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Artifacts are rarely used today to visualize thoughts, insights, and ideas in strategy work. Rather, textual and verbal communication dominates. This is despite artifacts and visual representations holding many advantages as tools to create and make sense of strategy in teamwork. To advance our understanding of the benefits of visual aids in strategy work, I synthesize insights from cognitive psychology, neuroscience, and management research. My analysis exposes distinct neurocognitive advantages concerning attention, emotion, learning, memory, intuition, and creativity from visual sense-building. These advantages increase when sense-building activities are playful and storytelling is used.

We theorize the critical role of angel investors' affective experiences and first impressions in the context of entrepreneurial finance. We develop a model and propositions to illustrate why angel investors make the decision to continue screening, thus explaining why certain investment proposals make it, while others do not.

Drawing on affective events theory and the literature on affective experiences, we theorize how the perceptions of pitches that trigger positive or/and negative physiological arousal, short-lived emotions, and associated thoughts are different, thus allowing us to build new theory of how these different experiences can influence the outcome of the evaluation process in the initial screening stage.

Our model suggests that the initial evaluation unfolds in five stages: perception of an entrepreneurial pitch, physiological arousal, emotions, first impression, and a decision to continue screening. When different manifestations of physiological arousal and subsequent emotions set the tone of first impressions, they can be either a positive, negative, or mixed experience. While positive and mixed first impression can lead to selection, negative first impression can lead to rejection.

We illustrate what is of value for angel investors when they look for new investments, and why certain entrepreneurial pitches lead to the decision to continue screening, while others do not. We propose that what angel investors feel is particularly important in situations where they are not yet making the ultimate decision to invest money but are involved in decisions about whether to continue to spend time to investigate the investment proposal.

The authors believe the COVID-19 pandemic has an impact on supply and demand. The potential decline in real sector performance leads to lower expectations of securities performance. The uncertainty of future performance can change investor behaviour. This study tried to gain insight into stock investor behaviour during the COVID-19 pandemic. The results showed that the majority of the investor realized and believed the pandemic would affect the stock market performance. Hence, they did not show herding behaviour and were very confident during the COVID-19 pandemic. The survey also indicates that investors tend to avoid risk rather than take the opportunity to buy at a lower price. Moreover, investors believe that the COVID-19 vaccine will soon be found, and the economy will return to normal. Government and self-regulated organizations (SRO) are responsible for making effective policies to convince the investors about the future prospect.

This chapter introduces the concept of ‘inditation’ to the creative industries. The concept builds on an old verb ‘to indite’ and the noun ‘inditing’, meaning ‘to make up’ and ‘to compose’. This chapter attempts to obtain the concept into the actual use of language. The term’s meaning gets adjusted in the sense of a conceptual redesign. Furthermore, this chapter introduces the concept of ‘inditation’ as a process of composing ‘the new’ by creative entrepreneurs. They indite entrepreneurial brainchildren, ‘the new’, as unique outcomes such as artwork, product prototypes, or services. The chapter asks what it means to indite and contributes three autoethnographic examples. It also suggests that inditation could evolve a process-oriented framework for bringing ‘the new’ into the world and outlines further research towards constructing a theory of inditation.

This chapter analyses the crucial role that philosophy plays in management education, particularly in promoting responsible education. The author emphasizes the importance of philosophy in addressing a wide range of social and environmental issues that are prevalent in today's business landscape. From the perspective of science and Taoism, the author highlights how philosophy can enhance the effectiveness of management education. Education is a powerful tool that can be used to bring about positive change in society, both economically and sociologically, and has the potential to respond to the rapidly evolving world of the 21st century. However, traditional education systems have failed to equip individuals with the knowledge, experience, skills and values needed to thrive in a volatile, uncertain, complex and ambiguous (VUCA) environment. To address this gap, the author argues that philosophy should be integrated into the traditional curriculum as a core element of liberal arts. By blending technical and analytical skills with systems thinking, critical thinking, innovation, creativity and ethical intelligence, students can develop a more holistic understanding of business and society. Philosophy can broaden the reflectivity horizon of future business leaders, enabling them to manage complexity and make sound decisions that align with both the principles of good business and the needs of society. This chapter underscores the importance of philosophy in management education and its potential to drive transformative change in business and society. By encouraging students to ponder questions that extend beyond the scope of business, philosophy can help cultivate a new generation of ethical and responsible business leaders who are equipped to address the challenges of the 21st century.

We use design thinking in the context of accounting pedagogy to exploit recent advances in cybernetics in the form of generative artificial intelligence technology. Relying on the intuition that supplementing or augmenting human argumentation (natural intelligence or NI) with parallel AI output can produce better student written assignments, we posit the “augmentation premise,” that is, ((NI + AI) > AI > NI). To test the augmentation premise, we compare student written submissions in an Accounting Information Systems (AIS) course with and without the benefit of parallel generative AI output. We then evaluate how the generative AI output enhances student-crafted revisions to their initial submissions. Using a summative quality improvement index (QII) consisting of quantitative and qualitative assessments, we present preliminary evidence supporting the augmentation premise. The augmentation premise likely extends to other accounting subdisciplines and merits generalization for enriching accounting pedagogy.