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Newcastle University Library has been using OCLC's LS/2000 for cataloguing and an OPAC since March 1985. To provide greater network access to the OPAC, it was decided in 1987 to use the CATS software (from Cambridge University Library) on the University mainframe (an Amdahl running MTS) to provide an alternative OPAC, networked round the campus and over JANET. This OPAC is part of the University Information Service. The CATS search program is written in FORTRAN 77 and provides public access searching of the catalogue by keywords taken from author, title and subject headings in the MARC record. (See VINE 63 and 47 for further details.) We have thereby gained the opportunity to compare two different systems running on the same database, and also a back‐up OPAC if LS/2000 is not available, for example during maintenance.

The purpose of this article is to present an overview of the history and development of transaction log analysis (TLA) in library and information science research. Organizing a literature review of the first twenty‐five years of TLA poses some challenges and requires some decisions. The primary organizing principle could be a strict chronology of the published research, the research questions addressed, the automated information retrieval (IR) systems that generated the data, the results gained, or even the researchers themselves. The group of active transaction log analyzers remains fairly small in number, and researchers who use transaction logs tend to use this method more than once, so tracing the development and refinement of individuals' uses of the methodology could provide insight into the progress of the method as a whole. For example, if we examine how researchers like W. David Penniman, John Tolle, Christine Borgman, Ray Larson, and Micheline Hancock‐Beaulieu have modified their own understandings and applications of the method over time, we may get an accurate sense of the development of all applications.

One result of being a ‘small’ librarian has been that, although hired to provide a current awareness service and write reviews for a research staff, I must spend a proportion of my time in arranging for the buying, cataloguing, lending, borrowing and binding of books and other material. However, I do not see these two sorts of activity as separate in any way, but as both containing elements of two fundamentally different approaches to human effort, which I shall call the professional and the clerical. If I was entirely on my own, my professional hat would be worn when deciding what book to buy, what words to use as indexing labels, what ideas in a paper were relevant, what advantages a newly available reproduction process would have over the system in use in my library. My clerical hat would get an airing when I passed on a request for a book purchase, typed and filed the index cards, or arranged for a record of a loan to be made.

“FORMAL classes on how to use a library would be an insult to the intelligence of the student.” This was an extreme reply mentioned in the Report of the Committee on Libraries, with reference to a questionnaire to academic staff about instruction in library use. This view of the teaching activities of librarians with students must be familiar to all librarians whether they are concerned with formal teaching activities or not. Nevertheless it is suggested that, in the current climate of change in the nature of sixth form studies, and the need for bibliographic training as part of a general education leading to informed library users in the academic and professional world, there is now a strong case for an examined course of study at “A” level G.C.E. incorporating the principles of bibliographical knowledge for users.

Research suggests that supervisor expectations regarding the need to respond quickly to work-related messages (SE) tend to be positively related to employees' levels of emotional exhaustion. In the present research paper, the authors examine the indirect – through emotional exhaustion – effects of these expectations on employees' levels of family satisfaction, life satisfaction and sleep quality. They also explore whether and how these associations differ between employees working on-site (n = 158) or remotely (n = 284).

A total of 442 employees completed an online survey that covered measures on SE, emotional exhaustion, family and life satisfaction and sleep quality.

As hypothesized, the results of the study revealed that the indirect effects of SE on family satisfaction, life satisfaction and sleep quality were significantly mediated by emotional exhaustion. Finally, the relations between SE and the mediator (emotional exhaustion) were stronger among employees working on-site than among employees working remotely.

SE prevention could be encouraged to decrease employees' emotional exhaustion, in turn increasing their sleep quality, family satisfaction and life satisfaction.

These results revealed that working remotely helped buffer the undesirable effects of SE on emotional exhaustion.

Research has shown that colleagues' norms promoting the need to respond quickly to work-related messages (CN) have a negative effect on work recovery experiences. In the present study, the authors examine the direct and indirect – through affective rumination and problem-solving pondering – effects of these norms on work–family conflict, family–work conflict and job satisfaction, and verify whether and how these associations differ between employees working onsite (n = 158) or remotely (n = 284).

A total of 442 employees completed an online survey that covered measures on CN, affective rumination, problem-solving pondering, work–family conflict, family–work conflict and job satisfaction.

As hypothesized, the study results revealed that CN were positively related to work–family conflict and family–work conflict, but not to job satisfaction. Moreover, the indirect effects of CN on work–family conflict and job satisfaction were significantly mediated by affective rumination and problem-solving pondering, whereas the indirect effects of these norms on family–work conflict were significantly mediated by affective rumination. Finally, the relations between CN and the mediators (affective rumination and problem-solving pondering) were stronger among employees working onsite than among employees working remotely.

These results revealed that working remotely buffered the detrimental effects of CN on affective rumination and problem-solving pondering.

Ever since Mead, sociology has maintained a deep divide between human and non human animals. In effect, Mead constructed humans as having capacities that he saw lacking in animals. Recent research on animals has challenged the traditional ideas of Mead and others by providing evidence of animal intelligence, adaptability, selfawareness, emotionality, communication and culture. This paper examines the human‐animal relationship as presented in Introductory Sociology Textbooks to see if this new research on animals has allowed us to move beyond Mead. We find outdated information and confused thinking on such topics as the relationship between language and culture, the development of the self in animals, and the role of instinct, socialization and culture in animal behavior. We conclude that, with few exceptions, the main function of the treatment of animals in these texts is to affirm the hard line that sociology has always drawn between humans and other species.

After studying this case, students should be able to: explain how strategic management relates to the areas of innovation, operations, technology, entrepreneurship and emerging markets; analyse strategy implementation and execution at the operational level, in contrast to strategy formulation at the strategic mission, values and vision level; discuss innovation, entrepreneurship and new technologies in emerging markets; and assess the impact of technology-driven entrepreneurship on significant socio-economic change that is on transformational entrepreneurship, in emerging markets.

This case outlines key global challenges facing higher education in the African context. It discusses the African Leadership University (ALU) as an innovative higher education institution, including its origins, establishment, strategy and purpose, curriculum, technology and operations, student support network and funding. It also describes ALU’s ongoing challenges and future prospects. ALU was launched in 2015 by Fred Swaniker, founder and chief executive officer and Khurram Masood, co-founder and chief operating officer. ALU’s vision was to transform Africa by developing and connecting three million high-calibre, ethical and entrepreneurial leaders by 2035. In August 2019, Swaniker and Masood considered how to ensure ALU’s sustainability and its vision. They had already changed ALU’s operational strategy by establishing micro-campuses instead of universities to scale rapidly and avoid regulatory barriers. However, would that be enough to uphold ALU’s vision for 2035?

This case is appropriate for postgraduate-level academic programmes and executive education programmes in management.

Teaching Notes are available for educators only.

CSS 11: Strategy.

School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.

Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.

Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.

Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.

Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.