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In the era of Big Data, larger volumes of data arrive in various forms at an increasing pace but of questionable quality and value. The abundant information (that emanates from these 5Vs – volume, variety, velocity, veracity, and value) taxes the bounded capacity of managers. This chapter introduces a taxonomy of approaches available for strategic decision making in an information-rich environment, several of which showcase that automation can help to augment (not supplant) managerial decision making. This taxonomy is then applied to an innovation context. Mapping a stylized version of the phases of the innovation process (i.e., front-end innovation, new product development, commercialization) onto the four decision-making approaches yields an organizing framework for understanding strategic decision making in the realm of innovation. The chapter concludes by identifying promising areas for future research.

This conceptual chapter: (1) explicates the foundational terminology regarding strategic decision making in a marketing context; (2) provides a primer on the era of Big Data and making strategic decisions in an information-rich environment; (3) introduces a taxonomy, which features approaches to decision making in an information-rich environment; and (4) applies the taxonomy in an innovation context to yield an organizing framework.

This chapter focuses on the nascent field that is emerging at the intersection of innovation, marketing strategy, and information-rich environments, and breaks new ground by exploring automation available to aid managerial decision making in this realm.

The main practical implication is to elucidate that managers can apply different approaches to decision making in today’s information-rich environment. Tables 2–4 provide to managers 12 examples of the types of decision making in an innovation context.

This chapter introduces a new taxonomy to classify four approaches for making strategic decisions in an information-rich environment, and extends that framework to the innovation realm. This framework aims to prompt researchers to explore important topics that exist at the intersection of innovation, marketing strategy, and managerial decision making in an information-rich environment.

Following the assumption that studies of information inequality need to be based on precise discrimination between society’s information rich and poor and against the context that a mechanism for such discrimination is still lacking, the purpose of this paper is to explore the possibility of establishing a holistic informational measurement.

It does so by developing a measurement based on the conceptualization of the individual as an information agent and his/her information world as his/her characterization. The development procedure consists of four steps: operationalization of the theoretical constructs and the initial drafting of the questionnaire instrument; revisions of the questionnaire based on pilot tests with small groups of people; weighing of the questionnaire items for the purpose of calculating index-type variable scores; formal test of validity and reliability.

The resulting measurement consists of eight variables corresponding to eight theoretical constructs of an individual’s information world, each being measured by a group of questionnaire-based items which, in turn, generate an index-type score as the variable’s value. Validity and reliability tests show that the measurement is, on the whole, able to distinguish the information poor from the information rich and to measure individuals consistently.

The study demonstrates that it is possible to distinguish the information rich and poor by informational measurement in the same way as to distinguish economic groups by income, ethnic groups by race and intelligence groups by IQ; and that such a measurement has arguably multifaceted value for information inequality research.

Addresses the issues of charging for interlibrary loans with particular reference to the experience at the University of Wittwatersrand, South Africa. Considers definitions of the information poor and the information rich and the cost of equal access to information. Proposes a method of charging the ′rich′ in order to offer free services to the ′poor′.

The purpose of this paper is to examine innovative practices and emphasize the mechanism of knowledge transfer across knowledge boundaries. By comparing and discussing the emerging boundary issues in knowledge transfer among small- and medium-sized enterprises (SMEs) registered in the incubation centers in China, this paper identified the main knowledge transfer approach and several contextual and organizational factors impacting knowledge transfer.

The authors conduct 39 semi-structured in-depth interviews with employees working within business incubation centers in China. The study uses thematic analysis for data analysis.

Our results contribute to the literature of knowledge transfer and in particular to our understanding of boundary conditions and knowledge transfer approaches in emerging economies. The results also highlight several contextual and organizational factors which impact knowledge transformation across the pragmatic boundary in the context of China.

First, organizations need to establish an effective process with tools to accommodate novelty; second, organizations should be aware of the impact of entrepreneurial orientation on innovative performance; and third, it will help organizations if they adopt and integrate information-rich media in managing innovative practices.

This research highlights the impact of contextual and organizational factors of SMEs on knowledge transfer in emerging markets and chooses incubation centers as study subjects, which is an organizational context that has not been thoroughly studied due to its unique nature and emerging complexity.

Information plays a crucial role in planning and decision making in organisations. Information‐rich managers build up information networks actively and demonstrate an open‐minded willingness to expose themselves to, and trade, information with others. They harness ideas and knowledge to policy and are characterised as being those decision makers most implicated with framing policy. Theirs is information which goes beyond subject domain boundaries. They show awareness of semantic and psycho‐social barriers in information acquisition and handling, and are motivated to adopt the utility‐benefit approach to information in their company.

The potential for e-commerce is limited by a trust deficit when traders do not interact in a physical, bricks-and-mortar context. The theory of information richness posits that equivocal interactions, such as ones requiring trust, can be facilitated through communication media that transmit multiple cues interactively. This study aims to examine the potential of information-rich virtual worlds to reduce this trust deficit compared with more traditional Web-based e-tailing environments.

Rather than focusing on stated intentions, the authors adopt an experimental approach to measure behaviour. Participants receive performance-related financial incentives to perform trust games in different information-rich treatments that represent three retail environments: a physical environment representing bricks-and-mortar trade, an electronic environment representing Web-based online retailing and a virtual environment representing virtual world retail.

The authors find that the two dimensions of trust significantly differ between the treatments. In particular, as hypothesised, both trustingness and trustworthiness are higher in the virtual than in the electronic environment. However, contrary to the hypotheses, physical trade is not associated with greater trust than virtual trade.

The authors extend previous research by demonstrating how the information richness of the virtual world interface can promote e-commerce by deepening trust between trading partners. This research also complements existing work that approaches product and service interfaces through the lens of servicescapes.

The findings also contribute towards the development of services marketing practice and the design of e-commerce environments.

Much of the work in this space considers purchase intentions and attitudes around trust, whereas this study looks at actual trust behaviour in the virtual space.

The purpose of this paper is to argue that scholars in the information behavior (IB) field should embrace the theoretical framework of the everyday to explore a more holistic view of IB.

The paper describes the theory of the everyday and delineates four opportunities offered by scholars of the everyday. The paper concludes with three examples that highlight what a more everyday-focused everyday information behavior might look like.

The theory of the everyday provides a useful theoretical framework to ground research addressing the everyday world as well as useful concepts for analysis and research methodology.

The theoretical framework of the everyday contributes to IB research by providing a theoretical justification for work addressing everyday life as well as useful concepts for analysis. The paper also outlines the benefits of integrating methods influenced by institutional ethnography, a methodology previously used to address the nuances of the everyday world.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

Four term‐weighting schemes are used to detect information‐rich passages in texts and the results are compared. It is demonstrated that word categories and frequency‐derived weights have a close correlation but that weighting according to the first mention theory or the cue‐method shows no correlation with frequency‐based weights.