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The purpose of the paper is to describe the ways in which people use language to achieve mobilization. Recognizing and anticipating the discursive practices that are used online, for instance for mobilization, increasingly is a primary concern for professionals in crisis communication or issue management.

A discursive psychological perspective is drawn upon to conduct a qualitative analysis of the interactional and rhetorical features of mobilization on two Facebook event pages, and to discover patterns of talk.

Three dominant discursive patterns were identified: disputing the integrity of authorities, constructing a positive atmosphere and a feeling of “togetherness” and constructing decisive identities. These activities play an important role in mobilization and are accomplished by the use of language. Furthermore, it demonstrates that mobilization involves the concern of not overtly presenting oneself as a victim or activist.

Insights into the discursive strategies people use to achieve mobilization are important for recognizing these discursive phenomena during media monitoring. The analysis presented in this paper does not allow the authors to draw general conclusions nor the success of the strategies in terms of the actual events.

The study offers important insights for communication professionals (for instance, in the domain of crisis communication), enabling them to recognize mobilizing practices in other contexts and designing an adequate response.

The study exposes those issues that are important for mobilizing a community and creating public engagement.

In addition to other studies on the role of language in mobilization, the current study adds a perspective that takes into account both the rhetorical and the interactional features of mobilization. Furthermore, the findings are implemented in a training for professionals in the domain of crisis communication.

The purpose of this viewpoint paper is to question the widely adopted tacit-explicit distinction of knowledge, arguing that this is based on a misappraisal of the original source of the “tacit” phenomenon.

It is argued that Michael Polanyi’s theory of personal knowledge and philosophical grounds have been misinterpreted. The tacit problem is approached from three different directions: knowledge management, cognitive psychology and discursive psychology. The first offers an imperative to regard the tacit as vital to organizational success and an underplayed “implicit” perspective on the tacit. The second offers empirical evidence for the formulation of the tacit as acquired automatically and unconsciously through implicit learning and as influencing action. The last offers a theory and methodology for studying what is argued as being the primary site of knowledge work – discourse.

A novel aspect of the tacit – “tacit knowing” – is shown to be action-orientated and influential, and while it is a hidden aspect of a person’s knowledge, it can be revealed through the study and analysis of discourse.

This is the first known paper in the extant literature to examine the tacit knowledge challenge from these combined directions. Implications for practice and study are discussed, and new directions for research proposed.

The purpose of this paper is to describe and interpret the CEO letter in the annual reports of three multinational Swedish companies. This study focuses on the CEOs' comments on accounting principles and rules, on company decisions and actions, and on external events. Examination of CEO letters reveals how CEOs make themselves accountable to readers and establish their own and their companies' legitimacy.

A strategic design was used to select the three companies;.the three criteria used in making the selection were company nationality, age, and stock market listing. A fourth criterion was that the company had been a nominee in the Stockholm Stock Exchange “Best Annual Report” contest. Based on a social constructivist approach, with inspiration from the field of discourse psychology, a discursive action model (DAM) is applied in this research.

The analysis shows that the CEO letters at two of the three companies do not emphasize numbers and text. In the third company's CEO letters, the numbers are an important component and are balanced with text. It was found that one explanation of the CEO letter format is the CEO's wish to persuade readers of the company's legitimacy, excellence, and future survival. The CEO letter is intended to strengthen readers' confidence in the company.

This paper provides insight into how CEOs use CEO letters in annual reports to craft a corporate image for readers.

We report field research undertaken in five sites in New Zealand in which we explored the process of tourists’ in-destination decision-making. We then critique our experiences of conducting this project.

To explore the discursive construction of disordered eating and athlete identity meanings within elite female athlete’s stories. Published athlete autobiographies were interrogated as cultural sites of analysis to accomplish this aim.

A critical social constructionist perspective on disordered eating is outlined along with narrative research findings on female athletes and disordered eating. A discursive psychological approach and critical discourse analysis (CDA) is then discussed to theorize and study meanings of disordered eating and athlete identities/subject positions. Next, the utility of studying two elite female athlete’s autobiographies is outlined followed by examples from a CDA of two athlete stories.

Two discourses and two identity/subject positions within each are outlined: discourse of performance and the “committed, controlled athlete” and a discourse of personal growth and the “empowered athlete in transition.” The features of each discourse and subject position are outlined and examples from each athlete’s story. The intention is to show the ways in which discursive resources construct the body, food and identities in sport and the implications.

The chapter is concluded with why studying “disordered eating and body talk” within discourses is useful to expand understanding of constraining and emancipative aspects of athlete identities, struggle and recovery.

This paper contends that the central question in understanding consumers' experiences is not what is said (lexical analysis) or why (ideological analysis), but how consumers relate these experiences. The purpose is to present a method called discourse analysis (DA) to examine consumers' narratives. This interdisciplinary perspective advantageously complements the lexical, content analytic or semiotic approaches traditionally used in marketing.

In order to show the potential of DA as a method to analyze qualitative data, the paper reports on a research concerning consumers' shopping experiences. Data used stemmed from in‐depth interviews that are analyzed through a critical DA informed by discursive psychology and foucauldian approaches.

DA allows marketers grasping the experiential value of shopping activities by depicting these experiences as ongoing constructions which meaning is constantly reinterpreted. DA also gives access to the various ways informants' manage their identity through narration. Hence, it challenges the simplistic dichotomy between consumers and producers and allows marketers to look at consumers as co‐producers of their lived experience. Given the scope of the study, the obtained results are situated and further researches should be conducted to critically analyze various types of discourses, produced by different actors. This paper shows the potential of DA in analyzing qualitative material. DA could be usefully employed to grasp the thoughts and feelings of the consumers. Rather than solely conducting lexical and/or semiotic analyses, marketers could use DA as a complementary investigation tool.

Through DA, this paper suggests new ways for seeking knowledge about the consumers and the market. To this end, it presents DA principles and shows that it is too often neglected by marketers trying to analyze consumers' narratives.

As teachers of leadership, we have noticed that our students often get “stuck” thinking about leadership in overly simplistic ways that dichotomize task and relationship-orientations, often resulting in overly simplistic understandings of leadership processes. In this reflective essay, we draw upon two approaches to leadership theory—leadership psychology and discursive leadership—to consider why the leadership dichotomy occurs and provide ideas for how leadership instructors might restructure and refocus their courses to help students transcend it to develop more reflexive, contextualized understandings of leadership. We suggest four ideas for innovating leadership pedagogy: 1) rethink the typical chronological organization, 2) challenge students to identify leadership myths, 3) engage students in applied leadership contexts, and 4) emphasize leadership as a communicative practice.

The branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools.

The paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data.

The study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism.

The study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.