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The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals.

"Although" is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners' "although" output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners' "although" employment in Chinese EFL learners' writing. The study is a corpus-based analysis launched under the analytical framework of contrastive interlanguage analysis. The interlanguage hypothesis lays the theoretical foundation of the present study. Texts from two corpora--the Chinese learner English corpus [CLEC] and the "arts and humanities" disciplinary group of the British academic written English corpus [sub-BAWEC]--are analyzed both quantitatively and qualitatively with the help of concordance software Antconc 3.2.1 and statistics program PASW Statistics 18. Based on the findings, conclusions are drawn as follows: 1) Chinese EFL learners tend to underuse "although" and produce mono-structural "although" clauses in their writing. Nevertheless, they share similar preference on deciding "although" placement in clauses with native English speakers; and 2) Factors such as interlingual difference between English and Mandarin Chinese, pedagogical neglect in English classrooms and different cognitive styles influence Chinese EFL learners' "although" employment.

Much of the research into higher education and its role in work-based learning (WBL), and especially in supporting undergraduate students on placements, has focussed on longer term internships and sandwich courses. Research has also focussed on subject areas that have traditionally been associated with the above; for example, Business, Health, and Engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement, categorised as a 'short project' (Brennan & Little, 1996). Furthermore, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in Education Studies (not teacher education). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning (see Smith, Clegg, Lawrence, & Todd, 2007); the subject of Education Studies is not covered at all by previous research. This paper considers the different ways practitioners might blend learning and support university students' experiential and academic learning in this short project format. The results suggest that even a relatively short period of structured placement can be of significant benefit to students although for many respondents, face-to-face contact in the form of lectures and tutorials is still an important component of a blended approach to WBL.

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International debates on the aims and purposes of entrepreneurship education in universities are examined in this paper through the prism of a policy critique of recent English higher education initiatives. The Department of Business, Innovation and Skills (BIS) policy to integrate rather than "add on" enterprise education throughout university courses has been widely implemented. In contrast to the debates about enterprise policy by authors in social psychology, business studies, secondary school education and entrepreneurship, which question the claims of enterprise rhetoric and examine the practicalities of forming start-up companies, policy to integrate entrepreneurship into the curriculum has remained largely uncontested in UK universities. It is argued that policy to integrate enterprise into the humanities and social sciences produces three critical gaps; a limited scope for social theory, a historical analysis and the absence of demand-side economics. This critique of BIS policy is set within the wider context of the neo-liberal reconfiguration of the institutional relations between the university, the state and the market that erode university autonomy in the UK and on an international scale.

Using data from the UK, this study explores the institutional and environmental factors that influence universities' efficiency in knowledge transfer. While studies of universities' knowledge transfer performance have so far focused on patent commercialisation and research contracting with industry, it is increasingly acknowledged that universities engage in a broader range of knowledge transfer activities, including consulting, public engagement and provision of knowledge-intensive services. When these are taken into account, less research-intensive universities, and those with a greater share of staff in the arts and humanities, improve their relative efficiency. More specialised, older and larger institutions are more efficient performers, while research intensity is no longer a strong predictor of efficiency. [ABSTRACT FROM AUTHOR]