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Article
Publication date: 29 November 2023

Eric H. Shaw and Walter Liu

The purpose of this paper is to show that forgotten classics, such as Melvin T. Copeland’s (1924) Principles of Merchandising, can still teach lessons to students of the history…

Abstract

Purpose

The purpose of this paper is to show that forgotten classics, such as Melvin T. Copeland’s (1924) Principles of Merchandising, can still teach lessons to students of the history of marketing thought.

Design/methodology/approach

The method involved using various key words on several internet search engines. The extensive internet search produced more than a dozen contemporaneous reviews and commentaries. Additionally, there was an intensive search through the histories of marketing thought literature. The extensive and intensive searches allowed a meta-analysis reexamining Copeland’s principles in light of future historical developments from the mid-1920s to the 21st century.

Findings

Historically, Copeland’s principles established the commodity school of marketing thought. (One of the three traditional approaches to understanding marketing taught to generations of students from the mid-1920s until the mid-1960s.) Although the traditional approaches/schools have long gone out of favor, Copeland’s classification of consumer and industrial (business) goods (products and services) have stood the test of time and are still in use 100 years later. Long overlooked, Copeland’s (1924) Principles of Merchandising also anticipated the marketing management/strategy as well as the consumer/buyer behavior schools of marketing thought, dominant in the discipline since the 1960s, for which he has seldom – if ever – been acknowledged.

Research limitations/implications

Historical research is limited because some relevant source material may no longer exist or may have been overlooked.

Originality/value

There have been no reviews of Copeland’s principles in almost a century, and no published meta-analysis of this forgotten classic exists. New discoveries reveal the value in studying marketing history and the history of marketing thought. For marketing as a social science to progress, it is invaluable to understand how ideas originated, were improved and integrated into larger conceptualizations, classification schema and theories over time.

Details

Journal of Historical Research in Marketing, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1755-750X

Keywords

Open Access
Article
Publication date: 15 March 2024

Tianyu Pan, Rachel J.C. Fu and James F. Petrick

This study aims to examine consumer perception during COVID-19 and identifies cruise industry marketing strategies to fill a gap in crisis management and product pricing…

184

Abstract

Purpose

This study aims to examine consumer perception during COVID-19 and identifies cruise industry marketing strategies to fill a gap in crisis management and product pricing literature.

Design/methodology/approach

This study developed and validated two-factor measurement scales (vaccine perception and protective behavior), which predicted cruise intents well. This study revealed how geo-regional factors affect consumer psychology through spatial analysis.

Findings

This study recommended pricing 7-day cruises at $1,464 (the most preferred length). The results also showed that future price hikes would not affect demand and that coastal marketing would help retain customers.

Originality/value

This study contributed to the business, hospitality and tourism literature by identifying two new and unique factors (vaccine perception and protective behaviors), which were found to affect consumers’ intention to travel by cruise significantly. The result provided a better understanding of cruise tourists’ pricing preferences and the methods utilized could easily be applied to other cruise markets or tourism entities.

Details

International Hospitality Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2516-8142

Keywords

Article
Publication date: 13 November 2023

Urmila Jagadeeswari Itam and Uma Warrier

Teleworking, working from home and flexible work have gained popularity over the last few years. A shift in policies and practices in the workplace is required owing to the…

Abstract

Purpose

Teleworking, working from home and flexible work have gained popularity over the last few years. A shift in policies and practices in the workplace is required owing to the COVID-19 pandemic accelerating current trends in work-from-everywhere (WFE) research. This article presents a systematic literature review of WFE research from 1990 to early 2023 to understand the transformation of the field.

Design/methodology/approach

The Web of Science database was used to conduct this review based on rigorous bibliometric and network analysis techniques. The prominence of the research studied using SPAR-4-SLR and a collection of bibliometric techniques on selected journal articles, reviews and early access articles. Performance and keyword co-occurrence analysis form the premise of cluster analysis. The content analysis of recently published papers revealed the driving and restraining forces that help define and operationalize the concept of WFE.

Findings

The major findings indicate that the five established and accelerated trends from cluster analysis are COVID-19 and the pandemic, telework(ing), remote working, work from home and well-being and productivity. Driving and restraining forces identified through content analysis include technological breakthroughs, work–life integration challenges, inequality in the distribution of jobs, gender, shifts in industry and sector preferences, upskilling and reskilling and many more have been published post-COVID in the restraining forces category of WFE.

Practical implications

A key contribution of this pioneering study of “work from everywhere” is the linking of the bibliometric trends of the past three decades to the influencing and restraining factors during the pandemic. This study illustrates how WFE could be perceived differently post-COVID, which is of great concern to practitioners and future researchers.

Originality/value

A wide range of publications on WFE and multiple synonyms can create confusion if a systematic and effective system does not classify and associate them. This study uses both bibliometric and scientometric analyses in the context of WFE using systematic literature review (SLR) methods.

Details

International Journal of Manpower, vol. 45 no. 1
Type: Research Article
ISSN: 0143-7720

Keywords

Open Access
Article
Publication date: 12 April 2024

Thabang Donald Mokoena and Gideon Petrus van Tonder

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

Abstract

Purpose

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

Design/methodology/approach

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Findings

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

Research limitations/implications

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

Practical implications

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

Social implications

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Originality/value

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 5 December 2023

Maeve Wall, S. Shiver, Sonny Partola, Nicole Wilson Steffes and Rosie Ojeda

The authors suggest strategies for addressing and combating these attempts at racelighting.

Abstract

Purpose

The authors suggest strategies for addressing and combating these attempts at racelighting.

Design/methodology/approach

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

Findings

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

Originality/value

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 43 no. 3
Type: Research Article
ISSN: 2040-7149

Keywords

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