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To elaborate the nature of critique presented in the models and concepts of human information behaviour (HIB) research by identifying the issues to which the critique is directed and the ways in which the critique is conducted.

Conceptual analysis focusing on 58 key studies on the topic. First, the objects and ways of conducting the critique were identified. Thereafter, three levels of depth at which the critique is conducted were specified. The conceptual analysis is based on the comparison of the similarities and differences between the articulations of critique presented at these levels.

At the lowest level of depth, critique of HIB research is directed to the lack of research by identifying gaps and complaining the neglect or paucity of studies in a significant domain. At the level of critiquing the shortcomings of existing studies, the attention is focused on the identification and analysis of the inadequacies of concepts and models. Finally, constructive critiques of research approaches dig deeper in that they not only identify weaknesses of existing studies but also propose alternative in which the shortcomings can be avoided, and the conceptualizations of HIB enhanced.

As the study focuses on critiques addressed to HIB models and concepts, the findings cannot be generalized to concern the field of Library and Information Science (LIS) as a whole. Moreover, due to the emphasis of the qualitative research approach, the findings offer only an indicative picture of the frequency of the objects critiqued in HIB research.

The study pioneers by providing an in-depth analysis of the nature of critiques presented in a LIS research domain.

This paper seeks to pinpoint the importance of critical research that gets to problematise social entrepreneurship's self‐evidences, myths, and political truth‐effects, thus creating space for novel and more radical enactments.

A typology mapping four types of critical research gets developed. Each critique's merits and limitations are illustrated through existing research. Also, the contours of a fifth form of critique get delineated which aims at radicalising social entrepreneurship through interventionist research.

The typology presented entails myth‐busting (problematisation through empirical facts), critique of power‐effects (problematisation through denormalising discourses, ideologies, symbols), normative critique (problematisation through moral reflection), and critique of transgression (problematisation through practitioners' counter‐conducts).

The paper makes it clear that the critique of social entrepreneurship must not be judged according to what it says but to whether it creates the conditions for novel articulations and enactments of social entrepreneurship.

It is argued that practitioners' perspectives and viewpoints are indispensible for challenging and extending scientific doxa. It is further suggested that prospective critical research must render practitioners' perspective an even stronger focus.

The contribution is the first of its kind which maps critical activities in the field of social entrepreneurship, and which indicates how the more radical possibilities of social entrepreneurship can be fostered through interventionist research.

Since the teaching of architecture is now carried out in architectural studios with the critique session as the core of its assessment, the aim of this paper is to analyse architecture students’ attitudes, satisfaction levels and experiences in terms of different critique and assessment methodologies.

The study relies on two main approaches – the literature and questionnaire survey. In addition, the study relies on the author’s personal observations in design studio teaching and as a practitioner of the method.

It is important to establish clear goals for design critique and assessment and to include different critique methodologies – self critique, peer critique, group critique and professional critique. All such methodologies should be undertaken in an interactive environment that facilitates communication and exchange of scholarly thoughts among students, instructors and other professionals.

The study involves the investigation of students’ responses and reactions to the various critique methodologies and their underlying practices in the context of Egypt. This is based on the questionnaire survey undertaken by the author in 2016. The questionnaire is designed to generate both qualitative and quantitative data.

This study aims to understand the students’ perspective about their design experiences with regard to studio-based learning and its impact on their education.

While the topic of design critique about students has been studied heavily in the Western world, there is a lack of similar information in most Egyptian universities. To fill this gap, the Architecture Program at Port Said University was closely observed.

This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

The role of the university as a site of social, cultural and political critique appears to be in terminal decline with the inexorable “commodification” of the university in the UK and elsewhere in Europe. Yet, although scholars have identified the dangers of such a scenario, few attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy where traditional critical agents like the arts and humanities are widely acknowledged to have failed.

The paper uses a historical‐critical approach, and conceives of “critique” as a heterogeneous, multidimensional amalgam of both business and the humanities.

The paper shows how a critical marketing education offers a pragmatic means of preparing university students to become active and critical voices of society.

Few attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy.

Here Marx's philosophy is dissected from the angle of bourgeois capitalism which he, Marx, sought to overcome. His social, political and economic ideas are criticised. Although it is noted that Marx wanted to ameliorate human suffering, the result turned out to be Utopian, contrary to his own intentions. Contrary to Marx, it is individualism that makes the best sense and capitalism that holds out the best hope for coping with most of the problems he sought to solve. Marx's philosophy is alluring but flawed at a very basic level, namely, where it denies the individuality of each person and treats humanity as “an organic body”. Capitalism, while by no means out to guarantee a perfect society, is the best setting for the realisation of the diverse but often equally noble human goals of its membership.

The purpose of this paper is to contribute to the teaching of undergraduate macroeconomics.

To suggest a roadmap, based on a consumption function, to be used by instructors willing to teach the Lucas Critique subject.

Therefore, this paper proposes a lesson, which consists of three parts, to help undergraduates better understand the subject: (1) a grading exercise to bring the topic closer to students’ lives; (2) a Keynesian and an optimal consumption function, followed by an example based on an unemployment insurance policy; and (3) two optional topics consisting of extensions of the optimal consumption function and some empirical results related to the Lucas Critique.

The Lucas Critique influenced the evolution of research in macroeconomics, but it is not easily grasped in a classroom.

Online communications have made critical reviews widely accessible, enabled a broader range of opinions to be heard, and led to increased critical dialogue among audiences. The purpose of this paper is to investigate how arts organisations’ strategies for engaging with critique have evolved in the digital age.

This paper uses a content analysis of the online presence of 45 organisations. Based on the results, the organisations are classified into three different strategic approaches. The organisations’ publicly available financial data are analysed to explain differences in the choice of strategic approach, and specific cases are used to better understand their strategic execution.

Organisations are engaging in three primary strategic responses: ignoring outside critique, presenting only positive reviews and ignoring or “spinning” negative reviews, and presenting all critique regardless of source or valence. The financial analysis suggests that the choice of strategic response varies across organisations of different sizes and approaches to advertising. Case analyses suggest that the strategy of presenting all critique has the potential to deepen audience engagement and value.

Previous research on critical reviews has focused on traditional media and the importance of the professional critic. This paper is the first to examine strategies for coping with the complex, multiple-voiced nature of critique in the current online environment. The findings suggest questions for future research and provide initial guidelines for organisations in determining a strategic approach to responding to critique.

The purpose of this paper is to outline an ecofeminist lens for the analysis of accounting, which is applied to: first, the critique of corporate social responsibility reporting (CSRR); second, the elaboration of elements of a framework for a new accounting – corporate nature responsibility reporting (CNRR) – as a response to the critique of CSRR; and, third, the consideration of elements of an enabling and emancipatory praxis in the context of CNRR, including a sketch of a research agenda.

The paper presents a critical application of aspects of the ecofeminist critique of Western dualism and its emphasis on wholeness, interconnectedness and relatedness, including its particular delineation of nature, to the critique and design of accounting.

Insights from the application of an ecofeminist lens to the critique of CSRR raise questions about the suitability of the western notion of corporate social responsibility (CSR) and its associated accounting currently in use. In order to go beyond critique, the paper introduces the notions of corporate nature responsibility (CNR) and CNRR and offers an outline of key elements of CNRR and an emancipatory praxis in the context of CNRR, including a sketch of a research agenda. The author’s elaborations suggest that in order to overcome the limitations of CSR and CSRR, a corporation ought to be concerned about its broader and holistic CNR. And, it should provide a CNR report, as part of a holistic CNRR concerned with the performance of the company in the context of CNR.

Through creating new visibilities, CNRR has the potential to enhance the well-being of people and nature more generally.

Ecofeminism’s critique of western dichotomous thinking has been given little consideration in prior studies of accounting. The paper thus draws attention to the relevance of an ecofeminist theoretical lens for the critique and design of accounting by focussing on CSRR. The paper introduces the concepts of CNR and CNRR to address the limitations of CSRR as currently practiced.

The purpose of this paper is to review the recent critique of the discovery view of opportunities and by implication the current state of the so‐called creation view of opportunities.

A systematic review of articles published from 2000‐2010 which feature a critique of the discovery view of opportunities. The review uses an open coding approach to identify central themes in the critique. Four central themes are identified, and from within‐theme patterns three distinct groups within the literature are identified.

The four themes suggest that the discovery view is incomplete, that social and relational interactions are more pervading and important than the discovery view suggests, that opportunities are created and that the role of individuality and subjectivity needs to be emphasized more. Three distinct groups within the literature are identified, each presenting different critiques of the discovery view, theoretical foci and implications for method and practice. Furthermore, the discussion suggests that the opportunity concept is a focal point for important debates in the entrepreneurship field, that the creation view is diverse and should not be referred to in the singular and that seeking reconciliation between the discovery and creation views is a problematic strategy. Finally, it is suggested that a continued dialog exploring differences both between the discovery and creation views as well as between the creation views is a fruitful strategy for the development of the field.

The article presents a review of both the critique of the discovery view and the so‐called creation view, thereby supplementing and advancing from existing reviews of the opportunity concept in entrepreneurship. This furthers our understanding of the role of opportunities in entrepreneurial processes.