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The purpose of this research is to present a guiding integrative framework for knowledge management that encompasses a fusion process for creating new knowledge and technological innovations, as well as to propose a method for applying the framework in a managerial decision making process.

The framework integrates multiple perspectives of knowledge formation and technological innovation from both researchers and practitioners. The framework, which the authors label the knowledge fusion process, is presented as an organizational learning cycle, which encompasses sub‐processes for knowledge acquisition and formation, technological embodiment of knowledge, entrepreneurial application of technologies, and assessment of knowledge‐in‐use by an organization. The Analytic Hierarchy Process is then proposed as one method to apply the framework for managerial decision making in an operational context.

Knowledge, usually embodied in technological innovations, is a strategic resource for organizations in all areas of human endeavor. The framework includes the premise that the most competitive organizations are those that can learn to learn – to incorporate learning processes, including knowledge creation, into everyday operations and management. Much of the learning involves converting knowledge from tacit to explicit forms, especially technologically embodied forms – tools, skills, facts and methods that are the knowledge‐in‐use within organizations.

The framework integrates a number of heretofore disparate research streams, thereby providing a structure for examining the knowledge management activities of organizations against current thinking about knowledge management. The framework also can be applied to categorize observations about an organization in order to support managerial decision making – a method for applying the framework is demonstrated.

Purpose – People do not just interact, with each other; rather, they engage with each other using the visual and verbal instrumentations of communication at their disposal, constructing meaningful and intelligible conversations with differing degrees of precision of intention and clarity of expression. In doing this, they employ the “fundamental features of language,” described in various semiotic and structuralist theories.

Methodology – Here, we synthesize and integrate the key aspects of these language theories in an attempt to apply them to everyday conversations. The language features in question are routinely put into play by human agents to convey attitudes, emotions, opinions, and information and to achieve an engagement with the other.

Findings – Human relations, expansive in their range and intricate in their forms, demand complex instrumentations with which to conduct them. These instrumentations are essential features of the linguistic socialization of human agents, integral to both memory and habits of speech.

Data were gathered on acknowledgements in five leading information science journals for the years 1991‐1999. The results were compared with data from two earlier studies of the same journals. Analysis of the aggregate data (1971‐1999) confirms the general impression that acknowledgement has become an institutionalised element of the scholarly communication process, reflecting the growing cognitive and structural complexity of contemporary research.

As interest in the “politics of education” continue to mount in the United States it becomes important to try to explicate the fundamental political ideology which continues to shape current developments in school finance in that country. In this article it is argued that there is an identifiable “democratic theory of school finance” and that the roots of this political theory can be found in the works of such “classical” authors as Aristotle, Thucydides, Thomas Jefferson, Alex de Tocqueville, Caleb Mills, and others. A body of current professional educational literature and some court opinions are then summarized and illustrations are provided to show that the basic political values of the “classical” authors are still very much present in the newer professional literature and in the court opinions. Finally a postscript is provided to bring the reader even closer to additional school finance literature in the United States. Students of the politics of education might be interested to learn that this was a bipartisan effort. Professors Hickrod and Hubbard are normally associated with the Democratic Party in the United States, while Professor Laymon customarily finds himself on the Republican side of the aisle. The article thus provides some evidence that there can be agreement on principles of democracy and constitutional government that transcends political party affiliation.

This paper aims to provide a look at an unusual emerging market though its main aim is to provide a rich and colourful exercise for teaching marketing. Rich in that the teacher has a variety of options, colourful in that the student will be engaged by the language and content.

The case study focuses on an unusual and relatively new leisure product that combines two growing areas: cruise tourism and music festivals. The case is written in a narrative style to allow student interpretation of the material and application to a range of marketing concepts. The information within the case is derived from a number of published sources including market data, internet chatrooms, blogs and an interview with a customer.

The case builds to provide a picture of an innovative niche product in an emerging growth market. In the introduction, it demonstrates that popular music is no longer limited to low‐income youth. The sections that follow the introduction set the scene for a (variable) market definition. Next, the experiences revealed in the Sixthman Blog show their lack of understanding of this “new product”. Whilst, the personal experience that follows highlights typical customer demographics and needs. The research from Mintel pulls much of this together before leaving some thoughts for the future in the final section.

The case can be used for teaching in a number of ways, for example, relating to market development, segmentation, targeting and marketing communications.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

The purpose of this paper is to set out to provide a selected bibliography or recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.