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The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage.

An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature.

The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices.

This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting.

The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab.

This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

This study aims to examine the characteristics of ethnographic textile collectors and compare them with the literature regarding fair trade consumers to explore the existence of a possible consumption constellation between collecting and fair trade purchasing.

Purposive sampling was used for the study as it maximized the attainment of significant information related to ethnographic textile collecting. Qualitative data from ethnographic textile collectors (n=12) were collected.

Results suggested that collectors were interested in purchasing high quality, authentic products that expressed their identity and individuality. These are similarities shared with fair trade consumers. Furthermore, collectors' motives to help artisans overcome poverty were evident; a similar value guides fair trade purchasing.

The predominantly female sample of academics may not be representative of the average ethnographic textile collector.

Understanding the multiplicity of products and activities representative of one consumer group's lifestyle is beneficial to both for‐profit and non‐profit organizations in terms of product promotion or donation solicitation. The understanding of these consumers' lifestyle can, in turn, help marketers design and implement effective advertising and fundraising campaigns that improve the livelihood and wellbeing of excluded and disadvantaged people in developing countries.

The paper furthers the knowledge base and understanding of these different consumer segments by providing evidence of a consumption constellation between ethnographic textile collectors and fair trade consumers.

In exploring the impact of digital technology on leadership, we identify e‐leadership as a complex challenge that is characterized by five key paradoxes: swift and mindful; individual and community; top‐down and grass‐roots; details and big picture; and flexible and steady. For people to function effectively in this changing environment, a broader definition of leadership is needed – one where people in organizations make sense together of the challenges facing them and where they participate in leadership at every level. This requires a training environment where individual skills of perspective‐taking, network and coalition building, and story telling are developed along with team‐based skills of using dialogue, managing networks, and protecting voices from the fringe.

This article aims to report the results of a complete survey of enterprise education in all higher education institutions (HEIs) in England, undertaken in 2010 by the Institute for Small Business & Entrepreneurship (ISBE) on behalf of the National Council for Graduate Entrepreneurship (NCGE). The survey builds on prior work undertaken by the NCGE in England in 2006 and in 2007.

The survey aimed to establish a complete picture of curricular and extra‐curricular enterprise and entrepreneurship education. The survey uses a similar structure to the previous survey, enabling comparison to be made with enterprise provision over the 2006‐2010 period, as well as with the 2008 European survey of entrepreneurship in HE.

The results provide a stock‐take of enterprise education provision in participating HEIs and highlight the connections in institutional strategies between enterprise education, incubation/new venture support, graduate employability, innovation and academic enterprise. The paper reveals “hotspots” and gaps in enterprise provision and offers “benchmarks” for the sector.

The article offers a summary of the implications for the future development and sustainability of enterprise education in HE, in relation to policy, funding and other changes in the sector. It also considers these issues in relation to recommendations from professional educators and government policy for future development of enterprise in HE and comments on the policy impact of this work.

The timing of the survey, in May‐July 2010, was important as it reflected the end of a period of over ten years of sustained investment in enterprise in higher education by the previous Labour government in the UK, through a range of funding initiatives. As major public expenditure reductions in support for HE and enterprise activity followed, this represented the “high water mark” of publicly funded enterprise activity in the HE sector, and raised the question of how enterprise education and support activities would become sustainable for the future. The report analyses existing provision, assesses its development over the 2006‐2010 period, and provides conclusions and recommendations covering future policy, development, resourcing, and sustainability of enterprise and entrepreneurship provision in higher education.

This paper aims to extend the traditional conceptualization of localization, which has largely focused on recruitment, by examining “employability” and “retention” as crucial determinants of localization success.

Using survey data from local (Emirati) employees in private sector organizations in the United Arab Emirates (UAE), the authors develop a holistic model of localization and test the relationships between stereotypes, organizational socialization, employability and retention outcomes, using Smart-PLS.

Among the main findings are the significant influence of stereotypes on organizational socialization (OS) experiences of Emirati employees, with a negative relationship between “work ethics stereotypes” and perceptions of OS experiences. Strong evidence is also found for the indirect effects of OS experiences on retention of Emirati employees, mediated by employability.

This study contributes to the literature on localization by examining the relationships between key variables not examined together in previous research. In terms of limitations, the cross-sectional nature of the study prevents the identification of direction of causality among these relationships. Since employee integration, as part of localization efforts, is a gradual process, future research should include longitudinal studies.

Employability has emerged as a significant challenge for organizations and governments working to implement successful localization initiatives. This study’s findings highlight several opportunities for organizational and governmental policy interventions to support successful localization.

The authors’ holistic model extends localization literature by providing evidence for the role of stereotypes and employability as key constructs to be examined along with OS experiences and retention.

The purpose of this study is to investigate how enterprise social media (ESM) use combats turnover by impacting work perceptions, and ultimately turnover intention.

This study undertook a survey at a major information technology (IT) corporation. Data from a total of 276 working professionals were collected to test the proposed research model.

The structural equation modeling results show that ESM increase workplace integration; workplace integration decreased turnover intention, augmented job satisfaction and also reduced job tensions (perceived work stress) – job satisfaction and work stress perceptions influenced turnover intention.

Low response bias is one of the limitations in this study, although this study used a priori and post hoc measures to mitigate non-response bias. This study contributed to the theory by improving our understanding of the role of ESM in combating turnover by impacting work perceptions through the lens of social capital and emotional dissonance theories. This study also has practical implications for managers. The results suggest that incorporating ESM within organizations improves employees' perceptions and behaviors – providing an option for managers to consider it as a way to save costs associated with employee turnover.

Although several studies have been conducted on ESM, our understanding of the impact of ESM on work perceptions and turnover is still far from complete. This paper helps to close the gap in literature by improving our understanding of how ESM combats turnover by influencing work perceptions in an organization, which provides an essential contribution to research and practice in the field.

This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education.

The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices.

Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate.

In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions.

Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.