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The purpose of this paper is to examine three explanatory perspectives in the academic literature on informal economies that seek to account for agents’ engagement in informal economic practices.

The paper draws on Pierre Bourdieu’s reflexive sociology to interrogate the existing perspectives and to provide a conceptual rethinking of informal economies and informal economic practices.

The paper reveals an inherent scholastic epistemocentrism in the established perspectives. By privileging either an objectivist or a subjectivist viewpoint, these accounts do not examine the practical knowledge and logic that constitute agents’ knowledgeable engagement in informal economic practices. By making use of Bourdieu’s thinking tools of “field”, “capital” and “the habitus”, the paper offers a conceptual rethinking of informal economic practices as the product of a dialectic relationship between socially objectivated structures and subjective representations and experiences.

The paper introduces a reflexive rethinking of informality that draws on but also develops an emergent literature on informal economic practices as relational and context bound.

With the intention of successfully meeting the challenges of an increasingly complex competitive environment, organizations in many industries are rethinking their performance measurement systems. More effective performance measurement features identified include linking operations to strategic goals, and presenting a balance of indicators. Traditional performance measurement systems, meanwhile, typically stress the short term, focusing on past achievements while largely ignoring the drivers of future performance. Concern has been expressed that UK hotels are still focusing on these traditional performance measures – and so may be overlooking important issues, potentially leading to detrimental outcomes. This concern is supported by new empirical evidence obtained regarding the current range of performance measures used within UK hotels. This evidence suggests that although they appear to monitor performance in great detail, with few notable exceptions, UK hotels do appear to emphasize traditional measures and therefore still seem to have some considerable rethinking to do.

In 2006, the “Rethinking Project Management” network called for a paradigm shift in project research, and proposed five research directions. The directions inspired research and marked a milestone in the development of the field. The purpose of this paper is to reflect on the past decade and to rejuvenate these research directions.

The authors propose the umbrella term: “project studies” to denote the research related to projects and temporary organizing. Project studies is conceived not only as a body of research, but also as a social process embedded in research communities, and contemporary Zeitgeist. Based on Sandberg’s interpretative approach to the fit between work and works (in this case research-researcher) and Habermas’ three types of human interests: technical, practical, and emancipatory, the authors develop a conceptual framework circumscribing three types of research in project studies.

The conceptual framework is used to craft future research directions, in the lines proposed by Winter et al. (2006b).

The authors conclude by proposing for a sixth theme on the practice of theorizing, and call for engaged, ambidextrous scholars, who’s “job” goes beyond the writing of articles and research applications, and includes shaping discourses of project research, nurturing new project scholars, contributing to project practice and carefully considering the legacy of projects and project studies in society.

This paper positions research as a social process, and the role of researchers as actors shaping research in project studies.

Given the dramatic changes in the business environment, the purpose of the paper is to stimulate readers to challenge their mental models of business and industrial marketing, and consider the implications of the blurring of the lines between industrial and consumer marketing.

The paper is a reflection on the evolution of the discipline of industrial marketing since the author's first publication in this area 40 years ago, and an analysis of the impact on this discipline of five interrelated forces of change including: the convergence of B2B and B2C driven by the advances in the internet and rise of small businesses; the prevalence of outsourcing and creation of value networks across firms and countries; the opening of corporate R&D, manufacturing and marketing to the involvement of empowered customers; bridging the functional silos within the firm; and the movement from an “industrial” to a “knowledge” based society and the blurring of products, services, and customer experience.

The lines between consumer and business marketing are increasingly blurred by new technologies and business models. Researchers and practitioners need to re‐examine their mental models of business and industrial marketing in light of these changes.

The blurring of the lines has many implications, including moving from focusing on buyers to stakeholders, recognizing new forms of relationships with empowered consumers, re‐examining the role of outsourcing, bridging disciplinary silos, recognizing the importance of brand equity, utilizing information and communications technology, focusing on the total customer experience, addressing emerging markets, re‐examining the role of marketing research and modeling, and rethinking the use of dashboards. By recognizing these changes, one can build upon the foundation of the field to develop innovative approaches to both business and consumer markets.

A call to debate the need to redefine and rethink the discipline, and even rethink the title and focus of the Journal of Business & Industrial Marketing.

Rethinking marketing should start with answers to three questions: Why has our discipline made so few original contributions to the strategy dialogue? Why have we focused on dysfunctional, rather than functional, relationships, i.e. on unsuccessful marketing practice rather than successful practice? Why do qualitative studies lack acceptance in marketing? I suggest that the fact that marketing has viewed itself as an “applied discipline” has significantly contributed to our making so few original contributions to the strategy dialogue. Furthermore, the “applied discipline” view has contributed to our focusing on dysfunctional and unsuccessful, rather than functional and successful, relationships. Finally, the lack of acceptance in marketing for qualitative methods has resulted from advocates of those methods embracing relativism, constructionism and subjectivism. In general, the time for obfuscation and obscurantism masquerading as profundity has passed; the time for reasoned rethinking is just beginning.

This study aims to investigate how art events can enrich novice visitors by transforming their practices.

This research uses an interpretive case study of the art exhibition “1/1/1/1/1” in the Oppenheim gallery in Wroclaw. It draws on multiple sources of evidence, namely, novice visitors’ interviews, observation including photo studies and content analysis of art-makers’ mediation sources. This study is an example of contextual theorizing from case studies and participatory action research with researchers as change agents.

The evidence highlights that aesthetic values and experiences are contextual to practices and are transformable into other values. The findings illustrate the role of practice theory in studying how art-makers inspire the transformation of practices, including values driving the latter.

The findings provide implications for transformations of co-creating contextual values in contemporary visual art consumption and customer experience management.

Practical implications to arts organizations are also provided regarding cultural mediation conducted by art-makers. Exhibition makers should explain the meanings of the particularly visible artefacts to allow visitors to develop a congruent understanding of the meanings. The explanations should not provide ready answers or solutions to the problem art-makers suggest to rethink.

The social implication of our findings is that stakeholders in artistic ventures may undertake adequate, qualified and convergent actions to maintain or transform the defined interactive practices between them in co-creating contextual aesthetic values.

The study provides new insights into co-creating values in practices in the domain of contemporary art exhibitions by bringing the practice theory together with an audience enrichment category, thus illustrating how novice visitors get enriched by transforming their practices led by contextual values of “liking” and “understanding”.

Using research in curriculum studies, New Literacy Studies, and discourse analysis, the author examines two illustrative cases of social studies teachers who actively structure their lesson plans with the aim of promoting social justice education. This study finds that these teachers seek to encourage students to question social and economic relations by “building” their curricula in specific ways.

The purpose of this article is to describe innovations in resource sharing in the US library community with an international perspective.

The article provides a descriptive analysis.

It describes the reforms that need to be made in the form of a manifesto. It discusses interoperability, improving library visibility in internet search results and the GET‐IT button project with illustrated examples.

The authors are all key figures in the developments described. The article provides important insights into current thoughts on resource sharing in the USA.

The digitalization of society results in challenges and opportunities for learning and education. This paper describes exemplary transformations from current to future practices. It illustrates multi-dimensional aspects of learning which complement and transcend current frameworks of learning focused on schools. While digital technologies are necessary for these transformations, they are not sufficient. The paper briefly illustrates the applicability of the conceptual framework to the COVID-19 pandemic. It concludes that design opportunities and design trade-offs in relation to digital technologies and learning should be explored by envisioning the cultural transformation that are desirable for making learning a part of life.

This paper is based on the work conducted at the symposium “Rethinking and Reinventing Learning, Education, and Collaboration in the Digital Age—From Creating Technologies to Transforming Cultures” that took place in Engeltofta outside of Gävle, Sweden in September 2019. The symposium invited scholars in collaborative analysis of design opportunities and design trade-offs in relation to digital technologies and learning and explored design strategies for systematically and proactively increasing digital technology's contributions to learning and collaborating. The paper first provides a condensed introduction of a conceptual framework summarizing current practices, their problems and promising alternatives. Multi-dimensional aspects of learning and lifelong learning will be briefly described as promising future alternatives to school learning. Examples of transformative practices are supporting the major argument of the paper that creating new technologies is an important prerequisite to address the fundamental challenge of transforming cultures. The unanticipated but fundamental event of the occurrence of COVID-19 will be briefly described to provide further evidence for the need and the applicability of our conceptual framework for rethinking and reinventing learning, education and collaboration in the digital age.

The paper provides a condensed introduction of a conceptual framework summarizing current practices, their problems and promising alternatives. The framework includes multi-dimensional aspects of learning and lifelong learning as a promising future alternative to a focus on school learning.

This paper describes exemplary transformations from current to future practices. It illustrates multi-dimensional aspects of learning which complement and transcend current frameworks of learning focused on schools.