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Aims to delineate and explore the terrain of mainstream literature on strategic marketing management. Draws attention to the important role of judgement in almost everything that marketing managers do and for organizations. Considers the orthodox treatment of uncertainty and judgement in marketing management and strategy and concludes that it is restrictive in that it presupposes an approach to strategic decision making that is the exception, not the norm. Highlights the important role of the personal development and learning of top marketing managers as investments in the quality of marketing judgement.

Feedback learning transforms social knowledge into individual knowledge. In this process, tension arises because the current knowledge impedes the assimilation of new learning. Therefore, the feedback requires what Schumpeter refers to as “creative destruction”: discarding, or at least setting aside, the institutional order to enact variations that allow intuitive insights and actions to surface and be pursued. This paper examines the relative importance and significance of “technological systems” on feedback and the effects on the creation of relational capital.

In this paper, the literature is reviewed to identify relevant measures and present a structural equation model, which is validated through an empirical investigation of 151 SMEs in the Spanish technological and information systems sector.

The results indicate that “the creative destruction” depends on the technology system of the company. Furthermore, if the creative destruction is a prior step in the feedback process, then the feedback process is influenced more by the creative destruction.

The results indicate that despite the majority of companies having connections to the internet, managers do not know the potential business benefits of technology systems for their clients, individuals and teams, and ignore the problem of human integration.

The findings are significant, since they introduce the traditional focus of a technology system at the feedback learning process.

This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.