methods that they could “opt into”, including: interviews, peer interviews, diaries, mobile phone interviews, text messaging and participant observation.

This paper shows that both long-standing and innovative methods have their own individual strengths for researching into young people’s alcohol consumption practices and experiences. Yet, each of the methods utilised in this study also had specific drawbacks for researching substance use. Offering a palette of methods for participants to “opt into” was thus beneficial in: offsetting the weaknesses of other methods; triangulating the study findings; and enabling participants to communicate with the researcher in culturally credible ways.

By offering an honest account about the successes and failures of deploying a range of methods when exploring young people’s drinking practices and experiences, this paper is valuable for researchers in, and beyond, the field of substance use, seeking to broaden their methodological toolkit.

Although (tele)work is increasingly being adopted and employees’ behavior is recognized to be key for organizational outcomes (e.g. performance), the current literature on counterproductive work behaviors (CWB) in telework settings is fragmented, and a valid measurement instrument is lacking. This study aims to address this gap and starts by presenting a review of the current literature on counterproductive work behavior in flexible work arrangements (i.e. telework). Based on this study, eight categories of work behavior that appear to be frequent under telework settings were identified.

Next, four studies aimed at developing and validating a measurement instrument that captures employee counterproductive work behavior when teleworking: the counterproductive [tele]work behavior scale (CTwBS).

In Study 1, the CTwBS was created, and in Study 2, its factorial validity was examined (N = 350). In Study 3, using a sample of teleworkers (N = 289), the convergent and discriminant validity of the CTwBS was tested using self-ratings of (positive and negative) affect, attitudes toward telework and frequency of CWB in general. In Study 4, a daily-diary study across five workdays (N = 232 × 5 = 1,160) examined the criterion validity of the CTwBS.

The results indicated that the CTwBS is a valid and reliable instrument for capturing employee counterproductive work behavior in telework settings. Theoretical and practical implications are discussed.

To the best of the authors’ knowledge, CTwBS is the first measure aimed at assessing counterproductive work behavior in telework settings.