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Purpose – This chapter explores letter writing as a narrative inquiry method in a teacher education course. The written dialog in letters by teacher candidates provided the author with deep and long-term reflection on teacher candidates' narratives of experience. In particular, the chapter examines how related literacy narratives combine critical written dialog with the written responses and counter-narratives of peers and a teacher educator.

Methodology and findings – The chapter focuses on letter correspondences from three teacher candidate participants in a longitudinal study as well as response letters to those candidates from the teacher educator. Transactional inquiry and relational knowing are conceptualizations that are employed to explore how the teacher candidates and the teacher educator are curriculum makers.

Value – The chapter discusses the impact of letter writing-related literacy narratives as a narrative inquiry method in teacher education programs as well as possible extensions for their use in graduate courses/research and for teacher development programs.

The purpose of this paper is to invite further consideration of how people experience documents. By offering a model from Reader Response theory – Louise Rosenblatt's Transactional Theory of Reading – as well as examples from research on numinous experiences with museum objects, the author hopes to open further avenues of information behavior studies about people and documents. The goal is to incorporate more aspects of lived experience and the aesthetic into practice with and research of documents.

Theoretical scope includes Louise Rosenblatt's Transactional Theory of Reading, John Dewey's concepts of transaction and experience and lived experience concepts/methods derived from phenomenology.

Rosenblatt's Transactional Theory explicates the continuum of reader response, from the efferent to the aesthetic, stating that the act of “reading” (experience) involves a transaction between the reader (person) and the text (document). Each transaction is a unique experience in which the reader and text continuously act and are acted upon by each other. This theory of reading translates well into the realm of investigating the lived experience of documents and in that context, a concrete example and suggested strategies for future study are provided.

This paper provides a holistic approach to understanding lived experience with documents and introduces the concept of person-document transaction. It inserts the wider notion of document into a more specific theory of reading, expanding its use beyond the borders of text, print and literature. By providing an example of real document experiences and applying Rosenblatt's continuum, the value of this paper is in opening new avenues for information behavior inquiries.

This paper seeks to consider whether the notion of authenticity is useful or meaningful in the context of developing academics as writers.

The approach taken is that of a reflective essay. Recent texts on authenticity in higher education are examined whilst a transactional theory of writing is also considered as a potentially valuable way of helping develop academic writers.

The tentative conclusions reached include the desirability of moving away from the concept of authenticity as an ideal in academic writing and towards the notion of developing academics as mature or even expert writers.

The main limitation of this paper is that it is merely an essay. It is one researcher's attempt to analyse a difficult conceptual issue and, as such, only provides a provisional analysis, not a final analysis. Other scholars using different sources may well come to different conclusions. But, at least, this essay is a contribution to the conversation about how academics might be helped to develop as writers.

There are at least two: a move away from a somewhat metaphysical conception of academic writing towards a more practical approach; and the potential usefulness of adopting a transactional theory which directly links reading and writing.

The main value of the paper is that it offers a critique of some current views of authenticity in higher education and it suggests and outlines the usefulness of a Deweyan or transactional theory of writing for higher education.

The purpose of this paper is to illustrate the practical application of dynamic capabilities theory to improve investment decisions in customer relationship management (CRM).

Action research (AR) allows managers to raise the tacit knowledge of their dynamic capabilities to a level where they can be identified and developed. A framework and a process for managing dynamic capabilities in marketing are presented.

The findings relate to the nature of dynamic capabilities in marketing and how they are managed.

Marketing managers can improve the return on investments in CRM.

The paper presents a method for applying dynamic capabilities drawn from the resource‐based view (RBV) to practical marketing problems.

In this chapter, we read Ta-Nehisi Coates’ Between the World and Me (2015) against Dewey’s Democracy and Education (1916) to glean insight into how Deweyan transactionalism can help theorize greater democratic participation for the corporeally disenfranchised, that is, those persons who experience sociocultural and/or political marginalization due to the racialized status of their bodies. We argue that transactionalism carries promise to help interrupt current, systemic practice that negatively reifies Black bodies and reasserts Black bodies as central, full participants in democratic action. An analysis of transactionalism as interpreted from Democracy and Education and other Deweyan writings is followed by an analysis of Coates’ memoir, Between the World and Me, focusing on his experiential understanding of how Black bodies exist in educational institutions. We conclude the chapter with possibilities for an embodied ideal of democracy, and some educational practices that can follow from it.

This monograph summarises the key influences of leadership behaviour on the transformation process associated with creation of an effective and high performing team. It clarifies the key factors that are relevant to a team at each stage of the transformation process and the leadership roles that each team member can play. The role of an organisation's senior management is considered both in terms of the impact it has on the transformation process within specific teams and in terms of creating the necessary organisational environment to make effective teams the norm. Some reasons why senior management behaviour is often perceived as inconsistent and unhelpful are explored. Specific recommendations are made to help senior managers to adapt their behaviour, and in so doing become more context‐sensitive to the needs of the environment as it changes. Some tools and techniques are presented that have been found in practice to help senior managers adapt their behaviour to that most appropriate at a given time, and to create the organisational infrastructure needed to make effective teams the organisational norm rather than the exception. A case study is presented illustrating the networked nature of leadership and the culture change associated with making effective teams “the way we do things around here.”

Traditional academic discourse in qualitative studies is devoid of the subjective individual, and lacks the particulars of experience and the lifelikeness that evokes meaning when researchers address real‐life problems. This paper aims to explore the value and application of utilizing narrative inquiry in nursing research. As a result, this review seeks to argue that understanding the lived experience allows nurse researchers an “insider view” and a deeper understanding of health and social issues that arises from the relationship between the participant and researcher. Additionally this paper aims to highlight some of the challenges and tensions in narrative work including the researcher's self‐reflection within the research process.

This paper takes the form of a literature review.

This paper highlights some of the challenges and tensions in narrative work including the researcher's self‐reflection within the research process. It argues that understanding the lived experience allows nurse researchers an “insider view” and a deeper understanding of health and social issues that arises from the relationship between the participant and researcher.

This original article presents an argument that suggests narrative inquiry in nursing research offers a particular way of caring about how knowledge is produced and the importance of the relationship between the researcher and the co‐researcher.

The purpose of this paper is to formally assess the training program received by information studies graduate students and the reference services they provided at a research-intensive university.

A qualitative content analysis was used to evaluate if graduate students incorporated the training they received in their provision of reference services. The students’ virtual reference transcripts were coded to identify the level of questions asked, if a reference interview occurred and if different teaching methods were used by the students in their interactions. The in-person reference transactions recorded by the students were coded for the level of questions asked.

The main findings demonstrate a low frequency of reference interviews in chat interactions with a presence in only 23 per cent of instances while showing that instructional methods are highly used by graduate student reference assistants and are present in 66 per cent of chat conversations.

This study is of interest to academic libraries who wish to partner with information studies programs and schools to offer graduate students valuable work experience. It aims to show the value that graduate students can bring to reference services. Furthermore, it highlights the importance of continuously developing training programs and assessing the performance of graduate students working in these roles.

The purpose of this paper is to explore the possibility of a procedural deliberative alternative to an atomistic conception of individuals and an economic logic of markets or a priori universal lists, as ethical foundation for evaluating socio‐economic change.

To develop this argument, the paper combines a modified Kantian categorical imperative with deliberative ethics drawing on the writings of Habermas and Dewey. The journey through the European Enlightenment thought of Kant to the contemporary thought of Habermas and Bourdieu aims at mapping continuity and change in key themes in development ethics. These ideas are then given practical application in a case‐study of the people‐forestry interface in Nepal.

The paper shows how Kantian non‐deception links to Habermas' notion of communicative action and Dewey's notion of cooperative inquiry, and how Kantian non‐coercion links to the inclusion of subaltern voices. While the paper proposes that more open deliberative processes can potentially produce ethical gains, it also identifies an idealistic risk in this position. Bourdieu's thinking is utilised to reveal limitations on improving deliberative processes where there are powerful mechanisms reproducing inequalities.

The paper makes the case for greater attention being given to exploring deliberative processes as a prerequisite for ethical developmental actions.

The paper brings together authors who rarely feature in the development studies discourse and applies their ideas to a practical case study.

There has been considerable debate in the construction management (CM) literature as to which research methodology is the most appropriate to CM research problems. This paper contributes to that debate by suggesting that postmodernity and multi‐level research can extend the scope of CM theory. It is argued that if CM researchers are to effectively solve the problems that the construction industry faces, then they need to adopt a robust methodological approach that takes account of both ontological and epistemological viewpoints. It is proffered that only then will we fully understand phenomena that influence organizational and project performance in construction.