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This study aims to examine how systems for organizing information may present an authorial voice and shows how the mechanism of voice may work to persuasively communicate a point of view on the materials being collected and described by the information system.

The paper synthesizes a conceptual framework from the field of rhetoric and composition and uses that framework to analyze how existing organizational schemes reveal authorial voice.

Through textual analysis, the mechanism of authorial voice is described in three example information systems. In two of the examples, authorial voice is shown to function as a persuasive element by enabling identification, the rhetorical construct defined by the literary critic Kenneth Burke. In one example, voice appears inconsistently and does not work to facilitate persuasion.

This study illustrates the concept of authorial voice in the context of information systems, but it does not claim to comprehensively catalog all potential manifestations of authorial voice.

By analyzing how information systems work as a form of document, we can better understand how information systems communicate to their users, and we can use this understanding to facilitate design.

By creating designs that incorporate an enhanced conceptual grasp of authorial voice and other rhetorical properties of information systems, the construction of information systems that systematically and purposefully communicate original, creative points of view regarding their assembled collections can be facilitated, and so enable learning, discovery, and critical engagement for users.

Universities expose higher education professionals to complex organisational environments, expecting them to comply with structures, policies and practices. A university is not so different in this respect from other Communities of Practice (Wenger, 1998), in which the pressures to conform are often greater than the inducement to be original, and in which being different may be implicitly discouraged. The relationship between the individual and the established power structures becomes even more complicated when a university is going through the transitions and challenges that are inherent to internationalisation. This chapter examines the challenges and opportunities experienced by academics who are cultural and linguistic outliers within the setting of a European university, showing how the assumptions, values and expectations of the university environment can affect individuals’ ability to perform agentically. We consider how these academic outliers make meaning of being professional within the context of internationalisation and consider how such efforts can contribute to new understandings of interculturality. We further examine how alternative ways of being can result in new modes of engagement with colleagues. Drawing on interviews with six academics within a single institution, this chapter offers a version of the truth that is ‘woven from an amalgam of raw data’ (Clough, 2002), resulting in an exploratory narrative in the voices of fictionalised protagonists.

The purpose of this paper is to introduce the literary authority of qualitative management accounting field research (QMAFR) and its interconnectedness with the scientific authority of this form of research.

The paper adopts a non‐positivist perspective on the writing/authoring of QMAFR. The paper illustrates its arguments by analysing how the field is written/authored in two well‐known examples of qualitative management accounting research, using Golden‐Biddle and Locke's framework as a way of initiating an understanding of how field research attains its “convincingness”.

The paper finds that these two examples of QMAFR attain their convincingness by authoring a strong sense of authenticity and plausibility, adopting writing strategies that signal the authority of the researcher and their figuration of the “facts”.

The paper argues for a more aesthetically informed consideration of the “goodness” of non‐positivist QMAFR, arguing that its scientific and aesthetic forms of authority are ultimately intertwined.

This paper has practical implications for informing the ways in which QMAFR is read and written, arguing for greater experimentation in terms of its narration.

The value of this paper lies in its recognition of the authorial and aesthetic nature of QMAFR, as well as it potential to encourage debate, reflection and changed practices within the community of scholars interested in this form of research.

The purpose of this chapter is to introduce the topic and discuss the individual chapters in this volume as well as to provide an intellectual orientation which will hopefully inspire casual readers to read further. The main thesis behind this volume is that entrepreneurial crime and illegal enterprise span two very distinct yet complimentary academic disciplines – namely Criminology and Entrepreneurial/Business Studies. And that we need to take cognisance of both instead of writing and publishing in disciplinary silos.

Our methodological approach in this volume is predominantly qualitative and in addition mainly review based. Our editorial approach is/was one of laissez-faire in that we did not want to stifle authorial creativity or impose order where there was none, or very little. The result is a very eclectic collection of interesting readings which we hope will challenge researchers interested in the topics to cross inter- and intra-disciplinary literature in search of new theoretical models.

Rather than findings we see the contribution of the volume as being an attempt to start conversations between disciplines. We appreciate that this is only a beginning. There are discoveries and perhaps a need to redraw boundaries. One surprising finding was how much the authors all drew on the seminal work of William Baumol to the extent that it has become a common framework for understanding the cross overs.

There are many limitations to the chapters in this volume. The main one is that in any edited volume the editors are faced with a dilemma of allowing more voices to emerge or imposing a restrictive explanatory framework which in turn shoe horns the chapters into an over-arching sense-making architecture. The limitation of this volume is that it can only present a few of the voices and only begin a synthesis. Interested researchers must work hard to draw meaning from the eclectic voices.

The practical implications from this chapter and the edited chapters are manifold. The chapters deal with complex issues and we have opted to allow the authorial voice to be heard and to allow disciplinary writing styles to remain as they are. This allows a very practical understanding of everyday implications to emerge.

There are many policy implications which arise from this introductory chapter and the chapters in this volume but these will take time to manifest themselves. The main point to take away is that to understand and interdict crime and in particular entrepreneurial crime we must draw on inter-disciplinary knowledge and theories of entrepreneurship and business in a wider sense.

This chapter introduces a series of apparently separate yet interconnected chapters which explore the bounds and boundaries of illegal entrepreneurship and its originality lies in its approach.

The purpose of this paper is to discuss the practice as research of a site-specific audio documentary project made while on a residency in North Iceland.

This project uses the application of a methodology of listening in the creation of the work.

The author claims that rather than focusing on the concept of voice in documentary, listening reveals the inherent ecology and inter-relatedness of the documentary materials.

A practice of listening in documentary making can reveal multiple co-existing relationships.

The paper aims to analyse the published work of Ireland's pre-eminent public relations (PR) educator, across a number of literary genres in which he has written. More broadly, it considers the writing life of academics.

This paper examines Carty's writings about his own history, Irish history, the development of church-state relations in Ireland and PR. It seeks to make connections between Carty's subjects and his writing styles.

Through detailed analysis of a number of key texts, the paper explores the writing styles used by Carty to discern the nature of his distinctive “voice(s)”.

There is considerable research into a handful of (mostly American) “great men” in PR' history and development. But every nation has its own PR pioneers about whom little is known outside that country and who deserve to be more widely recognised.

This paper hopes to stimulate future work by other colleagues in other nations, reflecting on the contribution of their own PR educators and practitioners.

The purpose of this paper is to analyse how appraisal resources and legitimation strategies, concerning “associates” and “suppliers” in Walmart’s Corporate Social Responsibility reports from 2011 to 2013, contribute to the representation of a positive corporate image.

This paper draws upon Appraisal Theory (Martin and White, 2005) and Legitimation Theory (van Leeuwen, 2007) to explore the link between evaluative language and legitimacy concerning abovementioned search terms.

Walmart’s representations of its stance towards “associates” and “suppliers” differ greatly, although the corporation communicates a positive self-image through both of them. Walmart portrays its relationship with its “associates” as cooperative and mutually beneficial. On the other hand, the corporation presents the image of a philanthropist organisation that has been trying to improve the poor working conditions of its “suppliers” through strict regulations.

Only a small amount of data could be analysed manually due to the special nature of evaluative language and legitimation.

This paper fulfils an identified need in studying social reporting in terms of linguistic resources.

This paper describes and exemplifies a pedagogical heuristic for promoting critical literacy in science.

One way to support critical literacy in science is through a linguistically informed pedagogical heuristic called 5Es – Enquire, Engage, Examine, Exercise and Extend.

This paper describes the implementation of 5Es in a four-week middle school science unit on climate change, showing how the heuristic can be used to develop students’ understanding of the varied ways authors use language to present information, structure text, infuse judgment and evaluation, engage with and position the reader and express epistemic commitment to knowledge claims.

5Es offer teachers a new heuristic for text exploration that develops students’ critical language awareness, advanced literacy and disciplinary literacy at the same time.

The term diverse books is increasingly popular yet persistently nebulous. The purpose of this paper – Part I of II – is to illuminate both that the concept is in need of a unified account and that conceptual analysis, though at first seemingly quite promising, fails as a method for identifying one.

This paper utilizes traditional (or intuitive) conceptual analysis to specify the respective clusters of necessary and sufficient conditions that constitute four broad candidate accounts of diverse books.

Though diverse books is a concept in need of a definition, conceptual analysis is not an appropriate method for adjudicating between the definitions we have on offer. This is because the concept is fundamentally political, serving as a resource for re-shaping collective social arrangements and ways of life. The conceptual problem outlined here requires for its resolution a method that will move us from a descriptive project to an explicitly normative one, wherein we consider what we properly work to achieve with and through the concept in question.

This paper initiates a systematic analytical project aimed at defining diverse books. In illustrating a moment of methodological failure, it paves the way for a critical alternative – namely, Part II's proposal of an analytical intervention in which political concepts are defined partially in terms of their benefits vis-á-vis informational justice.

This paper aims to explore the scope of fiction writing in academic research as a way of studying “messier” aspects of the process, such as emotion.

The author reflects on her “lived experience” of conducting doctoral research, five years earlier and re‐searched for the paper, by composing a fictional narrative that aims to capture some of the emotional and other complexities of the process.

The author demonstrates that fictionalisation opens possibilities for a deeper probing of the emotional aspects of the research experience. Her conclusion is that this method can help researchers to think about the processes of writing, reflexivity, and emotion. It can also be useful to academic writers more widely, by showing how fiction writing techniques can convey some of the more complex aspects of their day‐to‐day activities.

The paper can act as a model for extending academic writing skills in the area of fiction, by introducing characterisation, plot and dialogue.

This paper offers an original account of the emotions of the doctoral writer, situated within current discourses on emotion, fiction writing and methodology. It will be of value to scholars of arts, humanities and social sciences.