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Letters and opinions published in the Chronicle of Higher Education were analysed to identify metaphors relating to libraries used by faculty, academic administrators and librarians. Metaphors used in communications are assumed to reflect conceptual models held by the communicators. The qualitative methodology used in this study was built on the works of Schön, Reddy and Green. In this exploratory study, fourteen models of libraries were identified through linguistic examination of the appearance of the word stem ‘librar’ among published communications from academics. Differences were found in the conceptual models of libraries held among faculty, academic administrators and librarians. The study's findings suggest that to administrators in this case, libraries are contributors to the social structure of an academic environment, while to faculty, libraries are the repository for physical information resources to support their research. Librarians in the study tend to attribute an activist role to libraries, and to express a conceptual model of a library as a storehouse. The identification of metaphors about libraries, cited by academics, offers library managers insights into academic library users' conceptualisation of libraries.

Management literature is critically examined, and this finds an outmoded conception of human communication that is convenient when power is the central concern, but dysfunctional when constructive decision making is needed. Communication is widely taken to be the transmission of information and the reproduction of intended meanings. This view is premised on ancient classical assumptions of causality and linearity — of absolute and classifying categories, instead of relative and relational categories. Such a basis introduces intentions and causality into our understanding of communication. This reductionist thinking is seen vividly in stimulus‐response models of human influence that do not adequately explain human interaction. The critique examines social constructionist thinking that sees the world as a complex set of interrelated social phenomena constructed by people in interaction, ie in joint social action. A wealth of constructive thinking is discovered in Nordic, Germanic and Eastern sociologies and social philosophies. This is an alternative to the Western psychological perspective that is dominant and misleading in management thinking. Circular (transactional), rather than linear, models are more helpful in understanding human communication and what is required for responsive and responsible management of communication for productive business enterprise. Causal assumptions can be discarded in taking a view of communication in and of corporations (ie ‘corporative communication’) as both stimulator and stabiliser. Social, political and cultural phenomena can be more richly understood, however, if their linguistic and discursive (interactive) nature is addressed with a constructionist perspective on social reality. Communication cannot be understood without reference to knowledge, understanding, information, meaning and sense. A social constructionist theory of communication is a widened framework for the analysis of communication in a complex and holistic fashion.

Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study

The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals.

This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation.

This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field.

This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments.

Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning.

As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.

Metaphor is an important concept for clean language interviewers. This chapter describes what metaphor is and overviews the experimental research showing the potential for metaphor to influence interviewees. It expands on the brief introduction to metaphor in Chapter 1 and describes the role clean language can play by enabling interviewees' metaphors to be elicited, explored and modelled without the influence of the interviewer's metaphors. It justifies the value of a heightened awareness of the ubiquity and variety of metaphors and their involvement in the different phases of qualitative research; and builds an argument for how a clean language interviewing approach to metaphor can enrich the research process.

Explores the use of metaphor as a particular feature of language for making sales messages more effective. Examines the concept of metaphor, its use in advertising and its use by marketing practitioners. Concludes that the effective use of language and particularly metaphor is vital for successful marketing and sales performance. Outlines a ten‐point strategy for developing metaphor skills in order to improve marketing messages and sales effectiveness.

The purpose of this paper is to recommend that public administration (PA) theory and practice should become more sensitive to its sub-administration, and to suggest how this can be done.

This conceptual paper maintains that this sub-administration includes those ideologies, myths and metaphors that contribute like an unconscious in shaping (and misshaping) governmental policy and administration. Descriptions of the nature of ideologies, myths and metaphors are given, along with some examples of those that are harmful – such as the ideologies of the American Business Model and neo-liberalism.

PA should seek to engage and oppose such ideologies, myths and metaphors that are problematic – both those constructed within and without of PA itself. It is recommended that, for such analytical purposes, PA should turn toward post-traditional PA, including the insights of post-modernism and epistemic pluralism.

The concept of sub-administration is of significant utility both for PA theorists and practitioners in strengthening public administrative performance. The author has offered such and/or similar recommendations in earlier publications, including in the International Journal of Organization Theory and Behavior, 19 (1), 90-102: 2016.

According to the dominant paradigm in both biology and the language sciences, “information” is an entity which can be “contained” in genes or words; “transferred” to a receptor, this “information” is supposedly the key to phenomena such as the ontogenesis of living organisms or the meaning of language. Argues that this paradigm suffers from unsurmountable weaknesses and, moreover, that possible alternatives exist: maybe the time has come to abandon the information cult.

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.

This article examines how meaning comes about through the symbolic interactions of organizational members. The article also explores the power dimension of creating and sustaining corporate meaning and proposes that leaders are well‐positioned to influence shared organizational meaning (culture). Specific attention is given to symbolic devices which corporate leaders can use to both craft and sustain meaning structures. Communicative implications for leaders who desire to craft corporate meaning are provided. Suggestions for research contributing to the verification and critical examination of shared corporate meaning are put forward.

The purpose of this paper is to engage with the issue of construct clarity in corporate communications research giving particular attention to corporate branding and identity whereby a critique of existing alignment models provides a basis for a shift in the debate geared towards an alternative approach.

The commentary offers a discussion of a particular challenge to theory development around the clarity and specification of key constructs such as corporate identity and corporate brands. This leads to an elaboration of existing models of corporate branding and identity management and the subsequent suggestion for a shift towards alternative analytical interpretive models that are not premised on ontological assumptions of a conduit model of communication and objectivist assumptions of alignment and consistency. Shifting the debate in this direction has significant implications for research as well as practice.

There is a need to move away from sender‐dominated conduit models of communication and towards a constitutive model. This emphasizes the constitutive character of communication thus giving credence to the role of language and framing in the processes and products of organizational branding and identity. It also considers the relational or social process in the ascriptions of identity.

The paper proposes a new approach to corporate branding and identity and highlights the need for a more integrated understanding of the role of communication in the creation and promotion of these brands and identities.