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The communication environment for buyer‐seller interfaces is being transformed by a variety of new communication choices. The use of electronic mail in business today is especially prevalent. This investigation explores buyer and seller reactions to electronic mail use in buyer‐seller relationships. Two studies conducted explore themes perceived by buyers and sellers regarding electronic mail use. From in‐depth interviews of sellers, some initial themes are developed. Second, a survey from a sampling frame of business‐to‐business sales people and organizational buyers advances the questions of benefits and barriers perceived to be associated with electronic mail use from both the organizational buyer and seller perspectives. From a sample of 103 buyers and 107 sellers, questions are raised about the communicative and relationship aspects that potentially influence the buyer‐seller interface. Findings suggest sellers need to be attuned to individual buyers’ views in order to benefit from the new communication options regarding communication choices.

The purpose of this paper is to present the results of a qualitative study of employees' sensemaking as a social, communicative process during a major organizational transformation.

This case study describes a major transition in work mode, from traditional officing to nomadic work. Nomadic work is a radical new mode of work that emphasizes: worker mobility both at and away from the company facility; a paperless operation; and integrated technological platforms that enable knowledge work and flexible, project‐based organizing. Relying on participant observation and interviews, employee accounts were gathered of their experiences as told during the change implementation.

It was found that shocks noted in social interaction indicated that employee sensemaking was anchored by frames relying on identity, culture, or structure as the primary stabilizing discourse called into question. The findings suggest that employees used sensemaking to work out the tensions between social action and the systemic realities of organizational life.

The study contributes to the organizational literature by responding to the call for more research on social interaction during change implementation processes and on the implementation of new information technologies.

A potential weakness of marketing in the strategy dialogue has been a tendency on the part of marketing scholars to stay with outmoded frameworks. As the economy is decreasingly influenced by industrial value creation and increasingly influenced by knowledge creation and dissemination, the role of marketing in value creation and thus in strategy is accentuated. Synthesizing current literature regarding the environmental changes and the underlying foundations for value creation affected by these changes, and contrasting them to traditional, industrial value creation, an argument for the central role of marketing in the knowledge economy is provided and examples support the new value creation‐marketing link.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.