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In recent years there has been a growth of interest in the role played by intuition in entrepreneurial cognition and behavior. However, the significance of the role of affect in intuitive judgment has been underplayed by entrepreneurship researchers. In response to this theoretical and empirical shortcoming we propose recognition-primed decision-making (RPD), the somatic marker hypothesis (SMH), and dual-process theories (in particular Cognitive-Experiential Self-Theory: CEST) as complementary frameworks for advancing understanding of the dynamic interplay of cognition and affect in entrepreneurial judgment and decision-making.

This exploratory study investigates the relationship between affective climate and creativity as contributing factors to knowledge creation in organizations. Organizational creativity represents a source of new task-related ideas, implemented in the form of innovation. We argue that creativity is inherently linked to the process of knowledge creation embedded in the organizational context and related to social interaction. Our study identified several affective conditions that appear to be present when the professional environment supports creativity. These findings suggest that affective climate does influence the organizational setting, fostering or inhibiting organizational creativity.

The chapters in this volume are drawn from the best contributions to the 2008 International Conference on Emotion and Organizational Life held in Fontainebleau, France. (This bi-annual conference has come to be known as the “Emonet” conference, after the listserv of members). In addition, these referee-selected conference papers were complemented by additional, invited chapters. This volume contains six chapters selected from conference contributions for their quality, interest, and appropriateness to the theme of this volume, as well as seven invited chapters. We again acknowledge in particular the assistance of the conference paper reviewers (see appendix). In the year of publication of this volume, the 2010 Emonet conference will be held in Montreal, Canada, in conjunction with the annual meeting of the Academy of Management, and will be followed by Volumes 7 and 8 of Research on Emotions in Organizations. Readers interested in learning more about the conferences or the Emonet list should check the Emonet website http://www.emotionsnet.org.

The chapters in this volume are drawn from the best contributions to the 2006 International Conference on Emotion and Organizational Life held in Atlanta, in conjunction with the Academy of Management's Annual Meetings. (This bi-annual conference has come to be known as the Emonet conference, after the listserv of members). The selected conference papers were then complemented by additional invited chapters. This volume contains six chapters selected from conference contributions for their quality, interest, and appropriateness to the theme of this volume, as well as eight invited chapters. We acknowledge in particular the assistance of the conference paper reviewers (see Appendix). In the year of publication of this volume the 2008 Emonet conference will be held in France, and will be followed by Volumes 5 and 6 of Research on Emotion in Organizations. Readers interested in learning more about the conferences or the Emonet list should check the Emonet website http://www.uq.edu.au/emonet/.

David Ahlstrom is a professor at The Chinese University of Hong Kong. He obtained his PhD in management and international business in 1996, after having spent several years in start-up firms in the data communications field. His research interests include management in Asia, entrepreneurship, and management and organizational history. He has published over 60 peer-reviewed articles in journals such as the Strategic Management Journal, Academy of Management Review, Journal of International Business Studies, Journal of Business Venturing, and Asia Pacific Journal of Management. He also co-authored the textbook International management: Strategy and Culture in the Emerging World. He has served on the editorial boards of the Journal of International Business Studies and Journal of Small Business Management in addition to APJM. Professor Ahlstrom has guest edited two special issues of Entrepreneurship: Theory & Practice. At APJM, he has also guest edited two special issues (turnaround in Asia in 2004 and Managing in Ethnic Chinese Communities, forthcoming in 2010), and served as a senior editor during 2007–2009. He became editor-in-chief of the Asia Pacific Journal of Management in 2010.

Gregory Ashley is a Ph.D. student at the University of Nebraska at Omaha in the area of Industrial/Organizational (I/O) Psychology. Greg holds undergraduate degrees in Psychology and telecommunications, and Masters degrees in Business and Economics. His research has been published in both economic and psychology-related publications. Prior to entering academia, Greg accrued over 20 years of hands-on business experience working in a variety of management positions in the telecommunications industry.

In this chapter, we explore genre-blurring writing, where fiction meets theory, following the argument that texts in management and organisation studies suffer from the ‘textbook syndrome’. The stories that we tell through textbooks not only influence, but also set boundaries for, the way understandings are developed through the eyes of the reader. Often textbooks are written in a way that lead the reader into an idealised linear understanding of an organisation – far from the problems, dilemmas and messy everyday life that managers experience. Our discussion builds on previous literature on writing differently and our own experiences of writing a textbook by involving a professional novelist. Engaging in genre-blurring writing opens up how we think not only about writing, fiction and facts but also in our role as scientists. By situating ourselves, as researchers, at the intersection of fiction and the scientific work, not only new ways of writing, but also of thinking emerge. We discuss three aspects through which fiction challenge and develop our writing and thinking, namely to write with voice, resonance and an open end. Through genre-blurring writing, we create opportunities both to learn and to engage students in learning.