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I am trying to reason how cultural entrepreneurship research still could become more cultural, by developing two ideas: (1) that cultural entrepreneurship research describes the scholarly effort to inquire into how concepts, plans, recipes, rules, and instructions govern and are battled in the emergence of the organization-creation process. (2) Second, that this reveals a great affinity between the cultural and the entrepreneurial and that a more literary approach to writing cultural entrepreneurship research holds promise of a more nuanced, imaginative, and thus more cultural entrepreneurship research. In effect, the entrepreneurial process would, culturally understood, be the successful struggle to move beyond the comfortable place of dominant normality (and its assuring roles and templates) into an “un-insured” temporary space of potentialities, attractive to the imaginative mind for its motivating intimacy with hitherto undisclosed value. Most of this comes from re-reading Clifford Geertz’s (1973) The Interpretation of Cultures using Stephen Greenblatt’s (1997) The Touch of the Real as a companion. It brings me to the conclusion that we have never quite been Geertzian, and at least not Geertzian enough.

A discourse analysis of the cognitive viewpoint in library and information science identifies seven discursive strategies which constitute information as a commodity, and persons as surveyable information consumers, within market economy conditions. These strategies are: (a) universality of theory, (b) referentiality and reification of ‘images’, (c) internalisation of representations, (d) radical individualism and erasure of the social dimension of theory, (e) insistence upon knowledge, (f) constitution of the information scientist as an expert in image negotiation, and (g) instrumental reason, ruled by efficiency, standardisation, predictability, and determination of effects. The discourse is guided throughout by a yearning for natural‐scientific theory. The effect of the cognitive viewpoint's discursive strategy is to enable knowledge acquisition of information processes only when users' and generators' ‘images’ are constituted as objectively given natural‐scientific entities, and to disable knowledge of the same processes when considered as products of social practices. By its constitution of users as free creators of images, of the information scientist as an expert in image interpretation and delivery, and of databases as repositories of unmediated models of the world, the cognitive viewpoint performs ideological labour for modern capitalist image markets.

This chapter focuses on the Trump administration's health policies, with an emphasis on its efforts to repeal the Affordable Care Act and its response to the COVID-19 pandemic. It assesses those policies both in the context of the administration's broader goals and motivations, and in the context of systemic deficits and deficiencies in American health policy. I argue that failures of health policy and health security in the face of the pandemic reflect those longstanding weaknesses, much more so than the administration's actions (or inaction).

Bases its findings on the results of a survey of 168 top level managers in French organizations. Demographic variables, behavioural characteristics and measures of business impact have been linked in order to discover whether organizational infrastructure concerns, educational achievements of top management, or the behaviour of top management, or a combination of these, influence the business performance of French private sector organizations. The results show that the level of qualification attained does not indicate whether French senior managers will perform effectively, nor is the configuration of organization structure significant for effective management. Crucial, however, are the attitudes and behaviour of senior managers, who are identified as significantly impacting on group and organizational performance. Considers that four areas of management development are pertinent to the continued growth and development of French senior managers, namely enhancing the ability to respond positively to feedback, enhancing interfacing skills, effective use of consultants and assisting managers to be high achievers.

This article seeks to investigate the individualistic ideas, practices, and student identities that developed in correspondence education in the mid twentieth century. In doing so a number of questions about the individualistic pedagogy and identities in correspondence education are posed. How was individualism to be achieved? What pedagogic practices were used? Who could students learn from? What was the desired identity of the students? How were the student’s material circumstances understood? In attempting to answer these questions the article aims to increase understanding of the individual pedagogy and the construction of the ‘independent learner’ at work in correspondence education during its golden age.

In Postmodern Public Administration: Toward Discourse (1995), Fox and Miller call for a postmodern discourse that can radicalize the reformist tendencies in public administration theory. This first edition neglects a powerful ally that can deepen this view of the decentered subject and illuminate some roadblocks to postmodern discourse theory, Michel Foucault. This paper challenges Fox and Millerʼs phenomenological notion of the self and offers Foucaultʼs characterization of the subject as an alternative that addresses how selves are created in and through discourse. This paper argues that the redemption of authentic discourse that Fox and Miller desire is not possible precisely because of the nature of the subject as already constituted. However, this does not mean that rich discourse ceases. Political ethics are still possible for deformed and decentered subjects.

Knowledge, as represented in the history of ideas and in studies of knowledge paradigms and bibliographical structures, appears coherent and rationalistic. By examining the work of the French historian and philosopher Michel Foucault, this view is discussed. Special attention is given, in any cultural or scientific interpretation of an age, to the need to get behind the dominant or hegemonistic body of institutionalized and documented knowledge. We need to investigate the assumptions and underlying influences on the ways in which discourse embody and shape meanings. What preconceptually underpins, we might ask, what people know as knowledge. Important links between language, truth and power are examined, and these are major concerns for Foucault. It is argued that Foucault's ‘archaeological’ and ‘genealogical’ insights into the nature of warranted knowledge are crucial for an understanding of the communication process and the knowledge‐organizing activities of information specialists.

Most analyses of Donald Trump's presidency stress its uniqueness. For many commentators, the “crisis of democracy” refers to Trump's January 2021 coup attempt and his other authoritarian machinations. Some analysts speak of the “Trump effect” on the Republican Party. Yet in most respects Trump is an extreme expression of longstanding patterns. Trump's style of demagoguery draws from the historic repertoire of the Right, while most of his policies as president were consistent with those of his predecessors. The Democratic Party, meanwhile, appears incapable of stopping the spread of far-right politics, largely because the party is unable and/or unwilling to deliver major redistributive reforms. Trump and Trumpism are symptoms of this deeper systemic crisis. This brief introduction previews the chapters that follow, which will examine the roots, impacts, and future prospects of Trumpism and the possibilities for combatting it.

When James Conant visited Australia in 1951 he unwittingly entered an existing, lengthy debate about the value of university‐based knowledge in Australia. The Second World War, with its significant reliance on academic expertise, had suggested that if knowledge could win wars, the labour of academic staff could be considered to normally have social and economic value to the nation. In 1951 Conant had no way of foreseeing that steps made, in this light, at Federal level during and after the war, would culminate in the 1957 Review of Universities in Australia, chaired by Sir Keith Murray, and the injection of a large amount of funding into the university system. Conant’s confidential report to the Carnegie Corporation does show that he saw the system in desperate need of funding, which wasa reality that everyone agreed upon.1 The long debate included options for university funding and the potential change to the character of universities if the community, rather than the cloister, was to determine the purpose and character of knowledge. Conant’s report reflects this debate, centring (as many other participants did as well) on the value universities would gain if they were more obviously useful and relevant to industry and if their reputation was less stained by elitism and arrogance. Conant could not gather sufficient data in his visit to identify the nuances of this long discussion nor could he see the depth and spread of its influence over the decade or so preceding his visit. As a result, his particular agenda seems to obscure the perception of the threat that change provoked to some of the traditional values associated with academic work. To consider the debate and the character of academic work in the university scene that Conant fleetingly visited, we need to look back just a few years to another, but very different, visitor to the Australian system.