University of Iowa School of Library and Information Science newsletter. 1995-1996, no. 37.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. 1996-1997, no. 38.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. 1998-1999, no. 40.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2000, no. 41.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2001, no. 42.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Spring 2002, no. 43.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2007, no. 46.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2009, no. 47.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2010, no. 48.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2011, no. 49.

Newsletter from the University of Iowa School of Library and Information Science.

University of Iowa School of Library and Information Science newsletter. Fall 2012, no. 50.

Newsletter from the University of Iowa School of Library and Information Science.

Provision of supplementary materials in Library and Information Science scholarly journals

Purpose This study seeks to analyse the policies of library and information science (LIS) journals regarding the publication of supplementary materials, the number of journals and articles that include this feature, the kind of supplementary materials published with regard to their function in the article, the formats employed and the access provided to readers. Design/methodology/approach The study analysed the instructions for authors of LIS journals indexed in the ISI Journal Citation Reports, as well as the supplementary materials attached to the articles published in their 2011 online volumes. Findings Large publishers are more likely to have a policy regarding the publication of supplementary materials, and policies are usually homogeneous across all the journals of a given publisher. Most policies state the acceptance of supplementary materials, and even journals without a policy also publish supplementary materials. The majority of supplementary materials provided in LIS articles are extended methodological explanations and additional results in the form of textual information in PDF or Word files. Some toll-access journals provide open access to any reader to these files. Originality/value This study provides new insights into the characteristics of supplementary materials in LIS journals. The results may be used by journal publishers to establish a policy on the publication of supplementary materials and, more broadly, to develop data sharing initiatives in academic settings.

Provision of supplementary materials in Library and Information Science scholarly journals

Purpose- This study seeks to analyse the policies of library and information science (LIS) journals regarding the publication of supplementary materials, the number of journals and articles that include this feature, the kind of supplementary materials published with regard to their function in the article, the formats employed and the access provided to readers. Design/methodology/approach- The study analysed the instructions for authors of LIS journals indexed in the ISI Journal Citation Reports, as well as the supplementary materials attached to the articles published in their 2011 online volumes. Findings- Large publishers are more likely to have a policy regarding the publication of supplementary materials, and policies are usually homogeneous across all the journals of a given publisher. Most policies state the acceptance of supplementary materials, and even journals without a policy also publish supplementary materials. The majority of supplementary materials provided in LIS articles are extended methodological explanations and additional results in the form of textual information in PDF or Word files. Some toll-access journals provide open access to any reader to these files. Originality/value- This study provides new insights into the characteristics of supplementary materials in LIS journals. The results may be used by journal publishers to establish a policy on the publication of supplementary materials and, more broadly, to develop data sharing initiatives in academic settings.

Students competences in Business Administration subjects

The evaluation of the competences acquired by the students in the context of a university education system is needed to enable professors to develop teaching-learning processes tailored to students" needs. The main goal of this paper is to analyze in depth the profile of the acquired competences of the bachelor students in Business Administration subjects. In that sense, this paper explains an experience in assessing bachelor student"s competences by applying an ICT-based digital platform designed for the selfassessment of personal and social competences. In particular, we apply an evaluation tool which was specifically designed for self-evaluating the project managers" generic and specific competences. The authors of this research have previous experience in implementing this evaluation tool in the subjects of Business Administration, Operations Management and Strategic Management taught in the Faculty of Economics and Business of the University of Barcelona. In this paper, the results show that there exist significant differences in the self-evaluation of competences depending on the respondent gender. This kind of tools benefits the three parties involved: students, university managers and organizations, and should be applied along the Bachelor as a transversal project and adapt the programs to achieve graduate students with higher levels of social and personal competences, as demanded by the labour market.