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Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

The objective of the Contemporary Marketing Practices (CMP) research program is to develop an understanding of how firms relate to their markets in a manner that integrates both traditional and more modern views of marketing, and incorporates an understanding of both the antecedents and consequences of different practices. This paper aims to review its first decade.

The paper adopts a theoretical approach. It reviews the history of CMP research and its outcomes. The assessment concludes with a discussion of the program's contribution to marketing knowledge and some issues and challenges for future research.

Now a decade old, the CMP research program has undertaken research in over 15 countries. The study finds that it has made a unique contribution to marketing knowledge by bridging the gap between theory and practice.

By adopting a multi‐paradigm philosophy and a multi‐method approach, a broad perspective has been achieved that integrates the traditional managerial view of marketing with relational and process arguments.

The purpose of this paper is to identify the key management skills for running a successful winery business, which in the Australian industry is predominately a small to medium sized business, and explores the existence of such skills within the industry.

The information was obtained through structured interviews with a range of winery owners and managers in the four main wine regions of Western Australia.

Whilst a set of universal management skills are identified by the industry participants, these are not universally held. The study examines skills and training issues highlighting the diversity of winery owners and managers.

The study was conducted using qualitative methodology in one state of Australia only.

The findings require further quantitative testing, but strongly imply that managerial skills in the wine industry are limited, and most managers are more focused on technical expertise than financial, strategic, marketing or HR planning and management.

The paper has benefit for the wine industry showing the strengths and weaknesses of its managers, and also for theorists who seek to understand management processes in a specific sector predominantly comprising small and medium sized enterprises.

This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in their professional practice. Hence, throwing light on their experiences will help advance robust supportive systems that are essential to promoting all-inclusive staff productivity and the internationalization drive of post-secondary institutions.

Through the narrative analysis approach, the authors capitalized on the life histories, perspectives and experiences of eight IBFFs from Africa serving in US universities to offer new insights into this group’s roles, difficulties and triumphs. In-depth interviews that lasted for about 1–2 h per participant were transcribed and key themes were analyzed.

The authors found that IBBFs face a couple of challenges in their quest to transition and serve in the American professoriate. Some of the identified challenges include labor market discrimination, discounting of academic work and credentials, unfair evaluation, cultural taxation and lack of supportive work environment.

While previous studies focused on challenges that black female faculty (BFF) face in joining academia, little is known about the academic voyage of IBBFs pursuing careers in higher education. The objective of this study is to address this gap and, by extension, broaden the discourse on equity, diversity and inclusion within the academic landscape.

Social Enterprise (SE) has a vital role to play in helping meet some main commitments for Korea‐growing economy; supporting stronger communities; closing opportunity gap‐together with the developing a vibrant third sector. The Strategy and action plan is intend to grow and develop us of social enterprise business model in Korea. The sustainable strategy and action plan will be useful for Korea’s Social enterprise. This paper will suggest that from the sustainable strategy to action plan of social enterprise in Korea.

The purpose of this paper is to further fill the void of American slavery within management history and leadership studies by presenting the unique case of Joseph E. Davis's paternalistic leadership.

This case was selected because of Davis's attempt to transplant Robert Owen's utopian practices of social harmony in an industrial, textile‐mill setting to the backdrop of his slavery plantation. The method used is the historical method of analyzing both primary and secondary sources of data about Joseph E. Davis, a Mississippi planter, during the time periods of antebellum and reconstruction.

This analysis indicates that Joseph E. Davis exhibited benevolence, authoritarianism, and, to a degree, moral paternalistic leadership with his slaves. Yet, due to his ideology and the context, he still defended slavery and Southern rights.

Historical knowledge about paternalistic leadership during the antebellum slavery and reconstruction time period will help to end the denial of slavery in management studies, as well as contribute to the understanding of paternalism in many contemporary cultures.

This is the first article to provide primary evidence of paternalistic leadership in management history studies within this erroneously disregarded period.

This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl’s embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized school expectations.

A contemporary approach to nexus analysis (Medina and Wohlwend, 2014; Wohlwend, 2021) unpacked two critical performative encounters (Medina and Perry, 2011) using concepts of historical bodies (Scollon and Scollon, 2004) informed by sociomaterial thing-power (Bennett, 2010).

Playing while painting pottery collides and converges with the tacitly desired and expected ways of embodying student in this after-school artspace. Emily’s outer-space alien persona ruptured expected discourses when her historical body and embodied performances threatened other children. While her embodied performances facilitated her becoming a fully present participant in the studio, she fractured the line between play and reality in violent ways.

As literacy researchers, the authors are in a moment of reckoning where student embodied performances and historical bodies can collide with all-too-real violent threats in daily lives and community locations. Situating these performances in the nexus of embodied literacies, unsanctioned play and thing-power can help educators respond to these moments as ruptures of tacit expectations for girlhoods in school-like spaces.