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Creativity and innovation concern the process of creating and applying new knowledge. As such, they are at the very heart of Knowledge Management. This paper first creates a framework in which to discuss these issues. It goes on to explore how our creativity is “blocked” in a variety of ways, including deep‐seated beliefs about the world. Finally, this paper takes a brief look at two tools to support Knowledge Management and creativity: dialogue and groupware.

The stable and predictable agricultural, infrastructure, manufacturing, and energy economies of hard products have been followed by economies that offer softer products such as services, information, knowledge, health care, digitization, networking, globalization, entertainment, sustainability, and currently, well-being and happiness. Such soft market products are loaded with buyer–seller information asymmetries (BSIA) that create market risk, market uncertainty, market chaos, and ambiguity – all of which are specific types of market turbulence. In this context, this chapter investigates the phenomena of turbulence, specifically environmental turbulence whose major subsets are technological turbulence and market turbulence. We cite several recent geopolitical variables and events that have aggravated market turbulence such as Chinese economic invasion of global markets, global climate change, Brexit, international asylum-seeking migrations, artificial intelligence, and demonetization. We also define market turbulence as varied forms of BSIA for which both marketers and consumers must have appropriate joint responsibility. In addition, we focus on ethical and moral marketing responsibilities for reducing BSIA under each type of turbulence.

This study attempts to elucidate the role of key influencers impacting the student decision-making process of enrollment for higher education in India from the lenses of Stephen Covey's theory on circles of life.

A sample of 556 students of Delhi NCR, India was selected based on a multi-staged sampling method. PLS-SEM was subsequently applied for statistical data analysis.

This quantitative finding voiced the relationships among the constructs in the proposed theoretical framework, i.e. Stephen Covey's circle of life theory. Additionally, it tinted the crucial role of “College attributes” in reconnoitering the relationship dynamics between key influencers (Circle of Influence and Circle of Concern) and student college choice (Circle of Control).

The present study incorporates only the first-year student population of undergraduate management courses in private universities from Delhi NCR, India limiting the generalization of findings substantially.

The study garners the attention of education policymakers on the cognizance of the role played by parents and cohorts in driving the student's decision-making process of college choice under the circle of influence.

This study is pioneering research disseminating a comprehensive outlook of the circle of life theory of great Stephen Covey engrained upon a compendious conceptual model which enlightens the landscape of the decision-making process of student on enrollment under the influence of key influencers.

Discusses the insights offered by Stephen R. Covey in his book Seven Habits of Highly Effective People. Outlines the Seven Habits programme and concludes that it provides a set of tools to start the reader on the journey towards the principle‐centred leadership paradigm.

In his best selling book, The 7 Habits of the Highly Effective, Stephen Covey suggests that developing the following characteristics is the way to become highly effective: 1. be proactive; 2. begin with the end in mind; 3. put first things first; 4. think win/win; 5. seek first to understand; then to be understood; 6. synergize; and 7. sharpen the saw. All good advice you may think, and worthy of investing a few dollars to buy the book – or even hiring Covey to impart further wisdom to your company. However, just consider what the opposite advice would be: 1. do not be proactive; 2. begin without any idea about the end; 3. put first things last; 4. think lose/lose; 5. seek to be understood before you understand; 6. avoid synergy; and 7. operate with a dull blade. No management consultant in their right mind would advise you to adopt the latter characteristics but they suddenly make Covey’s advice seem glaringly obvious.

The purpose of this paper is to highlight the positive strategic impact of building high levels of trust within organizations as a means of engaging employees, generating growth and meeting objectives. Further aims of the paper are to show the negative effect of low levels of trust and to provide tips to help leaders raise trust levels within teams and organizations.

The objectives are achieved by highlighting FranklinCovey's extensive research and experience in working worldwide to help organizations build trust. A key reference was the best‐selling book The Speed of Trust by FranklinCovey's authority on trust, Stephen M.R. Covey. The paper was structured around key elements of Stephen's book, including the five waves of trust model which shows the different levels of trust and their inter‐dependence. It also covers the four cores of trust – integrity, intent, capability and results – which can raise credibility and build personal trust.

The paper shows the strategic importance of building trust levels within an organization. It also succeeds in highlighting how increased levels of trust help to remove obstacles to growth and progress.

The value of the paper is in its specific strategic focus and it will appeal to anyone with an interest in organizational performance and how this can be maximized.

In the UK, universities are coming under increasing pressure from government to strengthen university-employer co-operation and engagement in areas such as student placements, graduate internships, knowledge exchange, enterprise and work-based learning. Both the Higher Education (HE) White Paper (BIS, 2011) and the Wilson Review (BIS, 2012) encourage universities to focus on this agenda, putting businesses at the heart of the system alongside students to maximise innovation, promote growth and “ensure students come out of universities equipped to excel in the workforce”. (BIS, 2011, p. 39). The need for universities to engage with employers and build strong relationships to maximise mutual partnership value is integral to this work. The paper aims to discuss these issues.

This paper examines the application of win-win principles (Covey, 1989) to employer engagement activities in HE via two case studies. Following an analysis of the results in each case study, they show that the adoption of such approaches has enhanced employer engagement, consolidated existing employer relationships and led to tangible outcomes such as new student placement opportunities.

The paper suggests that HE employer engagement activities grounded in Covey's win-win principles are likely to enhance results and relationships with employers than those that omit such principles. The paper concludes by encouraging the utilisation of such principles across the spectrum of HE employer engagement activities.

The authors believe this is the first time this method of analysis has been applied to university-employer relationships.