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The purpose of this study was to construct a mind counseling ontology to efficiently facilitate the diagnosis of the diseases of mind. To determine the structure of mind counseling ontology, this study conducted analysis on structural forms available in counseling books and other related fields and adopted essential ones in the explanation of counseling. The processing of the diseases of mind was divided into three stages: cause, symptoms and counseling. The stages were analyzed one by one in terms of process, functional elements and relevant technique necessary at each stage.

In the mind counseling list, there are 12 different diagnoses of diseases of mind that are classified into four classes. Thus, the causes, symptoms, prescription and medical history for 12 diseases of mind are defined as a higher rank concept of mind counseling ontology. The causes, symptoms, prescription and medical history consist of definition, affective characteristics and related factors, while the potential diagnosis consists of definition and risk factor. This information does specify detailed notions in the diagnosis of diseases of mind, but considering the limitation of not being able to represent all the diseases, this study enables a counseling center to give and use individual definitions of diagnostic terminology of their own.

This study adopted the top-down approach, in which mind counseling ontology defines a higher rank concept, the terminology in diagnosing diseases of mind, based on the list of terms from the counseling record that specifies the abstract concepts of the diagnosis. The bottom-up approach was also incorporated, which defines the diagnostic terms extracted from the counseling record as a subordinate concept of the mind counseling ontology. Thus, the development of the mind counseling ontology involves the combination of top-down and bottom-up approaches to the construction of ontology.

This research has significance in that it deals with the fundamental problem of the mind aiming for a true change and healing of it, which is the ultimate purpose of this ontology, especially in the circumstances where research on ontology in diagnosing the diseases of mind is unprecedented.

This column aims to explore the potential of personal information management (PIM) and reference management. It focuses on combining the use of PIM and reference management software with mind maps to stimulate the creative and innovative use of information collected

Following a brief review of the literature on the topic per se, awareness is raised of appropriate software and the potential of mind maps. The column is written against the background of research from information behaviour, PIM, mind maps, creativity, innovation and the reflective and evidence‐focused librarian.

There is growing emphasis on more than information literacy skills and the responsible use of information. Creative and innovative use of information is stressed. More intensive use and exploitation of information is necessary to justify the time and effort spent in using PIM and reference management software. Mind maps and collaboration might support creative and innovative use of information, and need to be further exploited. Although software is strong in supporting collaboration, there is very limited built‐in support for the combination of features for information and reference management with features for mind maps.

Although much has been published on developments in PIM and reference management, there is limited coverage of combining PIM and reference management with the use of mind maps and creativity, reflection and noting evidence.

Mind mapping can be a pedagogical tool that helps students brainstorm how to organize information in a way that incorporates creative and active learning, as well as critical thinking. In this article, we describe the application of using mind maps in an undergraduate course focused on teaching leadership theory as an effort to help students think more holistically about how theories intersect with their lives. The assignment description, rubric, and details of the application are provided. Examples of ways students have organized their maps to integrate theories into their lives (e.g., based on themselves, organizations, or metaphors) are also included. Through this practice, we found that mind mapping leadership concepts to areas of students’ lives develop their ability to describe how leadership theories operate holistically in their life, rather than limiting their understanding to one or two popular theories. We recommend leadership educators consider mind mapping as a pedagogical tool to teach theories and other content that require understanding in a broader context.

This study aims to investigate how understanding of objective knowledge (as defined by Karl Popper) is experienced by the knowledge recipient and the role that information plays in such understanding.

Husserl's phenomenological approach is applied to a sample of undergraduate students' lived experiences of understanding, collected through diaries and interviews.

This study finds that understanding of certain objective knowledge develops as the knowledge appears and eventually gives itself to consciousness through the information conveying it; different degrees of givenness of the knowledge in consciousness is experienced by the mind as different levels of understanding; a relatively solid understanding is achieved when the knowledge emerges as an erected knowledge-object in consciousness. Understanding of complex objective knowledge requires not only adequate amount (dose) of information but also corroboration of manifold information sources and formats.

The findings of this study apply to the understanding of objective knowledge as defined by Popper. Further research is needed to examine other types of understanding.

This study informs educators and LIS professionals the typical phases in the lived experience of understanding objective knowledge, and the role of information in facilitating the understanding; it urges the two professions to take such experience into consideration when designing courses and information products/services, respectively.

Drawing on Husserl's phenomenological approach, this study provides an intuitive account of understanding of objective knowledge, and clarifies a number of conceptual confusions within LIS concerning understanding. It may also have some cross-disciplinary relevance for reflecting education objectives and explaining the Aha! experience in psychology.

Summarizes the basic principles of Bioenergetics along with its origin in Riechian psychology. Clarifies that Bioenergetics is used at Cranfield not as psychotherapy, but as an aid to personal development for a specific population of high‐functioning individuals, i.e. managers. Places the Bioenergetic body‐mind notion into a philosophical context of human goodness and potential; thus expanding the focus to body‐mind‐spirit. Examines five body‐mind types through the following aspects: how they operate at work; how they were formed; key attitudes; unique gifts; body shape; development path; how they are best managed. Case histories illustrating the different types in various modes of consultant intervention, i.e. individual development, team building and culture change.

The purpose of this paper is to develop a value‐based framework for the consumer e‐trust building process.

The data collection procedure consisted of two steps. The first was a brief questionnaire measuring potential informants' personal values. From this pool of potential informants, 30 were recruited for the interviews: five security‐ and five excitement‐minded consumers from three fields of electronic commerce; electronic newspapers, electronic grocery shopping, and electronic healthcare services.

The findings of the study reveal two value‐based external factors in e‐trust building that consumers perceive as risks in e‐commerce, and three value‐based behavioral patterns in e‐trust building that informants adopt to reduce perceived risks and build trust in e‐commerce. Furthermore, findings of the current study suggest that e‐trust building process is different based on individuals' personal values.

This study takes into account only two consumers' personal values, security and excitement, and ignores others. However, it identifies the role of the consumers' personal values in e‐trust building, and thus opens new perspectives for further e‐trust research. The study also identifies different strategies that consumers can use to build trust in e‐commerce.

This study opens new perspectives in e‐trust research by exploring the role of consumers' personal values in e‐trust building process. The study also provides new insights for other researchers to develop understanding on mechanisms that consumers use to build e‐trust.

In this study, we examine the developments of transactive memory systems and collective mind and their influence on performance in virtual teams. Although one of the oft‐cited benefits of the virtual team is the ability of its members to contribute diverse knowledge and expertise, the question of how virtual team members can bring their respective knowledge and expertise to solve the problems they face has been largely ignored in the past research on virtual teams. Building on an emerging body of socio‐cognitive literature, we argue that transactive memory systems and the collective mind are two important variables that explain team performance. We tested our hypotheses with a longitudinal data set that was collected from 38 virtual teams of graduate management students from six universities in four countries over eight weeks. The results suggest that the influence of team members' early communication volume on team performance decreases as teams develop transactive memory systems and a collective mind. The results further suggest that the development of a collective mind represents a high‐order learning in team settings.

The purpose of this paper is to examine the effect of a competition mind-set on persuasion. Specifically, this research examined the effect of a fit between a competition mind-set and messages on the persuasive effectiveness.

Participants were randomly assigned to a condition of 2 (competition: competition mind-set vs control) × 2 (message: concrete feasibility vs abstract desirability) between-subjects design.

This research demonstrated that participants in the competition mind-set (vs control) condition expressed the messages as more persuasive and evaluated the product more favorably when they were exposed to concrete feasibility messages. Furthermore, this effect was mediated by a local processing style.

The present research provides a useful marketing communication strategy. For the effectiveness of messages, concrete feasibility-related merits should be emphasized in competition contexts.

Most of the managers I meet (and I reckon to have met a few thousand over the last ten years) are dissatisfied with their lot. Many have an ambition to “retire at forty‐five” (or thirty‐five, depending on their age); a perceptible minority “drop out”, watched more or less wistfully by many of their colleagues; most of all, they tell you they want to do their own thing, to work for themselves.

This paper aims to identify how mind-power ability and its underlying elements, acting as drivers, impact managerial, and individual performance levels among achieving entrepreneurs in South Africa.

The study adopted a qualitative approach and included 15 male entrepreneurs who were purposively selected based on the study’s requirements. The primary data was collected through semi-structured one-on-one interviews, and interpretative phenomenological analysis served as the primary method of data analysis.

Findings from this study suggest that mind-power ability as an accustomed performance factor does indeed exist – and consists of a unique group of accustomed underlying elements – that significantly affects and contributes to both the managerial and individual performance levels of achieving entrepreneurs in South Africa.

The strategic implementation of mind-power ability as a performance enhancer serves as a valuable aspect in the arsenal of achieving entrepreneurs. However, this study was limited to the opinion of a small sample of participants in a specific field. Also, the phenomenological nature of this study requires the researcher’s interpretation of results to be viewed as the truth.

The study provides a new perspective and validates how the strategic implementation of mind-power techniques can boost entrepreneurial performance all-round. The study also proves new insights into the relationship between mind-power ability and cognitive and motivational processes, and further contributes beyond existing theory.

The study is novel and provides new insight into the strategic implementation and powerful effects of mind-power ability in entrepreneurship.