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To examine how the synergy of open access and open source have been used at Edinburgh University Library to design and implement an e‐thesis service, and to offer a comfortable theoretical framework to aid others.

The concepts of open access and open source are introduced and compared to show the conceptual relationship between them and the natural partnering of these approaches to information freedom. The development of the open access repository (Edinburgh Research Archive, ERA) and the related open source software (Tapir for DSpace) are then examined as an opportunity for other implementers and developers to gain insight, both technical and non‐technical.

That open access and open source are a natural and forward looking way to develop e‐theses and other research material repositories. The discussion of developing open source and the brief study of the creation of ERA show us that this approach is both warranted and useful.

It shows how institutions can leverage open source technology successfully, and further consideration must be given to this development methodology.

Software and documentation outcomes available for the community have been produced should aid the further research in this area and provide a good starting point for institutions.

We discuss for the first time both the theoretical aspects and the practical considerations surrounding an e‐theses archive which is of value to any group of information professionals considering similar activities.

This paper aims to discuss how over the past 180 years, a succession of largely unrelated entrepreneurs of differing capabilities have either created or recognised and exploited opportunities offered by this enduring company, their heritage and brand.

Primary data was provided from discussions with Fabergé experts and the new owners of the brand. Extensive secondary data was also used and analysed.

The original Fabergé creations numbered some 200,000, but their creator is remembered best for 65 unique Imperial (and other) Eggs. Many pieces have survived, although the business disappeared in 1917. Since then, dealers and collectors have intervened symbiotically to protect the brand equity – supported by serendipitous popular cultural interventions – although a series of parallel entrepreneurial but parasitic interventions meant the brand and the original products became separated. This changed in 2007 with new owners acquiring the brand and resurrecting high-end jewellery production with a new business model. Their contemporary journey is both informed and shaped by Fabergé’s tumultuous past.

Reinforces that while a universal theory of entrepreneurship eludes us that these three key elements – opportunity, uncertainty and resources – help explain the related behaviour of a series of different intervening entrepreneurs. This framework is offered for wider use and testing.

Advances the understanding of how entrepreneurs spot and enact opportunity.

Develops a model embracing parasitic and symbiotic interventions in the history of a brand, and a conceptual entrepreneurial model capturing three key elements that explain entrepreneurial behaviour. These being: opportunity seeking and exploitation, addressing uncertainty and deploying appropriate resources.

Several papers have investigated the use of foreign exchange (FX) derivatives but evidence on the use of international cash management meth ods to hedge FX is scarce. This paper contributes to the existing evidence by considering the use of international cash management systems to hedge foreign exchange (FX) risks using a sample of French and UK companies. We find that matching, netting and pricing policies are the most commonly used techniques in both the UK and French samples al though there is evidence of greater use of all cash management techniques in the UK. We also consider whether the theoretical explanations of hedging determine the use of cash management techniques for FX hedging, and if there are differences between the UK and French samples. We find support for the theoretical prediction that FX hedgers have higher levels of financial distress, and that these firms tend to be larger, more international and less liquid. We find little support for the under investment theory. The extent of internationalisation appears to play no role in the decision of French firms to use cash management techniques to manage FX risk, and the use of all cash management techniques were lower than in UK firms. These latter findings may be explained by the reduction in FX risk facing French firms following the introduction of the euro.

Andrew Carnegie (1835–1919), who emigrated to Pittsburgh USA with his parents in 1848 and worked his way up from messenger boy to ‘dictator’ in the steel world, made the greatest single contribution to the development of public libraries and the establishment of a system of library co‐operation within the United Kingdom. He created 2,811 free public libraries (660 in Great Britain and Ireland), at a cost of over $50 million. In 1913, the Carnegie United Kingdom Trust, was founded ‘for the improvement of the well‐being of the masses’, which led to the development of the Central Library for Students, the Rural Libraries and the Regional Library systems, out of which grew the county libraries that complete the public libraiy coverage of the United Kingdom today.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

The aims of this study are to examine affective responses of university students when viewing their own predictive learning analytics (PLA) dashboards, and to analyse how those responses are perceived to affect their self-regulated learning behaviour.

A total of 42 Northern Irish students were shown their own predicted status of academic achievement on a dashboard. A list of emotions along with definitions was provided and the respondents were instructed to verbalise them during the experience. Post-hoc walk-through conversations with participants further clarified their responses. Content analysis methods were used to categorise response patterns.

There is a significant variation in ways students respond to the predictions: they were curious and motivated, comforted and sceptical, confused and fearful and not interested and doubting the accuracy of predictions. The authors show that not all PLA-triggered affective states motivate students to act in desirable and productive ways.

This small-scale exploratory study was conducted in one higher education institution with a relatively small sample of students in one discipline. In addition to the many different categories of students included in the study, specific efforts were made to include “at-risk” students. However, none responded. A larger sample from a multi-disciplinary background that includes those who are categorised as “at-risk” could further enhance the understanding.

The authors provide mixed evidence for students' openness to learn from predictive learning analytics scores. The implications of our study are not straightforward, except to proceed with caution, valuing benefits while ensuring that students' emotional well-being is protected through a mindful implementation of PLA systems.

Understanding students' affect responses contributes to the quality of student support in higher education institutions. In the current era on online learning and increasing adaptation to living and learning online, the findings allow for the development of appropriate strategies for implementing affect-aware predictive learning analytics (PLA) systems.

The current study is unique in its research context, and in its examination of immediate affective states experienced by students who viewed their predicted scores, based on their own dynamic learning data, in their home institution. It brings out the complexities involved in implementing student-facing PLA dashboards in higher education institutions.