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How Steiner brought to bear the role of the imagination in reconciling ideological polarities on its function in an educational setting cannot be fully understood without examining the outlook on life from whence it sprang ‐ nor without touching upon historical developments in Western education and the extraordinary life and background of Rudolf Steiner himself. This paper uses historical, biographical and autobiographical commentary to develop an interpretation of the origin of Steiner’s notion of imaginative teaching.

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.

The purpose of this paper is to study different aspects and tensional forces that play a role in the internal and contextual negotiation that takes place within students in the exploration of the possible identity of entrepreneur. It expands the knowledge of how the university context influences student entrepreneurial processes from a multiple identity perspective. The findings are related to discussions of entrepreneurship education.

A conceptual paper that presents a framework on student entrepreneurial identity sense making that is grounded in a multiple identity perspective. The framework is illustrated by ten narrative cases on student entrepreneurship.

The framework suggests four different ways students make sense of identity in the process of exploring the entrepreneurial identity along with their university studies. In this process students negotiate between the two identities of “student” and “entrepreneur”, both demanding in time, effort and commitment, and they in different manners struggle with balancing university belonging and entrepreneurial distinctiveness.

The framework serves as a point of departure for discussing the psychological processes and tensions associated with students’ entrepreneurial identity construction, and what it means to entrepreneurship education. It is suggested that universities to a higher degree have to view themselves as psychological institutional moratoriums and thus as platforms of identity explorations rather than deterministic systems preparing students for certain careers to support students in becoming entrepreneurs.

It all began a very long time ago, sometime before 1876, that annus mirabilis of librarianship during which the American Library Association was founded, Library Journal debuted, and Samuel Green published in its pages the first article about reference librarianship. And it continues today. In April 1994, an unidentified library school student from the State University of New York at Buffalo queried the participants of the LIBREFL listserv, asking them, “Can you give a summary of the ‘hot’ library reference issues of the week? I'm working on a project for my Reference course, and would like to find out what is REALLY vital to refernce (sic) librarians out there today.” I was tempted to reply that all of that week's “hot” issues were identified in Green's 1876 article. In that article describing the phenomenon we today call reference service, Green touched on issues such as the librarian's obligation to provide information without injecting personal values, the inability of any librarian to know everything, the need sometimes to refer a patron to another information agency, SDI services, the value of proactive rather than passive service, the challenges of the reference interview, and, of course, what has come to be called the “information versus instruction debate.”

This chapter proposes that corporate lawyers be studied as committed to their clients, asking how they advance exercises of power by those whom they have chosen to represent. Currently, corporate lawyers are studied as independent from their clients, asking how they resist client demands. Such research continues despite repeated findings that corporate lawyers are not independent. This chapter explains the puzzling persistence of independence by cultural understandings of both professionalism and law. It recovers a submerged historic voice in which corporate lawyers are judged by their position in a network of relations. It argues that it was the organization of the corporate law firm as a factory which allowed it to become a professional ideal. Market competition has led corporate law firms to move away from a factory model to one in which commitment to clients, not independence from them, is the organizing principle.

The purpose of this paper is to investigate the affecting factors on faculty members’ psychological empowerment of agricultural colleges in Iran.

A sample of 404 faculty members from 12 agricultural colleges participated in this survey study. Based on the literature a conceptual model of factors affecting psychological empowerment of agricultural faculty members was proposed. Regression analysis was used to determine the effect of proposed affecting factors.

Results showed that professional skills, organizational culture and management-organizational factors, respectively, had the most positive significant effect on psychological empowerment of agricultural faculty members.

The measuring of professional skills, one of the effective factors on faculty members’ psychological empowerment, by asking their colleagues or students may lead to more accurate data while in this study was evaluated through self-assessment.

The relative weakness/strength of agricultural colleges in different dimensions of faculty members’ psychological empowerment and also factors affecting them can be used as a basis for planning for improving agricultural faculty members’ psychological empowerment.

The proposed conceptual model provided a framework for investigating the factors affecting psychological empowerment of agricultural faculty members and was empirically tested.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.