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This paper proposes to rethink the concepts of relevance and usefulness and their relation to the theory–practice gap in management research.

On the basis of the cognitive-linguistic relevance theory or inferential pragmatics, supplemented by insights from information science, we define relevance as a general conceptual category, while reserving usefulness for the instrumental application in a particular case.

There is no reason to hold onto the difference between theoretical and practical relevance, nor to distinguish between instrumental and conceptual relevance.

This novel approach will help to clarify the confusion in the field and contribute to a better understanding of the added value of management research.

This study establishes three predominant cognitive models of information and the information transfer process manifest in the literature of library and information science, based on a linguistic analysis of phrases incorporating the word ‘information’ from a random sample of abstracts in the LISA database. The direct communication (DC) and indirect communication (IC) models (drawn from Reddy's frameworks of metalinguistic usage) adopt the perspective of the information system; the information‐seeking (IS) model takes the viewpoint of the information user. Two disturbing findings are presented: 1. core elements of the DC and IC models are more weakly supported by the data than are most of the peripheral elements; and 2. even though the IS model presents the information user's perspective, the data emphasise the role of the information system. These findings suggest respectively that the field lacks a coherent model of information transfer per se and that our model of information retrieval is mechanistic, oblivious to the cognitive models of end users.

The aim of this paper is to systemize and improve the scientific status of studies on document abstracting. This is a diachronic, systematic study of document abstracting studies carried out from different perspectives and models (textual, psycholinguistic, social and communicative).

A review of the perspectives and analysis proposals which are of interest to the various theoreticians of abstracting is carried out using a variety of techniques and approaches (cognitive, linguistic, communicative‐social, didactic, etc.), each with different levels of theoretical and methodological abstraction and degrees of application. The most significant contributions of each are reviewed and highlighted, along with their limitations.

It is found that the great challenge in abstracting is the systemization of models and conceptual apparatus, which open up this type of research to semiotic and socio‐interactional perspectives. It is necessary to carry out suitable empirical research with operative designs and ad hoc measuring instruments which can measure the efficiency of the abstracting and the efficiency of a good abstract, while at the same time feeding back into the theoretical baggage of this type of study. Such research will have to explain and provide answers to all the elements and variables, which affect the realization and the reception of a quality abstract.

The paper provides a small map of the studies on document abstracting. This shows how the conceptual and methodological framework has extended at the same time as the Science of Documentation has been evolving. All the models analysed – the communicative and interactional approach – are integrated in a new systematic framework.

The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context.

Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted.

Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole.

Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature.

Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided.

Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

In this chapter, I draw from theory and research on intergroup relations and decoupling to critique prevailing conceptions of behavioral strategy, and then propose a viable alternative. I suggest that prevailing definitions of behavioral strategy exclude or marginalize theoretical perspectives that should logically be included, which has (1) created undesirable ingroup/outgroup dynamics in the strategy field and (2) resulted in decoupling between behavioral strategy as defined by category leaders and the actual content of research conducted by category members. I contend that this state of affairs has likely reduced the impact of behavioral strategy on other disciplines, and also likely constrained its impact on non-academic audiences. As an alternative, I propose a more interdisciplinary approach that involves identifying behavioral mechanisms that explain how social and psychological processes at different levels of analysis interact and interrelate to affect strategy and performance.

This study aims to explore the role of the linguistic style used in the brand-posted social media content on consumer engagement in the Fintech domain.

A total of 3,286 tweets (registering nearly 1.35 million impressions) published by 10 leading Fintech unicorns in India were extracted using the Twitter API. The Linguistic Inquiry and Word Count (LIWC) dictionary was used to analyse the linguistic characteristics of the shared tweets. Negative Binomial Regression (NBR) was used for testing the hypotheses.

This study finds that using drive words and cognitive language increases consumer engagement with Fintech messages via the central route of information processing. Further, affective words and conversational language drive consumer engagement through the peripheral route of information processing.

The study extends the literature on brand engagement by unveiling the effect of linguistic features used to design social media messages.

The study provides guidance to social media marketers of Fintech brands regarding what content strategies best enhance consumer engagement. The linguistic style to improve online consumer engagement (OCE) is detailed.

The study’s findings contribute to the growing stream of Fintech literature by exploring the role of linguistic style on consumer engagement in social media communication. The study’s findings indicate the relevance of the dual processing mechanism of elaboration likelihood model (ELM) as an explanatory theory for evaluating consumer engagement with messages posted by Fintech brands.

Attempts to clarify and articulate the need to understand and search for indigenous perspectives of educational management. Notes that any understanding of an indigenous perspective requires a real understanding of the theoretical bases of the subject, and an understanding of the particular indigenous environment or setting. Argues that, in order to differentiate culture free and culture bound content in educational management, the core corpus of educational management theories, concepts and terminology have to be identified; the culture specific ways of knowing must be examined; and unique categories made identifiable. Uses the Malaysian experience as an example of the quest for an indigenous perspective of educational management.

Purpose – This contribution draws on the processually proceeding historico-genetic theory developed by Günter Dux, in order to reconstruct the emergence of normativity as a central mode of human social organization from nonnormatively ordered prehuman societies.

Design/methodology/approach – In the first step, some of the most important premises and core arguments of historico-genetic theory are being explicated, as well as its conception of society. These are then illustrated with reference to the socio-genesis of normativity and of morality as a special kind of normativity. The chapter concludes with an attempt to evaluate the productiveness of historico-genetically oriented explanations.

Findings – According to sociological accounts, only human beings are able to develop mentally construed sociocultural forms and worlds, which are mediated through thought and language, and stabilized and secured by means of normativity. For the modern, natural scientifically shaped antimetaphysical understanding of the world, however, the normative constitution of human social forms of cultural organization as a distinguishing mark of the conditio humana can only be understood as a successor organization to a natural-historical precursor.

Originality/value – This chapter introduces the theoretical perspective of contemporary German social theorist Günter Dux to English-speaking readers, and provides a critical assessment of his work.