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In this paper we (a pracademic, a practitioner, and an academic) aim to explore the academic/practitioner gap in social marketing and offer recommendations to close it, while amplifying existing examples of best practice from within the field. We also propose a research agenda to spur dialog and guide further investigations in this area. Insights from prior research, coupled with the co-authors’ experience and observations, indicate that a disconnect does exist between academia and practice within social marketing, though it is admittedly and unsurprisingly not uniform across contexts and disciplinary areas. Given social marketing’s identity as a practice-oriented field, there are many existing examples of academic/practitioner collaboration and the successful linkage of theory and practice that deserve to be amplified. However, the challenges associated with the very different systems and structures affecting both worlds mean the disconnect is problematic enough to warrant systematic change to ensure the two worlds are more aligned.

This paper (a pracademic, a practitioner and an academic) explores the academic/practitioner gap in social marketing and offer recommendations to close it, while amplifying existing examples of best practice from within the field. The authors also propose a research agenda to spur dialog and guide further investigations in this area.

The authors suggest five key reasons that focus should be placed upon closing the academic/practitioner gap in social marketing: demonstrating societal value by contributing to practice; embedding and developing theories in practice; adding to the social marketing literature; contributing to social marketing teaching; and communicating the value and effectiveness of social marketing. To close the gap, the authors propose specific recommendations within four broad areas: marketing the academia and practitioner collaboration offer; building ongoing relationships; creating collaborative partnerships; and changing the publishing model ensuring communications are accessible to all. They also suggest ways for social marketing associations and peak bodies to play a role.

The concept of a disconnect between academia and practice is by no means new; it has been a pervasive issue across disciplines for decades. However, this issue has not been the subject of much discussion within the social marketing literature. Recommendations outlined in this paper serve as a starting point for discussion. The authors also acknowledge that due to long standing “bright spots” in the field, numerous examples currently exist. They place an emphasis upon highlighting these examples while illuminating a path forward.

This study aims to mark the 50th anniversary of social marketing as an innovative social change discipline; this viewpoint reviews “epistemological diversity” within social marketing and calls for its incorporation in the expansion of the discipline.

Cognisant of the visible (e.g., gender, age, race) and invisible (e.g., epistemology, experience, socioeconomic status) dimensions of diversity, this viewpoint focuses on one invisible dimension of diversity – epistemology. Using secondary data, an epistemological review of social marketing is undertaken by selecting five aspects that serve as potential indicators: professional associations, global conferences, education and training, research and publication and practice. Several recommendations are made to expand epistemological diversity in social marketing.

The epistemological review of diversity within social marketing reveals disparities between the Global North and South. These disparities are due to varying opportunities for participation in associations, conferences, education and training, and research and publication. In addition, there exist “hidden” social change practitioners who implement programmes in the Global South that are consistent with social marketing practice, but continue to be unchronicled and unheralded.

For many years, social marketing scholars and practitioners have been working to expand the boundaries of the discipline, with a focus on theory and application. Although the authors acknowledge that diversity and equity are inherently central to this discipline, epistemological diversity, specifically as linked to the geographies of the Global South, has been largely overlooked. Our viewpoint nudges the social marketing community into including epistemological diversity in the ongoing discourse around broadening and deepening the discipline of social marketing.

Strategic alliances can be effective ways to diffuse new technologies rapidly, to enter a new market, to bypass governmental restrictions expeditiously, and to learn quickly from the leading firms in a given field. However, strategic alliances are not simple or easy to create, develop, and support. Strategic alliances projects often fail because of tactical errors made by management. By using a well managed strategic alliances agreement, companies can gain in markets that would otherwise be uneconomical. Considerable time and energy must be put forth by all involved in order to create a successful alliance. It is essential that corporations enter into strategic alliances arrangements with a comprehensive plan outlining detailed expectations, requirements, and expected benefits.

Proposes the adoption of six strategic objectives around which to build a workforce policy architecture for the future.

Drawing from a review of the literature, this paper investigates a workforce policy response to emerging social and demographic trends, forecast workforce shortages, ongoing and rapid change, the growth in complexity and the changing nature of work.

A workforce model that supports organizational growth and development, characterised by attributes that are associated with knowledge society work is proposed. These include: trends that alter the balance of the social structure; social and human capital growth; lifelong learning; a policy emphasis on the self; workplace flexibility; and the development of an organizational identity as a preferred corporate employer.

The outcomes of this paper are significant for large Australian public sector organizations.

This paper provides an integrated workforce management framework for dealing with emergent trends. The findings in this paper are of value to Australian public sector human resource executives.

The purpose of this paper is to analyze the roles played by organizational learning (OL) and innovation in organizations immersed in the processes of adaptation and strategic fit in dynamic and turbulent environments. The authors analyze whether OL and innovation act as sources of strategic fit, and whether strategic fit positively affects performance.

The authors use data from a survey of a representative sample of 204 respondents from European firms active in high-technology sectors (response rate: 10.42 percent) and structural equation modeling (using the EQS 6.1 program) to undertake a transversal study.

The model confirms that OL and the capacity to innovate positively influence managers’ decisions to adapt their organizations to changes in dynamic environments. The achievement of strategic fit, in turn, improves organizational performance. The authors propose considering the innovation climate as a facilitator of new product and process development, although the innovation climate is not a direct antecedent of fit.

This study is limited by the fact that the analysis is cross-sectional and by the fact that all measures used are based on managers’ perceptions.

Managers should create and support an entrepreneurial culture that stresses continuous learning. They should also foster programs aimed at developing abilities, and promote the development of capabilities that facilitate acceptance of organizational change. Investments in building certain capabilities, such as OL and the capacity to innovate, are strategically justified, especially in turbulent environments.

This study is one of the first to investigate the complex interactions among OL, innovation, strategic fit, and performance. The results improve our understanding of the links between strategic fit and performance.

This work aims to use equity theory to explore how consumers assess prosocial actions as part of a mental portfolio of purchases and behaviors in a broader marketplace, seeking balance in market exchanges. Conceptualizing marketing exchange as both an exchange of perceived value and a balance between self- and collective-interest allows for segmentation by consumer sensitivity to equity and sheds light on why prosocial consumption might occur.

Two studies validate and segment consumers via their equity sensitivity. Between-subject designs with samples of consumers and marketing managers validate an equity sensitivity index that segments how people balance self- and collective-interests in marketplace exchange and predicts prosocial consumption choices.

The results indicate that Entitled decision makers are more willing to exchange collective-interest for self-interest and emphasize choices that maximize lower prices for consumers or greater profits for firms in lieu of prosocial outcomes. Benevolent decision makers, however, are more willing to exchange self-interest for collective-interest and support prosocial outcomes.

This work moves beyond research that focuses on attitudes, values and situational factors, instead using equity theory to uncover broader marketplace motivations for prosocial consumption. The research reveals that a motivating force behind prosocial consumption is how much consumers perceive they have given to, and gotten, from, the marketplace. Segmenting the market according to how consumers balance gains and losses provides an alternate approach to studying prosocial consumption, as well as a practical approach to developing targeted marketing strategies.

This paper aims to assess the policy framework and planning regarding research data management (RDM) in university libraries of Pakistan.

Data were collected from 30 Higher Education Commission high ranking university libraries by using mixed method explanatory sequential design.

The results indicate that library heads just heard about RDM, but there was lack of knowledge and awareness. Few libraries were at the planning stage. Other major challenges including lack of willingness, motivation and coordination with researchers, non-availability of skillful professional and support staff, poor infrastructure and networking were found in this regard.

This is the first study of its kind that explores the planning and policy development regarding RDM in university libraries of Pakistan.

The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools.

The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection.

Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity.

In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.