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This chapter shares work carried out to use the discipline of Informing Science as a lens to carry out an analysis of the discipline of entrepreneurship. Focusing first at the level of the entrepreneurship discipline itself, recently advanced frameworks for practice-as-entrepreneurial-learning and for the scholarship of teaching and learning for entrepreneurship (SoTLE) are built upon using Gill’s work on academic informing systems to develop a framework that encourages viewing the entrepreneurship discipline as a system that informs entrepreneurial practice. While this may sound self-evident, we will explore how it implies something quite different from the teaching–research–scholarship paradigm to which most of us are accustomed.

The purpose of this study is to investigate the effects of salespersons' attributions about managerial e‐monitoring on salespersons' customer orientation.

Hierarchical linear modeling was used to test the six study hypotheses. A main effects model was used to test the first two hypotheses, with a comparison of regression models used to identify pure modifiers.

The results of this study found informing attributions enhance customer orientation. This effect, however, can be weakened under highly bureaucratic organizational cultures. Similarly, the ability of controlling attributions to hamper customer orientation is less pronounced in cultures described as more bureaucratic.

Building on self‐determination theory (SDT), the authors' study provides an explicit test of e‐monitoring and examines the nature and effects of information and controlling attributions. Given a low variance extracted value attained for bureaucratic culture, future research investigating the underlying dimensions of bureaucratic cultures is warranted. Likewise, more tests of the cognitive mechanisms behind salespersons' attributions are needed to further extend SDT.

Managers seeking to improve customer orientation through the use of e‐monitoring might be best served by encouraging a salesperson's informing attributions. This might be accomplished by clearly communicating the purposes of the e‐monitoring to members of the salesforce.

By investigating the positive and negative effects of e‐monitoring on salesperson customer orientation, this study offers concrete implications for researchers and practitioners on a topic that previously has been examined in the literature only via speculative post hoc analysis.

Several recent incidents of highly publicized police misconduct in the United States have intensified interest in controlling police behavior. Administrative control of police use of force is difficult because police officers are often the primary and most credible witnesses to police misconduct, effectively giving them enforcement power over rules they are subject to; police cooperation as both rule followers and rule enforcers is necessary for effectively constraining police misconduct. The authors develop a framework for examining how organizational and institutional variables can affect individual decision making. Using this framework, the authors identify three avenues for reducing police misconduct – increasing the information generated by non-police sources, increasing the incentive for officers to cooperate with external enforcement efforts, and changing the expectations of officers regarding the attitudes and behaviors of their peers – and present a case study of Oakland California Police Department to illustrate the implications.

This study aims to predict the intention to participate (ITP) in public activities by utilizing five levels of e-participation reported in the literature. The study used the levels of e-informing, e-consulting, e-involving, e-collaborating and e-empowering as predictors of the intention to participate in e-government services.

An empirical test was adopted using a survey to measure the five levels of e-participation and the dependent variable, ITP in e-government initiatives. The survey included items from previous studies translated to Arabic. Subjects responded to a five-point Likert scale to measure their perceptions regarding the sub-dimensions of each e-participation level. Statistical analyses of the collected data were conducted to test the assumed hypotheses. Multiple regression of the five predictor levels was conducted to predict the ITP in e-government services.

All the estimated means of e-participation levels were moderately perceived. The regression results indicated a significant prediction of three levels: e-informing, e-consulting and e-empowering. The other two levels (e-involving and e-collaborating) failed to predict the ITP. The coefficient of determination R² resulting from the regression test was significant at the 0.001 level, which explained 61.9 per cent of the variance in the dependent variable.

The instrument used is a newly developed one in Arabic language, which might have influenced the results. The distinction between e-involving and e-collaborating might not have been recognized by subjects, which might have increased the limitations of the study. The results of this study call for more research to validate the instrument and try to see if new statements of e-consulting and e-involving might be employed. The other side could be to reduce the levels to three levels only or merge the insignificant ones into one (four levels only).

Governments need to assert the role of citizens in the decision-making process. Such assertion is done through the e-participation process.

Jordanians perceive the e-informing and e-consulting levels to be a foundation that can be easily attained, but jumping to the e-empowering level means that the society is keen on the partnership with the government.

This study is the first to use the participation levels (five levels) as predictors of the ITP. Most studies have utilized theories such as technology acceptance model (TAM), theory of reseaoned action (TRA) and unified theory of acceptance and use of technology (UTAUT) and other technology adoption theories. Also, this research has established ground for an Arabic survey to measure such levels, regardless of their prediction or description purpose.

Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning.” Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: “Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;” Section II: “Learner experience informing teacher knowledge;” Section III: “Subject matter/curriculum informing teacher knowledge;” and Section IV: “Milieu informing teacher knowledge.”

In this chapter, I bring a rhetorical genre theory lens to the study of two sets of information activities: information seeking and informing in a clinical setting, and personal information management in the household.

I begin by characterizing each candidate genre and show how it is constituted, created, repurposed, and used. I then show how that genre is embedded within a local genre set. This analysis maps the institutional, interactional, and intertextual connections, showing how generic forms interact with other oral and textual genres within the setting. Finally, I situate the single genre and genre set within the broader genre system to show how individual genres are both socially and intertextually connected with institutions and organizations beyond the local setting.

A genre analysis shows how “information” is accomplished out of the social and documentary practices of participants in particular settings and elucidates the shifting and complex nature of contexts in which information actors operate. Combining three levels of analysis shows how the actions of individuals are locally negotiated but also situated within broader structural constraints and discourse communities. A genre approach therefore offers a window on the elusive concept of “context” in information needs, seeking, and use research.

The purpose of this research paper is to explore the role and effectiveness of particular participation styles that affect the effectiveness of urban planning being integrated with disaster risk reduction (DRR) practices.

This research was conducted using a heuristic approach to the examination of urban planning and DRR practices focussing particularly upon citizens’ participation in four case studies internationally: the UK floods in 2007; Hurricane Katrina in the USA in 2005; wildfires of 2009 in Victoria, Australia; and Swiss avalanche prevention and preparedness. Desktop research was conducted to analyse cases and identify key findings, confirmed and augmented by interviews with relevant specialists in each country through semi-structured interviews.

The research reveals some similarities across all four cases studied. It appears that urban planning and DRR approaches, particularly those with a regulatory outcome and based on highly technical tests, are common. Further, it is apparent in the cases studied that circumstances where deeper technical knowledge and/or self-interest are strong factors, that informing and sometimes consulting styles are the most appropriate. While the scope of the paper means that this principle cannot be widely applied, there is a need to investigate these issues further.

The heuristic and inductive nature of this research limits the potential for in-depth analyses of the case studies, but rather provides a base for future research in this area, which currently has limited literature.

This study provides a wide base for future research and partially addresses the gap in the literature on the topic of integration of urban planning and DRR with a focus on the community involvement in it.

The purpose of this paper is to explore the informed learning experiences of early career academics (ECAs) while building their networks for professional and personal development. The notion that information and learning are inextricably linked via the concept of “informed learning” is used as a conceptual framework to gain a clearer picture of what informs ECAs while they learn and how they experience using that which informs their learning within this complex practice: to build, maintain and utilise their developmental networks.

This research employs a qualitative framework using a constructivist grounded theory approach (Charmaz, 2006). Through semi-structured interviews with a sample of 14 ECAs from across two Australian universities, data were generated to investigate the research questions. The study used the methods of constant comparison to create codes and categories towards theme development. Further examination considered the relationship between thematic categories to construct an original theoretical model.

The model presented is a “knowledge ecosystem”, which represents the core informed learning experience. The model consists of informal learning interactions such as relating to information to create knowledge and engaging in mutually supportive relationships with a variety of knowledge resources found in people who assist in early career development.

Findings from this study present an alternative interpretation of informed learning that is focused on processes manifesting as human interactions with informing entities revolving around the contexts of reciprocal human relationships.

An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.

The study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.

Most teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.

The workshop format could be adapted and used in practice.

Relatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.

Since the start of the COVID-19 pandemic, one dark social-media phenomenon in particular has experienced a significant rise: consumer-to-consumer (C2C) conflicts, i.e. consumers who verbally attack each other in response to COVID-19 service failures. The aim of this paper is to uncover the sources of such conflicts and to gain an insight into the corresponding conflict moderation strategies that international brands adopt.

The methodology consists of non-participatory netnographic observations of 13 national, international, and global online brand communities (OBCs) on Facebook. The authors use purposeful sampling to collect relevant data on conflict sources and brand moderation strategies during COVID-19 service failures and a hybrid approach to thematic analysis to derive distinct themes from these data.

The paper identifies five C2C conflict sources: brand attack, brand dissatisfaction, brand skepticism, brand contention and brand defense; these are then classified as having either an individualistic (self-oriented) or collectivistic (other-oriented) orientation. The authors also uncover several moderation strategies: non-engaging, automated, bolstering, asserting (direct, indirect) and informing (factual, empathetic, apologetic), which are broadly categorized into two levels based on their passive vs active approach and authoritative vs cooperative orientation. The paper further highlights that brands adapt their moderation strategies to specific sources of C2C conflicts, thereby producing a range of OBC outcomes.

The study's empirically informed framework comprising sources of undesirable conflicts and brand moderation strategies offers a practical tool that can aid marketing managers in nurturing civil C2C engagement and interactive behaviors in their OBCs. By adopting our framework, brand and marketing practitioners can tailor their communication strategies toward different sources of C2C conflict and minimize their adverse consequences, thus, fostering an overall constructive OBC engagement.

The authors offer a novel framework to international marketing research, consisting of C2C conflict sources and corresponding moderation strategies that take place in response to service failures during the COVID-19 pandemic. These insights, in turn, inform international marketers about new ways of transforming the dark side of OBCs into a source of competitive advantage based on real-world brand practice.