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To understand the impact of mobile social media use on absorption within the customer experience, and overall engagement with the physical service context, a qualitative research study was undertaken. In particular, this study aims to understand the impact of mobile technology use on service engagement by tourists.

In this study, two groups of tourists were sent to a zoo wildlife lodge for one night. Half the group were permitted to use social media during their stay while the other half were instructed to refrain from actively using their social media accounts for the duration of their visit. The following day, in-depth qualitative interviews were conducted with each couple to explore how the use of social media or refraining from social media use impacted on their absorption within the service customer experience.

The findings suggest that engagement with their physical surroundings and the overall customer experience was increased when refraining from social media; however, respondents marketed the tourism provider enthusiastically when using mobile social media during their stay, compared with the group that was not using social media during the stay.

Despite a relatively small sample, a series of recommendations for service researchers and service providers have been generated through this research. For example, the methodology used can provide new ideas for researchers seeking to explore service customer experiences and engagement with the physical context. Service providers can also use recommendations around device free days to provide more immersive service customer experiences.

Research within marketing typically does not use quasi-experimental design or paired interviews, as used in this study. Furthermore, the understanding of the impact of mobile social media use on engagement with a physical service environment has received very little attention in the academic literature.

While it is recognised that the involvement of children in sustainable tourism change and development is crucial the fact remains that information on their worldviews and sustainable tourism behaviour is scarcely available. One long-term empowerment strategy countries and governments around the world can implement is by promoting children's rights through responsible education. This chapter articulates one tactic of that strategy at the local action level of school excursions, which is seen as an instrument that can be made most effective when it is initiated with the assumption that it is needed to help our younger generation acquire an environmental worldview, is harnessed in coalition with collaborators and, applied around the ‘moral’ obligation of educational institutions to provide agency to students' voice. Of the 17 Goals of Sustainable Development, SDG4 (Quality) Education can make a critically important contribution to progress. A series of activities and initiatives undertaken in informal educational environments such as field trips and school excursions can contribute to educating children, building their awareness about responsible and sustainable tourism practices, and developing an environmental sensitivity. Excursion activities and destinations such as museum exhibits have the opportunity to shape identities—through access to objects, information and knowledge. Visitors can see themselves and their culture reflected in ways that encourage new connections, meaning making and learning. Upon looking into transformational experiences in museums it was found that students were easily able to articulate that ‘aha’ moment, particularly around thinking differently about issues and taking action for environmental and sustainable changes.

As I make my last contribution as editor of Advances in Librarianship, I would like to say a few words about my twelve years’ experience with this annual. My tenure has greatly enriched my life both professionally and personally. My first association with Advances goes back to 1980 when I was asked to submit an article on library materials budgeting for volume 10. Later, in 1992 I joined Advances as a member of its editorial advisory board. At that time, Irene Godden (Colorado State) edited the volume. I owe her a great debt for her counseling and guidance. After Godden resigned in 1998, I took over as co-editor of Advances and from 2001 (volume 25) I have been its sole editor. Through all these years, I truly enjoyed working with my colleagues on the editorial board and with the many prominent librarians whose papers appeared in Advances. I am especially grateful to Nancy Allen (University of Denver), G. Edward Evans (Loyola Marymount University, Los Angeles), and Mary Jean Pavelsek (NYU), longtime editorial board members, who constantly provided encouragement and support. As editor I worked closely with the publishing staff, first at Academic and later Elsevier. I would like to single out both Marvin Yelles (Academic) and Christopher Pringle (Elsevier) and their assistants, Naomi Henning and Julie Neden, for their excellent work in turning manuscripts into the fine finished books that the reader sees.

With increasing globalization and mass migration, nations around the world are facing new levels and new types of diversity. On one hand, increased diversity has prompted global attention to issues of human rights and related discourses of cosmopolitanism, multiculturalism, and cross-cultural tolerance. On the other hand, flows of diversity are sometimes linked to renewed nationalisms and xenophobia, and educational actors engage in new “bordering and ordering” processes (Robertson, 2011). Amidst these shifts, schools continue to be sites where complex global debates about diversity and national belonging play out in localized, “everyday” ways. In the quotidian activities of classrooms around the world, educators are expected to promote equality, build national unity, increase intergroup tolerance, and foster peace. Yet schools are inextricably linked to their sociopolitical contexts, and often reflect the exclusion, inequality, stratification, and xenophobia that exist outside of school walls. Scholars of Comparative and International Education (CIE) are uniquely positioned to examine how these complex dynamics of nation building and intergroup relations are negotiated in local-level curriculum, language practices, and pedagogical approaches. By comparing such dynamics on local, national, and global levels, scholars can interrogate how global discourses of human rights, multiculturalism, and cosmopolitanism play out in different contexts – and how such discourses are circulated, adapted, resisted, and appropriated by global and local actors.

THE First two weeks of February, 1959, should be long remembered by public librarians, for they saw the announcement of the new award by the National Joint Council for librarians‐in‐charge and the publication of the Roberts Report. As far as the latter is concerned, THE LIBRARY WORLD has invited a number of eminent librarians to comment on the Report and their views will be published in subsequent issues. A brief study of the recommendations indicates that the Committee has been concerned to present practical propositions likely to appeal to a wide range of librarians and local authorities without provoking political controversies in Parliament. It is idealistic without being cloudy; it presents a new principle—that of a responsible Ministry with powers to enforce an improvement in library services—without being revolutionary.

International postgraduate education in business‐related subjects has grown substantially in the UK. Both MBA and specialist Masters’ programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of international postgraduate students.

The authors explored four questions through a survey of international students participating in entrepreneurship courses in two Business Schools: What is the typical profile of the international students’ prior education and work experience? What do students expect from studying an entrepreneurship PG course in the UK? What are their experiences of, and learning outcomes from, the entrepreneurship course? What benefits regarding their skills and knowledge do they perceive result from participation?

The results confirm that career development is a major motivator for international study in the UK. Entrepreneurship can help to address cultural tensions between postgraduate students’ expectations and their experiences of UK business education.

Suggestions are offered for educators on the effective design and delivery of entrepreneurship for international students in the rapidly changing and competitive postgraduate market.

Cultural integration, learning effectiveness and linguistic capability need to be addressed in designing learning programmes for international students.

The paper contributes new evidence to the debate on meeting the career expectations and motivations of international postgraduate students participating in entrepreneurship education, especially in the light of new curricular guidance and UK government regulation.

OF old the public library was wont to take its reputation from the character of the newsroom. That room, as everyone knows, attracts every element in the community and it may be it attracts especially the poorer elements;—even at times undesirable ones. These people in some towns, but perhaps not so often now‐a‐days, have been unwashen and often not very attractive in appearance. It was natural, things being as they are, that the room should give a certain tone to the institution, and indeed on occasion cause it to be avoided by those who thought themselves to be superior. The whole level of living has altered, and we think has been raised, since the War. There is poverty and depression in parts of the country, it is true; but there are relief measures now which did not exist before the War. Only those who remember the grinding poverty of the unemployed in the days, especially the winter days, before the War can realise what poverty really means at its worst. This democratic levelling up applies, of course, to the public library as much as to any institution. At present it may be said that the part of the library which is most apparent to the public and by which it is usually judged, is the lending or home‐reading department. It therefore needs no apology if from time to time we give special attention to this department. Even in the great cities, which have always concentrated their chief attention upon their reference library, to‐day there is an attempt to supply a lending library service of adequate character. We recall, for example, that the Leeds Public Library of old was first and foremost a reference library, with a lending library attached; to‐day the lending library is one of the busiest in the kingdom. A similar judgment can be passed upon Sheffield, where quite deliberately the city librarian would restrict the reference library to works that are of real reference character, and would develop more fully the lending library. In Manchester, too, the new “Reference Library”—properly the new Central Library—has a lending library which issues about 1,500 volumes daily. There must be all over the country many libraries issuing up to a thousand volumes each a day from their central lending departments. This being the case the department comes in for very careful scrutiny.

Artists operating under a studio model, such as Andy Warhol, have frequently been described as reducing their work to statements of authorship, indicated by the signature finally affixed to the work. By contrast, luxury goods manufacturers decry as inauthentic and counterfeit the handbags produced during off-shift hours using the same materials and craftsmanship as the authorized goods produced hours earlier. The distinction between authentic and inauthentic often turns on nothing more than a statement of authorship. Intellectual property law purports to value such statements of authenticity, but no statement has value unless it is accepted as valid by its audience, a determination that depends on shared notions of what authenticity means as well as a common understanding of what authenticity designates.