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The general aim of this paper is to shift the interest in two particular stakeholders, the entrepreneur and the company itself, from a vision based on a company perceived as a stock package towards an aesthetic perception of its creation. It intends to link creative entrepreneurship and creativity in the arts. Emanating from the phenomenological thought of Maurice Merleau‐Ponty on artistic vision, this research intends to read the motivations of a creator by a calling, that amounts to a counter‐gift to the beauty of the world. This motivation to create can be articulated in two non‐financial impulses: to dis‐cover and to correct. A sketch portrait of a French entrepreneur is depicted to illustrate the urge to create a small business. A stakeholder understanding is suggested, taking into account schutzian multiple orders of reality.

This article focuses on the various phenomenological approaches and their scope in the Human Resource Management (HRM) domain.

The authors reviewed and elaborated various phenomenological approaches, and their convergence, divergence and scope in the field of HRM.

The theoretical underpinnings of phenomenology reveal that with its philosophical differences, phenomenology emanates various spectrums in the form of different approaches. Furthermore, these approaches, e.g. Post-Intentional Phenomenology and Interpretative Phenomenological Analysis, have the potential to understand and uncover various phenomena in the field of HRM.

Phenomenological approaches could be employed to uncover various complex phenomena in the field of HRM. Phenomenological approaches can be used to examine the everyday life experiences of employees, as they could contribute to reframe and enhance the HRM practices in the organization.

The study contributes to the authors' knowledge of employing various phenomenological approaches to explore the diverse phenomena in the field of HRM.

The pursuit of innovation depends on creativity as a competency, yet creativity-especially in organizational settings — is difficult to understand, let alone manage. By consulting works of Maurice Merleau-Ponty (art), Martin Heidegger (philosophy), and Hannah Arendt (political science), this article offers a composite account of creativity that suggests the aggressive pursuit of creativity in an organizational setting should include an expenditure of effort by leaders to create a social environment where participants can reflect upon and accept their own inner creativity, known as natality, as well as the creativity of others as a collective response to aspects of a reality we ordinarily overlook.

To examine work on phenomenology and determine what information studies can learn and use from that work.

The paper presents a literature‐based conceptual analysis of pioneering work in phenomenology (including that of Edmund Husserl, Martin Heidegger, Paul Ricoeur, and others), application of such ideas as intentionality and being in information studies work, and the potential for greater application of the information seeker as other.

The literature on phenomenology contains thought that is directly relevant to information studies and information work. Close examination of perception, intentionality, and interpretation is integral to individuals’ activities related to searching for and retrieving information, determining relevance, and using technology. Essential to the realization of phenomenology's potential is adoption of communication by dialogue so that an information seeker is able both to conceptualize need and to articulate that need. Some promising work in information studies demonstrates an openness to the ongoing and continuous perceptual experiences of information seekers and the relation of that process of perceiving to the growth of knowledge.

Offers a different way of thinking about human‐information relationships and the ways that information professionals can interact with information seekers.

This study introduces a phenomenological approach to the design of enabling technologies for older adults focusing on capabilities rather than disabilities. The purpose of this paper is to use embodied experiences to structure an alternative understanding of the human–technology relationship and demonstrates the significance and implications of this approach.

In total, 31 older citizens (M=80.5 years, SD=5.97 years) were engaged in a participatory design process revolving around the embodied experiences of the participants. The aim was to design new wireless chargers for their existing enabling technologies. The paper presents design results and statistical analyses of performance evaluations.

The co-designed alternatives were compared to the current alternative. The statistical analyses revealed an average increase in performance of 45.35 percent across all participants when using designs anchored in embodied experiences. The significance of these results suggests that a shift from disabilities to capabilities provides new opportunities to understand and facilitate interaction between older adults and technology.

The study follows the theoretical argument into real-use scenarios involving co-designed artifacts to demonstrate how the suggested approach can be a viable alternative strategy to how we facilitate the design of enabling technologies for older adults.

The suggested design approach contributes to the ongoing development of enabling technologies for older adults by introducing a respectful and inclusive alternative strategy.

By adopting the dictum that all knowledge is knowledge from a point of view, educators can arrange the literature on leadership into nine categories from three conceptually distinct points of view, namely the Leader, the Follower, and the Investigator. Students who come to appreciate and account for point of view not only increase their understanding of leadership, but also prepare to compensate, if not transcend their own point of view – a skill that successful participants in leadership will increasingly require.

The purpose of this paper is to reflect a critical perspective drawing from phenomenology, especially informed by a reading of Heidegger, to enhance and extend appreciation of the need to question accounting’s meaning or delineation and how research might be undertaken into the accounting phenomenon and related areas.

To illustrate and clarify argumentation in terms of accounting mobilization and the domain of accounting research, the mainstream and strongly positivistic accounting perspective adopted in the USA is critically assessed. At the same time, the authors elaborate how much of interpretive research (including much of that labeled critical) is also lacking in terms of the perspective articulated here.

The paper stresses the case for questioning the taken-for-granted and conventional. It promotes reflexivity, cautious pragmatism, attentiveness to the value of the existing, responsibility to difference and otherness and openness to new possibilities as part of a deeper critical orientation.

The paper draws from phenomenology, especially in Heideggerian terms to open-up new conversational domain to debate accounting.

The purpose of this article is to develop a critical and extended understanding of practices in organizations from a phenomenological point of view. It explores the relevance of Merleau-Ponty's advanced phenomenology and ontology for understanding the role of the lived body and the embodiment of practices and change in organizational lifeworlds.

Based on the literature review and phenomenology, the role of embodied and relational dimension, the concept of an emergent and responsive “inter-practice” in organizations is developed systematically.

Based on the phenomenological and relational approach, the concept of (inter-)practice allows an extended more integral and processual understanding of the role of bodily and embodied practices in organizational lifeworlds as emerging events. The concept of inter-practice(ing) contributes to conceiving of new ways of approaching how responsive and improvisational practicing, related to change, coevolves within a multidimensional nexus of organizations.

Specific theoretical and methodological implications for exploring and enacting relational practices as well as limitations are offered.

Some specific practical implications are provided that facilitate and enable embodied practices in organizational contexts.

The responsive inter-practice is seen as embedded in sociality and social interactions and links to sociocultural and political as well as ethical dimensions are discussed.

By extending the existing discourse and using an embodied approach, the paper proposes a novel orientation for reinterpreting practice that allows explorations of the emergence and realization of alternative, ingenious and more suitable forms of practicing and change in organizations.

Phenomenologists are among the strongest opponents of logical positivism. Mostly associated with Edmund Husserl, phenomenology is essentially an analytical method or framework for describing and explaining social relationships and psychological orientations. Phenomenologists attempt to account for the subjective qualities which logical positivists and empiricists assume to be unreal or are mistakenly treated as objective observable phenomena. The authors note that phenomenology has been absorbed into the literature and the language of the field especially in terms of how people do and do not relate to bureaucratic organizations and government programs.

Teaching drawing in architectural education raises questions regarding the representation of spatial experiences: to what extent can sensory experiences of space be intensified through observing and drawing and, perhaps equally important, what those drawings would look like?

In the context of their drawing classes, the authors started to inquire the discrepancy between conceiving and perceiving space, and the aptitude of representing spatial concepts upon a two dimensional surface. Through observation and translating observation into drawings, students discover that conventionalised ways of drawing, such as linear perspective, only reveal part of the story. While linear perspective remains the dominant way of representing space, obviously visible in photography, film, 3D-imaging and architectural impressions, the authors started looking for ways of drawing which inquire possibilities of expressing spatial experiences. Drawing as an activity which is able to enhance spatial understanding, rather than as a tool to communicate virtual spaces. Next to drawing as a ‘skill’, which can be learnt, the drawing classes started to inquire non-visual aspects of space by analysing attributes of spatiality, which are difficult to convey through two dimensional drawings.

Starting from a contextualisation of spatial drawing within architectural practice, the article examines the discrepancy between geometric space and lived space, in order to reveal the dubious role of linear perspective within (architectural) culture and history. After a brief return to how we imagined and represented space in our childhood, the article presents a series of practice based examples. Drawing on the authors’ teaching practice, it illustrates possibilities to expand our visual language by exploring space and spatiality through observing and drawing.