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To distinguish managing creativity from managing innovation and highlight the importance for cultural entrepreneurs of recognising the differences between the two.

Based on government‐sponsored research project looking at access to finance in the UK music industry. Interviews were carried out with cultural entrepreneurs, finance providers and industry experts. A conceptual model of work and creative production put forward by Leadbeater and Oakley (1999) is used as a foundation for analysis.

Highlight the importance of recognising the differences between managing creativity and innovation, and call for effective management of them both, through developing business communication skills, external focus and promotional strategies. The different nature and role of collective activities associated with promoting creativity and innovation are highlighted.

The findings are generalised across other “creative industry” businesses, but the empirical research is based only on the music industry.

Practical steps can be taken to increase the success of small creative businesses in managing both the generation of new ideas (creativity) and the successful exploitation of those new ideas (innovation). Formal education courses have an important role in encouraging creativity and flair alongside the acquisition of core business skills necessary for innovation.

This paper makes an important contribution in separating creativity and innovation – concepts that are too often used interchangeably. It is argued that this analytical separation will help practitioners and researchers gain a better understanding of the management behaviours required to foster both successfully.

This paper investigates how the marketing/entrepreneurship interface functions within the cultural sector. Specifically, the paper considers how cultural entrepreneurs in the music industry market not to customers, but to networks that control the resources necessary to support entrepreneurial ventures. Evidence is drawn from the qualitative research of a study on access to finance by owner‐managers of independent music companies (“cultural entrepreneurs”). The findings support the notion that “legitimation” is a key factor in accessing such resources. Cultural entrepreneurs have difficulties in establishing either “pragmatic legitimation” (derived from the self‐interest of organisations across marketing networks) or “cognitive legitimation” (derived from perceptions of normality and conformity within marketing networks). Marketing strategies at both individual and industry level are put forward to overcome these barriers. For individual businesses, a “selection strategy” using creative clusters or a “manipulation strategy” that manages the cultural environment are recommended. The implications for relationship marketing models are discussed.

Critical thinking is a challenging term to describe but considered necessary for academic achievement, success in the global job market, and essential in developing a life-long learner (Dwyer, Hogan, & Stewart, 2012). Many definitions exist, but some of the components include the ability to analyse, reflect, judge, and strategise in a systematic way, to be able to solve problems (Dwyer et al., 2012). Some of the definitions, taxonomies, models, and theories of critical thinking have been built by Western culture, and the United States contributes information towards this Western approach (Nicholas & Raider-Roth, 2016; Wang, 2017). These definitions, taxonomies, models, and theories make a significant contribution to the pedagogical approaches to the teaching of critical thinking in the United States. This chapter details the structures that support the definitions of critical thinking and the history of the connections between critical thinking and classroom instruction in the United States.

Critical thinking is a necessary construct for twenty-first century learning and discussed in scholarly professional literature and popular media (Dwyer, 2017). The term is a part of the twenty-first century four Cs of learning: collaboration, communication, creativity, and critical thinking (Cunningham, 2018). The teaching of critical thinking can be challenging, and this chapter presents an overview of some helpful pedagogical approaches, including project-based learning, project-based design, e-learning, and active learning and descriptions of instructional pedagogy including the general, infusion, immersion, and mixed approaches (Abrami et al., 2008; Dwyer, 2017; Ennis, 1989; Marin & Halpern, 2011; Willingham, 2008). Quality assurance is an essential component in ensuring pedagogical approaches to critical thinking are effective. The contribution of core standards in the teaching of critical thinking in the United States will be discussed.

Through a review of the literature, this article seeks to outline and understand the evolution and extent of user–participant involvement in the existing library and information science (LIS) research to identify gaps and existing research approaches that might inform further methodological development in participant-oriented and design-based LIS research.

A scoping literature review of LIS research, from the 1960s onward, was conducted, assessing the themes and trends in understanding the user/participant within the LIS field. It traces LIS research from its early focus on information and relevancy to the “user turn”, to the rise of participatory research, especially design-based, as well as the recent inclusion of Indigenous and decolonial methodologies.

The literature review indicates that despite the reported “user turn”, LIS research often does not include the user as an active and equal participant within research projects.

The findings from this review support the development of alternative design research methodologies in LIS that fully include and involve research participants as full partners – from planning through dissemination of results – and suggests avenues for continuing the development of such design-based research. To that end, it lays the foundations for the introduction of a novel methodology, Action Partnership Research Design (APRD).

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The purpose of this paper is to identify the top researchers in information behaviour (IB) based on ideational and social influence indicators.

The population included papers on IB indexed in the Web of Science from 1980 to 2015. UCINET and Bibexcel were the tools used for measuring the ideational and social influence indicators. The correlations among the study variables were measured by applying SPSS and LISREL.

There was a significant relationship between IB researchers’ productivity and performance, and between ideational influence and social influence. The structural equation modelling showed that a researcher with top placement in his/her co-authorship network can gain higher ideational influence. In total, it seems that the single and traditional criteria are increasingly replacing new and integrative ones in measuring researchers’ scientific influence in fields including IB studies. Results have shown that based on total scores of the studied indicators, Spink, A., Nicholas, D., Ford, N., Huntington, P., Wilson, T.D., and Jamali, H.R. gained the high scores.

The current study used an integrative method based on influence indicators to identify the influential researchers in IB studies. None of the few studies done using bibliometric methods in the realm of IB has investigated the ideational and social influence indicators altogether.

A concept of “prescripts” has been developed for those firms that apparently have shown an ability to extract, codify, and package knowledge in a manner that can be used both by themselves and others. This paper considers the prescript concept in terms of project management activity. Because projects and project management are important and apparently becoming more so, the activities of a firm such as Boeing are of interest. Their success turns not only on the ability to manage projects themselves, but also on instituting that discipline on their associates — the implication of an active prescript. This ability is discussed in terms of the company's present competitive position.

This paper seeks to organize the extensive field and to compile the complete list of information limits.

A thorough analysis of literature from the field beginning with the 1960s up to the present has been performed.

A universal typology of information limits has been proposed. A list of barriers mentioned in the literature of the subject has been compiled.

The term “information limits” is not commonly used.

The complete list of information limits with bibliographical hints (helpful for future research) is presented.