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BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Examines the extent of coverage and nature of courses relating to information policy in the curricula of 48 library and information study programmes in North America and in three Asian countries (Malaysia, Pakistan and Saudi Arabia). Reviews the curricula work by defining 11 categories conceived as an information policy framework. Finds that some categories have little or no coverage in the curricula. Schools in North America offering doctoral degrees had a much better coverage.

This investigation/report/reflection was motivated largely by the occasion of the first Centre for Social and Environmental Accounting Research (CSEAR) “Summer School” in North America.¹ But its roots reach down as well to other recent reflection/investigation pieces, in particular, Mathews (1997), Gray (2002, 2006), and Deegan and Soltys (2007). The last of these authors note (p. 82) that CSEAR Summer Schools were initiated in Australasia, at least partly as a means to spur interest and activity in social and environmental accounting (SEA) research. So, too, was the first North American CSEAR Summer School.² We believe, therefore, that it is worthwhile to attempt in some way to identify where SEA currently stands as a field of interest within the broader academic accounting domain in Canada and the United States.³ As well, however, we believe this is a meaningful time for integrating our views on the future of our chosen academic sub-discipline with those of Gray (2002), Deegan and Soltys (2007), and others. Thus, as the title suggests, we seek to identify (1) who the SEA researchers in North America are; (2) the degree to which North American–based accounting research journals publish SEA-related research; and (3) where we, the SEA sub-discipline within North America, might be headed. We begin with the who.

The purpose of this paper is two-fold. The first is to provide insight into the academic life, teaching and research activities of active participants in the sustainability accounting and management academic community in North America. The second is to provide readers with an overview of the papers in this special issue.

To meet the first objective, we specifically sought out those who self-identify as sustainability accounting and management academics, based in North American universities and who actively engage in the sustainability academic community in North America. Using an anonymous online survey, this group was asked to respond to various questions about their academic life, research and teaching activities.

Survey respondents report that they choose to focus on sustainability accounting and management because they want to make a difference (change the world). To that end, the respondents identify carbon emissions and climate change, social issues such as inequalities, as well as grand challenges and sustainable development goals, as important research topics to pursue in the future. While passionate about their research topics, respondents generally note that research outlets that will serve to significantly move their careers forward are difficult to find. A relatively small number of respondents teach sustainability accounting or management, however, most courses taught are dedicated to the topic and teaching sustainability was identified as amongst the most enjoyable aspects of their academic lives.

With study respondents feeling closed out of a number of mainstream journals, career paths at North American institutions could appear somewhat limited for those choosing sustainability accounting and management research as a focus, interest and even passion. This is perhaps even more profound on the teaching side where from a practical perspective, we need to be teaching accountants and managers the significance of sustainability in and for the profession, yes – but even more so for society broadly.

As we move into the digital age, it is important that professionals bend their minds to sustainability as much as they do to keep up with the “pace of change” on other fronts. A potential risk is that “high-tech” subsumes equally important social aspects that need to be embedded in the process of generating accounting and management professionals.

To the best of our knowledge, this is the first time a survey on the work experiences of a sample of scholars teaching and doing research in the area of sustainability accounting and management has been presented for publication. It is meant to provide some descriptive insights into what drives some active participants in this group of academics and reflect on where the future might lead as sustainability becomes an urgent necessity rather than a choice. These descriptive insights and reflections provide a starting point for future inquiries.

Archival studies have long been a critical part of information education around the world. This paper attempts to provide a worldwide overview of archival education among main information schools worldwide and find out their similarity and differences to suggest measures for the development of archival education.

Quantitative research is conducted including ten elements of the iSchools' archival education which are (1) geographical distribution, (2) names of degrees, (3) names of concentration/specialization, (4) names of academic units offering the programs, (5) levels of academic units offering the programs, (6) study mode, (7) credit requirement for program completion, (8) percentage of required credits, (9) capstone requirements and (10) other accreditations. Programs among different regions are compared.

The study found that 43 out of 96 iSchool members from 13 countries/regions offer a total of 45 master's level archival education, and most of them are from North America. Both similarities and differences among the schools are identified and discussed.

This study’s findings suggest that iSchools may explore the possibility of organizing more conferences and forums to exchange ideas on archival studies and education issues. The iSchool community could contribute to this traditional field by attracting more members worldwide and cooperating with other accreditation organizations of archival education.

Most research on archival education focuses on just regional or country-based issues, and scant research explores a global view.

The evolution of the service marketing field was marked by the emergence of a global, vigorous and tolerant community of service marketing researchers. This paper seeks to examine the history of the service marketing community and argues that it may be an archetype for building the emergent global service research community.

The study combines qualitative and quantitative approaches. The authors interviewed four pioneering service scholars and also collected descriptive data (e.g. Authorship, Affiliation, Title, Keywords) of all service related articles published in 13 top peer‐reviewed marketing and service journals over the last 30 years (5,432 articles; 6,450 authors). In a dynamic analysis the authors mapped global collaboration between countries over time and detected clusters of international collaboration.

Findings suggest a growing international collaboration for the USA and the UK, while for other countries like Israel the global collaboration started from a high level and decreases now. Further, the service marketing community never became polarized and there were always contributions from researchers all over the world.

As the global service research community is developing, service marketing becomes a research neighborhood within the broader service research community. Simultaneously, other research neighborhoods are emerging within this new community (e.g. service arts, service management, service engineering, service science).

Anchored on the social evolution and biological evolution metaphors, this study explains the evolution of the service marketing field from both qualitative and quantitative perspectives. Furthermore, it explains the development of the service marketing community as an archetype for building the global service research community.

The gathered evidence concerning the place of the UDC scheme in American library schools is insufficient or lacking for the earlier periods of curricular history, but 30 years ago one investigator suggested that UDC was a significant ingredient of the typical cataloguing and classification course although not necessarily taught by every school. It is possible today to examine the position of the scheme over the past 20 years because of the detailed findings of three surveys and it will be shown that UDC has held a place in the theoretical teaching of half the schools but that very few courses have provided for practice work on the schedules.

The purpose of this paper is to understand how Drucker's work has been disseminated through the North American management textbook since 1940, and what this tells people about the wider issue of the social construction and dissemination of management knowledge.

The paper is a critical hermeneutic analysis of the presence and use of Drucker in over 500 management textbooks and the socio‐political context in which both Drucker's work and North American textbooks were written.

Paradoxically, while Drucker's work was found to be the most‐referenced of any management writer in the textbooks studied, his theories – apart from discussions of “Management by objectives” and the “Knowledge economy” – were rarely discussed. It is argued that the referencing of Drucker served more to legitimize selected points made by textbook authors than to discuss and build on Drucker's work. Explanation of the paradox is explored through the socio‐political contexts in which Drucker was writing, strongly suggesting that the North American textbook has developed a dominant scientivistic trope that construct business “knowledge” through the narrow lens of behavioural science.

While much writing can be found on the influence of Drucker on the business world and his status as a management guru, little is found on Drucker's body of work in the management textbook, which plays a key role in management education in North American business schools. The paper builds on recent management research on the role of socio‐political context in the shaping of management theory and knowledge, and makes a new contribution to one's understanding of the shaping and contours of management knowledge.

The purpose of this study is to extend a series of studies dating back to 1967 that evaluates faculty publication productivity in refereed supply chain management and logistics journals.

Publication output and rankings of academic institutions are based on publication data from six supply chain management and logistics journals from 2008 through 2010. The results are compared to prior studies to identify trends and changes in the rankings. The authors also assess author collaboration influences as well as authorship diversity. Finally, the authors examine further changes to the core set of journals considered for future iterations of this study.

The results indicate that supply chain management and logistics authorship continues to be dynamic. Several schools entered the top 25 ranking for the first time and others substantially improved their rankings. While higher‐ranked schools engage in more collaboration within their own institutions, they practice less external and international collaboration. Additionally, the diversity of both individual authors and schools continues to expand, though evidence also suggests some level of emerging stability in sources of authorship.

As limitations, the selected journal set may present bias against some authors and institutions, particularly those from outside North America and those choosing to publish in other journals in the field or in related fields.

This research stream enables authors and universities to judge their relative productivity of academic scholarship in the supply chain management and logistics field. Moreover, the longitudinal analysis provides insight into the evolving maturity of the field itself.