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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000000615. When citing the article, please cite: Bob Armstrong, Jim Everett, (1990), “Research Note: Book/Software Review: SPSS for Teaching Statistics in Marketing”, European Journal of Marketing, Vol. 24 Iss: 8, pp. 46 - 51.

Teaching statistics to marketing students has always been a difficult and thankless task. It is often difficult to find an acceptable statistical software package that does not require a prerequisite unit in computer systems and research methodology to provide students with the rudiments of marketing research technique. Various SPSS statistical packages for use in teaching Marketing Research are compared, and it was determined that the SPSS‐Studentware package offers the necessary statistical procedures and an excellent manual/text for the undergraduate marketing research student. Such variables as price, readability of the manual, statistical procedures and features of other manuals were compared.

The purpose of this paper is to revisit our original paper published over 20 years ago and reflect on its purpose, contribution and what we can glean that might have implications for future research.

A Google Scholar search showed that the article was cited 74 times. We discuss some of the contexts in which it was cited and identify two research themes that have emanated from this paper and hold promise for future research.

We discuss two of the several contexts in which our research is discussed. These include the differential ways in which cues are used in a services context, including the ways in which different cues are used to evaluate services and how cues are used to develop consumer expectations.

The study, which was cited 74 times according to Google Scholar, was formative in terms of discussion of, for example, how a variety of cues influence customer expectations and service evaluation, and how categories of cues, such as marketer controlled versus non-marketer controlled and personal versus non-personal, impact outcomes. The retrospective analysis was helpful in both reflecting on the status quo on some of these issues and suggesting directions for future research.

The author launched an online survey at a private English-speaking university in Kuwait to evaluate the status, value and importance of Japanese and Korean popular cultures in Kuwait. East-Asian culture is a subculture that is very widespread in the region because of Internet use and the influence of English-speaking education. The survey shows that this subculture can be understood as an alternative culture because it tends to contain a dissimulated critique of traditional Kuwaiti culture. Many students approach Japanese and Korean cultural products because they are in search of a coherent lifestyle founded on certain ethics. The Japanese–Kuwaiti cultural transfer implies a double resistance towards the local culture and towards American culture. The resulting marginalization is therefore two-fold. Resistance towards Western culture is here not based, as is often assumed in Arab contexts, on cultural closure and conservatism, but rather on the willingness to engage with an alien culture. This creates a paradoxical pattern of resistance to both the East and the West through adherence to another Eastern culture. The phenomenon can be understood in terms of globalisation as well as of anti-globalisation.

“FORMAL classes on how to use a library would be an insult to the intelligence of the student.” This was an extreme reply mentioned in the Report of the Committee on Libraries, with reference to a questionnaire to academic staff about instruction in library use. This view of the teaching activities of librarians with students must be familiar to all librarians whether they are concerned with formal teaching activities or not. Nevertheless it is suggested that, in the current climate of change in the nature of sixth form studies, and the need for bibliographic training as part of a general education leading to informed library users in the academic and professional world, there is now a strong case for an examined course of study at “A” level G.C.E. incorporating the principles of bibliographical knowledge for users.

This article identifies the concept of market value as a standardizing concept that coordinates the actions of market participants in relatively inefficient real estate markets. The paper also identifies different levels of discourse that reflect the organizational/institutional complexity of the real estate appraisal profession. The standardizing effect of market value includes a cognitive and fiduciary component. Using this framework, the paper traces the influence of Richard T. Ely’s institutional economics – and its legacy in the form of the research program of Urban Land Economics at the University of Wisconsin – on the formation and development of the standards of appraisal and ethical practice. This complexity is traced historically from the early part of the 19th century to the formation of the professional organizations and the establishment of their standards, and also through a series of reform efforts in the 1960s and 1980s that were articulated in the academic community. The paper illustrates the manner in which Institutional Economics has been influential in the continuing development of the real estate appraisal profession and suggests reasons for its continuing relevance.

PurposeThis paper aims to discuss one of the most critical issues of our time, impediments to global ethics, and seeks to explore the question more intensely for a better outcome.Design/methodology/approachThe Robert J. Rutland Center for Ethics at Clemson University was the venue for an annual four‐day event to reflect and discuss ethics, ethical principles, and the framework for ethical decision making. The theme for 2004's seminar was Ethics in Politics – the 5th Annual Ethics across the Curriculum. Four philosophy professors each presented ethics from a slightly different angle with specific cases provided to better illustrate the points raised. In addition, several cases were assigned to groups while each of the four professors acted as discussion leaders.FindingsThe paper begins with the information provided by the seminar instructors. It is followed by the creeping case – a case that is followed by a series of variations that change it in important ways. Additional suggestions are provided for analysis of the case. Some concluding remarks are provided at the end together with relevant passages from the 9/11 Commission Report.Originality/valueThis paper is the writer's contribution to the seminar in the form of a creeping case on the ethics of oil, weapons, and the Middle East.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

Scans the top 400 management publications in the world to identify the most topical issues and latest concepts. These are presented in an easy‐to‐digest briefing of no more than 1,500 words.

At the beginning of 1996 AT&T's market cap increased $6 billion in two days. It was actually not great news. To achieve such a steep jump in the share price, top management cut 40,000 jobs, hoping that they'd be announcing the biggest downsizing in corporate history. Though the city reacted well, the executives at AT&T clearly failed to consider how the press might report the news.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

Through good time and bad, few companies have been so prominently and constantly in the public eye as AT&T. As the company’s executive vice president of public relations, Dick Martin was not simply a fly on the wall in the company’s most senior counsels, but a full participant in their deliberations. He draws from his experience to debunk some of the popular wisdom surrounding “big‐time public relations.” Foremost among these myths is the broadly held notion that “perception is reality” followed closely by the advice that “a strong offense is the best defense.” On the contrary, Martin uses examples from AT&T’s recent history to demonstrate that companies are better served by addressing the reality underlying their perceptual problems. Further, he shows how responding to attacks in kind can give criticism greater traction and invite greater scrutiny. Martin dispels popular misconceptions regarding the practice of public relations, arguing it is not word‐smithing, glad‐handing or do‐gooding. It’s not pitching or spinning. It’s a function of general management and, in turbulent times, it’s an especially critical component of the strategic choices CEOs and boards must make.

Collaborative teaching and learning in Kenya is at relatively immature phase. There is dearth of empirical research undertaken on school-to-school collaboration and its impact and influence on the students’ learning outcomes. The 8:4:4 system of education, which begun in 1985, and which was short of insights into the impact of collaborative, is coming to an end to pave way for 2-6-3-3-3 education curriculum framework which is largely seen as progressive. As such, collaborative teaching and learning across the whole-school system is slowly beginning to evolve – with the learners being expected to learn, un-learn and re-learn collaboratively. The Kenyan education system is highly marketized and when coupled with lack of clear national policy guidelines on inter-school collaboration, it falls short of obligating teachers to initiate or even deepen the few existing collaborative designs within and beyond their schools’ boarders. Given that the challenges facing learning appear to increase exponentially, it appears to be timely to have students and teachers from different schools come together to network and share ideas, knowledge, expertise, resources and best practices – bearing in mind that cultures that work together hold the prospect of long-term impact that is not dependent on a few individuals but the whole team (Hargreaves & O’Connor, 2017).