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The purpose of this article is to highlight the results of the online Delphi research project; in particular the procedures used to establish an online and innovative process of content validation and obtaining “rich” and descriptive information using the internet and current e‐learning technologies. The online Delphi was proven to be an excellent tool in establishing content validity for an HRD‐related construct, e.g. adult learning principles. A review of related literature revealed no existing research that used a web‐based Delphi technique to validate measurements used in training and development (T&D) or HRD.

Research methods included: a thorough review of the literature to construct an item pool of adult learning principles and instructional methods, and a Delphi expert panel consensus. The mean, mode, standard deviation, interquartile range, and skewness of the data were calculated from the voting procedures for determination of consensus. Evidence of reliability was indicated by the interrater reliability coefficient from a field test. In addition, the Gunning FOG Index for readability was calculated to improve the readability of the instrument.

To address the first research question the authors suggest that a valid instrument can be developed by a diverse Delphi expert panel that measures the application of adult learning principles to fully‐mediated world wide web‐based training. The second research question was answered by illustrating that the internet can assist a group of diverse and geographically dispersed subject‐matter experts in establishing a content valid measurement of instructional methods and techniques that demonstrate the application of adult learning principles to fully‐mediated web‐based training. And, finally, the paper concludes that a Delphi process can be established as a web‐based method to validate research measures.

This research helps to address the critical issue of how research is used in practice. Reasons why this research lends itself more to practice than other HRD research using more common qualitative or quantitative methods include: it is a relatively simple procedure requiring less than expert‐level skills; the Delphi uses expert opinion that is commonly used in training and development practice; and results are easy to interpret and practical.

This research is unique in its approach to developing a content valid instrument using state‐of‐the‐art technology coupled with a updated Delphi method. It is valuable to HRD and other professionals and researchers interested in developing valid measures across cultures and where experts are geographically dispersed.

The purpose of this paper is to investigate the ideals and activities of the nineteenth century Welsh industrialist and reformer Robert Owen (1771‐1858), and how they informed modern human resource development (HRD) concepts and practices and provided evidence of Owen as a HRD pioneer.

Historiography provided a method to understand how historical figures, and the context in which they lived and worked, inform contemporary research and practice.

Contextual factors of economics, politics and societal demands and the influences of Owen's early life, his immersion within the British factory system and the creation of the New Lanark mill village, Owen's great work experiment, revealed a strong impact on his thinking and actions. Thematic findings included: managing people and profit, education and training, pioneering workplace innovations, and the failure of the New Harmony, Indiana community. Themes provided unique historical evidence that education and development of workers, and the creation of humane work and community environments are linked across time and contexts to modern concepts of human resource development and thus supported Owen as a HRD pioneer.

Understanding the ideals and workplace experiments and contextual influences on a historical figure such as Robert Owen illustrate how modern concepts of workforce training and education, diversity, equality and justice and social responsibility originated and the importance of contexts on their development and success.

Contexts of economics, politics and societal demands greatly influence organizations and the creation of humane workplaces that nurture human potential.

The study brings history and historiography as a research method to the forefront of HRD research and practice. The study provides the beginnings of a collective historical memory that can contribute to HRD defining itself and establishing its identity as a discipline.

The study presents preliminary findings from research begun at the 2005 Academy of Human Resource Development International Research Conference held in Estes Park, CO, USA. The qualitative case study captures what new learning occurred as a result of the conference and how the new learning at the conference occurred.

The qualitative case study used conceptual foundations grounded within critical theory and focused on learning organizations, communities of practice (CoP), and knowledge generation.

Participant reactions documented on approximately 1,000 data forms were categorized for this preliminary study as critical perspectives on HRD where typically underrepresented voices critiqued the conference, CoP as relationships between theory and practice where participants reported that theory to practice was a rich research topic, and learning organizations where results indicated that the academy benefits through conferences in terms of creating a learning organization.

Preliminary results were based on preliminary analysis of data forms only. Future reports will include in‐depth analyses of data forms, and results of interviews and other collected data such as journals and observations.

Findings are important to conference planning and evaluation that seeks to create and sustain new learning.

The study is the first of its kind addressing the way conferences can influence the creation of new learning and how learning occurs.

The purpose of this paper is to investigate the relationship between gender and the individual and social aspects of expatriate work, emphasising how issues external to the organisation impact on the experience of female expatriates.

In total, 102 male respondents and 44 female respondents were surveyed in order to test the perceived organisational support, career satisfaction, and expatriate social support.

Significant gender‐related differences were identified in all three areas with notable contradiction in the perception and practice of how multinational corporations (MNCs) manage their expatriates. While earlier research suggested that organisations perceived their treatment of female expatriates to be equivalent to that of men, the results indicate that female international managers do not perceive equal treatment on international assignments.

Although based on a smaller sample than other international studies, the gender breakdown was sufficient for moderated regression testing.

As the expatriate social support construct is largely exploratory in nature, future research could examine the effect of perceived expatriate social support on other related workplace behaviours, both domestically and internationally, including work‐life balance and diversity management.

While other studies have provided a rich descriptive picture of the gendered nature of expatriation, little research has attempted to quantify the reasons behind the phenomenon. This paper addresses this gap in the literature through exploration of the issues, which impact upon the experience of female expatriates in foreign MNCs in China.

The first aim of this paper was to discuss the learning experience of university students who participated in a service-learning project on sustainable water management. By investigating the students’ engagement in a real-world, community-based project, this study also aimed to provide insights into the effectiveness of service-learning as a pedagogical approach for sustainable development education.

This paper presented a service-learning project organized by The Hong Kong Polytechnic University on improving water quality in low-income communities. An overview of the project was provided, including the curriculum design, project contents, implementation process, as well as students’ assessments, evaluation and feedback. Based on students’ assessments, the outcomes and impacts of this project were discussed. Additionally, several barriers were identified during this project, and corresponding suggestions were proposed to improve the service quality and increase its positive impacts.

The students established 12 water filtration systems to improve the water quality in a needy village overseas. Apart from the benefits to the service recipients, the participating students experienced personal development and civic engagement measured in 10 aspects, including the application of classroom learning, adaptive problem-solving, creative thinking, community contribution, commitment to helping the disadvantaged, empathy and compassion, concern for those in need, moral commitment to civic affairs, multi-perspective analysis and informed decision-making.

Although the recorded project was not the first international service-learning project on water sustainable management, to the best of the authors’ knowledge, this is the first time that the whole procedure of the service-learning project was documented as a compulsory credit-bearing subject in Hong Kong universities. With the water sustainability project example, this paper shows how to integrate service-learning subjects into university curricula and what benefits and challenges they could bring.

Why is it that some car component manufacturers achieve twice the productivity of their rivals, yet incur just one‐hundredth of their rivals' defect rates?

This bibliography aims to give citations and annotations for a core selection of sources on the information and learning commons trend in academic libraries.

Articles, books, and web sites relevant to this topic were found in the Library, Information Science & Technology Abstracts database; Library Literature Index; WorldCat; and on the internet. Sources were chosen that contribute to an overview of the concepts or cover practical considerations in implementation.

Libraries are developing best practices as they experiment with learner‐centered service models, but they apply these best practices differently according to their unique needs. Early implementations focus on technology and access, while later implementations focus on more collaborations surrounding learner‐centered pedagogies.

This bibliography selects from English language books, web sites, and peer reviewed journals about US, British, Canadian, and Oceania academic libraries, large and small.

This survey of the literature will help librarians and administrators understand the theoretical trends and collaboration that influence how libraries can change service, space, and technology to meet emerging needs.

The idea for this hugely successful event at the Crucible Theatre on 7 June, came first from the pages of New Library World, believe it or not. Reading one of Jane Little's articles advertising Feminist Book Fortnight, I noticed that there was not going to be a feminist book fair in this country this year, and that the main fair was to be in Oslo. It seemed an ideal opportunity to alter Sheffield's image as the macho snooker playing capital of the North and the idea for the First Sheffield Women's Book Fair was born.