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Article
Publication date: 8 June 2021

Frank Alpert, Mark Brown, Elizabeth Ferrier, Claudia Fernanda Gonzalez-Arcos and Rico Piehler

This study aims to investigate marketing managers’ views on the existence and nature of the academic–practitioner gap in the branding domain.

Abstract

Purpose

This study aims to investigate marketing managers’ views on the existence and nature of the academic–practitioner gap in the branding domain.

Design/methodology/approach

Using a purposive sampling method, the researchers conduct semi-structured qualitative interviews with 20 experienced marketing managers from a wide range of industries and organisations, whose roles are focussed on the planning, implementation and management of broad marketing and branding strategies.

Findings

Branding practitioners have little or no contact with academics and their theories-in-use with regard to brand management suggest they do not consider academic research relevant to their work.

Research limitations/implications

The process of describing and explaining the gap provides valuable insights into bridging the gap; it provides actionable branding strategies that include raising awareness, building relationships, improving the benefits offer and communicating more effectively.

Practical implications

This research has practical implications for branding academics. The interviewed practitioners confirm the gap, viewing it as academics’ (not practitioners’) problem and responsibility. They characterise it as a branding problem that academics can overcome using branding strategies, to establish themselves as credible sources of branding expertise for practitioners. Key areas for increasing collaboration stem from practitioners’ desire for independent, credible, ethical and timely third-party advice on branding issues; relevant, timely and shorter professional branding education across their organisations; and closer connections with universities to identify new branding talent and ideas.

Originality/value

To the best of the authors’ knowledge, this paper is the first to empirically examine and recommend solutions to the academic-practitioner gap in the branding domain by studying marketing professionals with branding responsibilities, using in-depth interviews.

Details

Journal of Product & Brand Management, vol. 31 no. 2
Type: Research Article
ISSN: 1061-0421

Keywords

Article
Publication date: 30 October 2007

William Baker

115

Abstract

Details

Reference Reviews, vol. 21 no. 8
Type: Research Article
ISSN: 0950-4125

Keywords

Article
Publication date: 1 June 1919

In an article published by the “Evening Standard,” COLONEL ARTHUR LYNCH expresses the opinion that the war has yielded one compensation in that it has awakened the world to the…

Abstract

In an article published by the “Evening Standard,” COLONEL ARTHUR LYNCH expresses the opinion that the war has yielded one compensation in that it has awakened the world to the importance of science, and that it has made daring thoughts possible in directions where apathy and neglect previously reigned. We are afraid that COLONEL LYNCH is mistaken on these points. The neglect of science and the apathy in regard to all scientific matters are characteristic of this country, and the task of effectively altering these conditions if capable of accomplishment will indeed be herculean. “The Government,” says COLONEL LYNCH, “is the filter through which the ideas of progress must pass, and unfortunately we are governed by men ignorant for the most part even of elementary science, and intellectually active only in the dusty arena of party politics.” As an instance he gives the case of Sir Almroth Wright, who had need of a small sum of £10,000 to put on a good footing his laboratories at St. Mary's Hospital. Desirous of helping in this matter, COLONEL LYNCH applied to the Chancellor of the Exchequer, and again and again pressed the claim, but only to be met “with a refusal couched in an air of supercilious disregard.”

Details

British Food Journal, vol. 21 no. 6
Type: Research Article
ISSN: 0007-070X

Article
Publication date: 13 May 2024

Nicolette Sammarco Caldwell, Christine Holyfield, Elizabeth Lorah and Tracy Rackensperger

The paper aims to support employers in avoiding linguistic profiling of individuals with communication disabilities; thereby reducing their exclusion from the workforce. It…

Abstract

Purpose

The paper aims to support employers in avoiding linguistic profiling of individuals with communication disabilities; thereby reducing their exclusion from the workforce. It provides employers and others in the workplace with examples of speech, language and communication differences, common false stereotypes and assumptions, and strategies to prevent and address the negative effects of linguistic profiling.

Design/methodology/approach

The paper offers a general overview of linguistic profiling as it relates to individuals with communication disabilities. Pertinent examples and findings from previous literature are included to illustrate linguistic profiling across speech, language and mode of communication, and to provide recommendations for inclusive workplace practices to ensure that career success is accessible to individuals with communication disabilities.

Findings

Linguistic profiling is a barrier to successful and inclusive employment for individuals with communication disabilities. Education, training and the use of inclusive practices can reduce linguistic profiling of individuals with communication disabilities in the workplace.

Originality/value

Though linguistic profiling used to make inferences of social constructs such as race and gender has long been discussed, little discussion surrounds individuals with communication disabilities and the impact it has in their lives and careers. This paper uniquely highlights communication disability in the linguistic profiling discussion so that organizations can be more aware of the impact and the need to create supportive and inclusive workplace environments and in turn reduce discrimination and increase diversity.

Details

Career Development International, vol. 29 no. 3
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 21 May 2018

Sarah Elizabeth Montgomery, Zak K. Montgomery, Sarah Vander Zanden, Ashley Jorgensen and Mirsa Rudic

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders…

Abstract

Purpose

The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

Design/methodology/approach

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

Originality/value

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

Details

Social Studies Research and Practice, vol. 13 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 24 October 2016

Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…

Abstract

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

Book part
Publication date: 15 October 2020

Sida Liu

Professionals often dislike dirty work, yet they accommodate or even embrace it in everyday practice. This chapter problematizes Andrew Abbott’s professional purity thesis by…

Abstract

Professionals often dislike dirty work, yet they accommodate or even embrace it in everyday practice. This chapter problematizes Andrew Abbott’s professional purity thesis by examining five major forms of impurities in professional work, namely impurity in expertise, impurity in jurisdictions, impurity in clients, impurity in organizations, and impurity in politics. These impurities complicate the relationship between purity and status as some impurities may enhance professional status while others may jeopardize it, especially when the social origins of professionals are rapidly diversifying and professional work is increasingly intertwined with the logics of market and bureaucracy. Taking impurities seriously can help the sociology of professions move beyond the idealistic image of an independent, disinterested professional detached from human emotions, turf battles, client influence, and organizational or political forces and towards a more pragmatic understanding of professional work, expertise, ethics and the nature of professionalism.

Details

Professional Work: Knowledge, Power and Social Inequalities
Type: Book
ISBN: 978-1-80043-210-9

Keywords

Abstract

Details

Fandom Culture and The Archers
Type: Book
ISBN: 978-1-80262-970-5

Article
Publication date: 18 December 2019

Deborah J. Morris, Shubhinder Shergill and Elizabeth Beber

People with an intellectual disability (ID) are more at risk of experiencing adverse childhood events. Moreover, prolonged exposure to ACEs results in enduring changes and…

Abstract

Purpose

People with an intellectual disability (ID) are more at risk of experiencing adverse childhood events. Moreover, prolonged exposure to ACEs results in enduring changes and impairments in neurological, physiological and psycho-social systems and functioning. In response, van der Kolk et al. (2009) have put forward the concept of developmental trauma disorder (DTD) to reflect the “constellation of enduring symptoms” and complex care needs of this population. The purpose of this paper is to ascertain the level of exposure to adverse childhood events and the prevalence of DTD in an inpatient forensic ID population.

Design/methodology/approach

A retrospective file review and consensus approach to diagnosis were used in a sample of adults with an ID detained in a secure forensic service.

Findings

Results revealed that 89 admissions (N=123) had been exposed to at least one significant ACE, with 81 being exposed to prolonged ACEs. A total of 58 admissions (47 per cent) met criteria for PTSD and 80 (65 per cent) met the criteria for DTD. Significant gender differences were noted in MHA status, primary psychiatric diagnoses, exposure to ACEs and DTD.

Research limitations/implications

The discussion explores the implications for working with forensic ID populations who report high incidents of childhood trauma and the utility, strengths and weaknesses of the proposed DTD, its relationship to ID diagnoses is explored.

Originality/value

The study outlines the prevalence of DTD and PTSD in ID forensic populations and suggests additional key assessment and treatment needs for this population.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 11 no. 1
Type: Research Article
ISSN: 2050-8824

Keywords

Book part
Publication date: 26 October 2005

Peter Y.K. Chan and R. Carl Harris

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge…

Abstract

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings revealed (a) the categories of cognitive activities when using video ethnography, (b) the influence of experience and beliefs on these activities, (c) the scaffold that video ethnography provides, and (d) teachers’ progression in a cognitive development process through interaction with video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

Details

Learning from Research on Teaching: Perspective, Methodology, and Representation
Type: Book
ISBN: 978-0-76231-254-2

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