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I am a bike-sharing activist at New Mexico State University (NMSU) and am using quantum storytelling, as well as ethnographic, methods to study its bike-sharing implementation process. Moreover, quantum storytelling is, by its very nature, an intervention into the process it observes and, in this case, utilized as a means to encourage the university-governing entities to support and fund a bike-sharing program. Quantum storytelling is formally defined as “the interplay of quantum understandings with storytelling processes,” including their counternarratives (Boje, 2014, p. 100). It is not human dramatic action simply put into text or context. Rather, it is establishing a pattern of assemblages of actants – human, nonhuman (animals, plants, etc.), and material (in this case, bikes, paths, and so on) – and providing a storytelling that accounts for their inseparable spacetimemattering (Boje, 2014; Boje & Henderson, 2014). Additionally, quantum storytelling helps make explicit what Heidegger (1962) calls fore-having, fore-structuring, fore-conception, fore-telling, and fore-caring (as developed Boje, Svane, & Gergerich, in review). It allows for antenarrative preview of the way to operationalize bike-sharing through visual media, including pictures, documents, five-year plans, campus maps, bikes, and the riders themselves. Through this presentation, I will show embodied practices stemming from quantum storytelling, and do so using both a Barthean S/Z and Bojean antenarrative analysis of the bikeshare implementation process.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

This chapter seeks to investigate the role of student emotional intelligence (EI) in countering in-class cyberloafing behaviour by students, by exploring the mediating role of boredom proneness through a quantitative approach. A sample of 163 postgraduate university students in India was selected. The authors assessed the mediation model using PROCESS macro. The authors found that students who are more aware of their emotions are better equipped to handle internal and external distractions and work towards a desired goal or outcome and therefore are less likely to experience boredom. Results from this study revealed a significant direct and indirect negative relationship between students’ EI and cyberloafing behaviour. This chapter contributes to the body of literature by highlighting the positive effects of EI as an important antidote to student cyberloafing behaviour. On the practical front, the findings of this study can be used by academicians who are charged with the responsibility of understanding and enhancing student learning by diminishing cyberloafing behaviour among them. The proposed framework could provide a foundation for countering cyberloafing behaviour in educational settings.

Political economy is a term in wide use and has been for centuries. Yet standard economic theory reduces politics to ethics or economics. This reduction is enabled by the presumption of closed choice data or given utility and cost functions. In this conceptual framework, the political vanishes into an activity of preference satisfaction according to a welfare function (ethics) or into trade (economics). To bring the political back to life within a theory of political economy requires that closed schemes of thought be replaced by open schemes. The ways in which individuals react to the indeterminacy of their subjective choice data, in innocuous small-scale settings as well as in situations of dramatic exception to constitutional rules, separates them into leaders and followers. Followership creates an opportunity for political enterprise at the social level (enterprise in rules) and at the subjective level (enterprise in visions of options, and hence preferences). At both levels the political comes to the fore of political economy as an answer to the “challenge of exception.” Much of our inspiration for this argument traces to the work of Friedrich Wieser, Carl Schmitt, and Vincent Ostrom.