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xv | |
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xvii | |
About the authors |
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xix | |
Foreword |
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xxxi | |
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Foreword |
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xxxv | |
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Preface |
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xxxvii | |
Acknowledgments |
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xxxix | |
Acronyms |
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xli | |
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1 Qualitative benchmarking: an introduction |
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1 | (16) |
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1 | (1) |
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1.2 The need for frameworks |
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1 | (3) |
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4 | (4) |
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1.4 Qualitative benchmarking |
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8 | (4) |
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12 | (5) |
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13 | (4) |
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Part One Qualitative benchmarking: process and concept |
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2 Qualitative benchmarking in context: environment and outlook |
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17 | (10) |
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17 | (1) |
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2.2 Libraries, digital information, and COVID |
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18 | (1) |
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2.3 Place and space: physical, digital, hybrid |
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19 | (2) |
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21 | (2) |
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2.5 Financial sustainability: paying for it all |
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23 | (1) |
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24 | (3) |
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25 | (2) |
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3 Why qualitative benchmarking? |
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27 | (12) |
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27 | (1) |
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3.2 Background and context |
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28 | (1) |
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3.3 Benchmarking in library and information services |
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29 | (3) |
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3.4 Why qualitative benchmarking? |
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32 | (4) |
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3.4.1 A method for learning and sharing strategies, challenges, and practice |
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34 | (1) |
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3.4.2 The opportunity to learn together for senior library and information service professionals |
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35 | (1) |
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36 | (3) |
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36 | (3) |
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4 The four P's framework: benchmarking across dissimilarities |
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39 | (72) |
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39 | (2) |
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41 | (3) |
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42 | (1) |
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42 | (1) |
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42 | (1) |
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43 | (1) |
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44 | (1) |
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4.3 A hypothetical case method |
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44 | (4) |
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44 | (1) |
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4.3.2 Peter's problem to place the plans |
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44 | (2) |
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4.3.3 Quadrant 1: Practice |
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46 | (1) |
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46 | (1) |
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4.3.5 Quadrant 3: Personnel |
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47 | (1) |
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4.3.6 Quadrant 4: Professional |
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47 | (1) |
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4.3.7 Peter's plan of action |
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47 | (1) |
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4.3.8 Chris's plan of action |
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48 | (1) |
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48 | (1) |
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48 | (63) |
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49 | (62) |
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Part Two The international benchmarking exercise |
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Part Three Sector-leading ideas arising from the exercise |
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111 | (6) |
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116 | (1) |
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6 Resilience, retention, and return of staff: the case of Stellenbosch University Library |
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117 | (8) |
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117 | (1) |
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6.2 South Africa's national lockdown levels |
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117 | (1) |
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6.3 Management of staff during various phases of lockdown |
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118 | (2) |
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6.3.1 Strong and decisive leadership |
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118 | (1) |
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6.3.2 Managing with compassion |
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119 | (1) |
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6.3.3 Open and transparent communication |
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119 | (1) |
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6.3.4 Creating a positive organizational culture |
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120 | (1) |
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6.3.5 Monitoring and evaluation of work |
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120 | (1) |
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6.4 Staff development and empowerment |
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120 | (1) |
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6.5 Return of staff to work on-site |
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121 | (1) |
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122 | (3) |
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122 | (3) |
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7 Benchmarking on the fly and new ways of working: leveraging benefits from the pandemic experience |
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125 | (18) |
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125 | (1) |
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7.2 Context and background |
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125 | (3) |
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127 | (1) |
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128 | (1) |
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7.3 Theme 1-- Learning from others quickly or "benchmarking on the fly" |
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128 | (2) |
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7.4 Theme 2--Health, safety, and wellness (HSW) risk management is good management |
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130 | (1) |
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7.5 Theme 3--Business continuity planning and prioritizing |
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131 | (1) |
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7.6 Theme 4--Service development becomes business as usual |
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132 | (3) |
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7.7 Theme 5--Connected and situational leadership and decision-making |
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135 | (2) |
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7.8 Theme 6--Engagement not communication |
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137 | (2) |
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7.9 Leveraging benefits from the pandemic experience |
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139 | (4) |
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142 | (1) |
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142 | (1) |
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8 One library within one university: embedding a one library approach and vision |
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143 | (16) |
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143 | (1) |
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8.2 The one library imperative |
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143 | (1) |
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144 | (1) |
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8.3.1 University of Newcastle, Australia |
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144 | (1) |
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8.4 Developing our one library approach |
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145 | (1) |
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8.5 Developing a new library strategy |
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146 | (4) |
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8.5.1 Setting the foundation |
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146 | (1) |
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8.5.2 Emerging themes--bringing the team into the mix! |
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146 | (1) |
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8.5.3 Stakeholder engagement--are we aligning and do we want the same things? |
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147 | (2) |
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8.5.4 Closing the loop. Have we missed anything? |
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149 | (1) |
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8.5.5 Finally--the launch |
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149 | (1) |
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8.6 Building our new team |
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150 | (1) |
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8.7 Keeping people informed and supported |
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151 | (1) |
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8.8 Engaging with our stakeholders |
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152 | (1) |
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8.9 Successful transition |
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152 | (2) |
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8.10 Where are we now--18 months on? |
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154 | (1) |
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8.11 What about the library team? |
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155 | (1) |
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156 | (3) |
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157 | (2) |
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9 Cultivating agility and resilience over time |
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159 | (14) |
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159 | (1) |
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9.2 Pandemic measures at HKUST library |
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160 | (2) |
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9.2.1 Space and environment |
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160 | (1) |
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9.2.2 User behaviors and communication |
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160 | (1) |
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9.2.3 Collections and services |
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161 | (1) |
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162 | (1) |
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9.3 Practices that cultivate organizational agility |
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162 | (5) |
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9.3.1 Strategic planning and decision-making mechanisms |
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162 | (2) |
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9.3.2 Quality assurance systems |
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164 | (1) |
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9.3.3 A forward-thinking mindset in service planning |
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165 | (1) |
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9.3.4 Trust within and beyond the library |
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165 | (2) |
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167 | (6) |
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167 | (6) |
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Part Four New applications of benchmarking |
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Section A Benchmarking in different contexts |
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10 Library partnerships in an age of openness |
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173 | (12) |
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173 | (1) |
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10.2 The British Library and its partnerships |
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174 | (2) |
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10.3 COVID and post-COVID |
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176 | (2) |
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178 | (7) |
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181 | (4) |
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11 Lessons in leadership from third sector organizations |
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185 | (16) |
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185 | (1) |
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11.2 A note on report conventions and anonymity |
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185 | (1) |
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11.3 Interviews and areas of investigation |
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186 | (1) |
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187 | (11) |
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11.4.1 The role of the CEO |
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187 | (3) |
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11.4.2 The motivation of the interviewees |
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190 | (1) |
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11.4.3 Managing risk and coping with anxieties |
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191 | (2) |
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11.4.4 Positioning the organization and initiating culture change |
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193 | (3) |
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11.4.5 Reflecting on being a woman in a leadership position |
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196 | (2) |
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198 | (3) |
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Appendix 1 Interview questions |
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198 | (2) |
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200 | (1) |
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12 Fast forward or digital mirage--benchmarking education system responses to COVID, and what comes after? |
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201 | (16) |
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201 | (1) |
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12.2 The promise and peril of edtech |
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202 | (3) |
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12.3 COVID-19 and the education system response |
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205 | (2) |
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12.4 Case study--Edtech Demonstrator Program |
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207 | (2) |
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12.5 Case study--Association of Commonwealth Universities |
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209 | (2) |
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12.6 A forward and backward look |
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211 | (6) |
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212 | (5) |
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13 Planning for continuity, aiming for sustainability: libraries in the forefront of disruption |
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217 | (8) |
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Valentini Moniarou-Papaconstantinou |
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217 | (2) |
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13.2 Libraries and business continuity |
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219 | (2) |
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13.3 Libraries, business continuity, and sustainability |
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221 | (2) |
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223 | (2) |
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223 | (2) |
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14 Benchmarking for effective services in Nigeria |
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225 | (14) |
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225 | (1) |
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226 | (1) |
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226 | (1) |
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14.4 Library services during the COVID pandemic |
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227 | (1) |
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14.5 Benchmarking in Nigerian libraries |
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228 | (4) |
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14.6 COVID-19 and benchmarking in Nigeria |
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232 | (1) |
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14.7 How benchmarking can affect library services |
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233 | (2) |
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235 | (4) |
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236 | (3) |
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15 Benchmarking the impact, quality, and value of an academic online e-Library |
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239 | (26) |
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239 | (1) |
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15.2 Our vision: to be the center of excellence for built environment education |
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239 | (1) |
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15.3 Library and information services |
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240 | (2) |
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15.4 What is an online e-Library? |
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242 | (1) |
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15.5 UCEM's library mission statement |
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242 | (1) |
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243 | (2) |
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15.7 What is benchmarking? Reviewing the literature |
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245 | (1) |
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246 | (2) |
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15.9 Defining benchmarks and statistics |
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248 | (1) |
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15.10 How do you measure success of change? |
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249 | (4) |
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15.11 New ways of working--library provision over the COVID-19 pandemic period |
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253 | (1) |
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15.12 Copyright licensing agency, digital content store |
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253 | (2) |
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15.13 Quality assurance and benchmarking |
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255 | (1) |
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15.14 The importance of establishing networks and key contacts |
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255 | (2) |
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15.15 Recognition, accreditation, and awards |
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257 | (1) |
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15.16 Matrix accreditation |
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257 | (2) |
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15.17 At the hub of things--no student left behind |
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259 | (6) |
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261 | (1) |
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Bibliography and further reading |
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262 | (3) |
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16 Information users as active prosumers: perspectives from social marketing and sociocultural value for academic libraries' benchmarking processes |
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265 | (16) |
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Juan D. Machin-Mastromatteo |
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265 | (2) |
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16.2 Active users (prosumers) as the central focus of social marketing in academic libraries |
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267 | (3) |
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16.3 Benchmarking processes and the sociocultural contribution of academic libraries |
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270 | (4) |
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274 | (7) |
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276 | (5) |
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17 Supporting research information management: overcoming the inherent culture gap between traditional library ethics and the management of CRIS systems |
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281 | (14) |
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17.1 Introduction: about research information management systems |
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281 | (3) |
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17.2 The connection with libraries |
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284 | (2) |
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286 | (2) |
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17.4 Not a threat but an opportunity |
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288 | (2) |
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290 | (2) |
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292 | (3) |
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292 | (3) |
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18 Best practices for developing and disseminating audiovisual contents to promote library and information services |
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295 | (14) |
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Juan D. Machin-Mastromatteo |
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295 | (1) |
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296 | (2) |
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298 | (3) |
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18.4 Editing and postproduction |
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301 | (1) |
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18.5 Dissemination and sharing |
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301 | (4) |
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305 | (4) |
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Section B Benchmarking vocational elements of Higher Education |
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19 Life experience of mature students and its relevance to leaders in making good strategic choices in higher education |
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309 | (20) |
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309 | (1) |
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19.2 Rationale for the benchmarking questions |
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310 | (2) |
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19.3 A unique set of characteristics |
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312 | (4) |
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313 | (1) |
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19.3.2 Biological development |
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314 | (1) |
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19.3.3 Strong self-concept |
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314 | (1) |
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19.3.4 Social and professional circumstances |
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315 | (1) |
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19.3.5 Experience and expectations |
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315 | (1) |
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19.4 A case study of a selected NCL student |
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316 | (2) |
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19.5 Harnessing work experience for learning |
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318 | (2) |
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19.6 Experiential learning |
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320 | (1) |
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19.7 Case study: NCL teaching practices framework |
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321 | (3) |
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19.7.1 Context-dependent and context-independent knowledge |
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321 | (1) |
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19.7.2 Benchmarking questions--NCL case study |
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322 | (2) |
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324 | (5) |
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325 | (4) |
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20 Micro-credentials: need to be benchmarked across institutions |
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329 | (10) |
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329 | (1) |
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20.2 Defining micro-credentials |
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329 | (1) |
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20.3 Rationale for micro-credentials |
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330 | (1) |
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331 | (1) |
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332 | (1) |
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332 | (1) |
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20.7 UK-based micro-credentials models |
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333 | (1) |
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334 | (1) |
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20.7.2 University of Birmingham |
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334 | (1) |
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20.7.3 University of Glasgow |
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334 | (1) |
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20.8 Private company learning platforms |
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334 | (1) |
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20.9 Regulation and benchmarking of micro-credentials |
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335 | (2) |
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337 | (2) |
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337 | (2) |
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21 Strategic planning for digital submissions for institutions with creative arts programs: considerations, challenges, and routes to benchmarking |
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339 | (16) |
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339 | (2) |
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21.2 Electronic management of assessment |
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341 | (3) |
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21.3 Benchmarking for digital submissions in the creative arts |
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344 | (2) |
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344 | (1) |
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344 | (1) |
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21.3.3 Key areas for development |
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345 | (1) |
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346 | (9) |
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Appendix: Social media platforms |
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347 | (4) |
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351 | (4) |
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Part Five Conclusions and the future of benchmarking |
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22 Qualitative benchmarking and the future |
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355 | (8) |
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355 | (1) |
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355 | (1) |
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22.3 Key attributes and approaches for the future |
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356 | (1) |
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22.4 Strategic choices and the new qualitative benchmarking |
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357 | (3) |
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360 | (3) |
Index |
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363 | |