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1 – 10 of over 15000Frank 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.
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Deirdre Butler, Margaret Leahy, Michael Hallissy and Mark Brown
The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016).
Abstract
Purpose
The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016).
Design/methodology/approach
Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of a robust yet flexible framework that meets teachers’ expressed needs. At the same time, the framework helps to shift teachers’ pedagogical orientations, as the learning design supports school-focused, job-embedded teacher professional learning, which challenges more traditional instructional environments by infusing digital technologies and other elements of twenty-first century skills into teaching and learning.
Findings
Building on the experiences of the first two phases, the paper reports the most recent phase which expands on the emergence of a fourth wave of online learning to design and develop a massive open online course (MOOC) that potentially enables the massive scaling up of access to this already validated model of teacher professional development. The importance of maintaining key elements, threshold concepts and signature pedagogies in the design of MOOCs for teacher professional learning are discussed, and the paper concludes with early lessons from this latest work in progress.
Originality/value
Challenges are identified relating to the design of the social supports within the MOOC structure to sustain the collaboration, dialogue and ongoing reflection observed across Phases 1 and 2 that are necessary for the changes in pedagogical orientation and classroom practices.
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Elaine James, Chris Hatton and Mark Brown
The purpose of this paper is to analyse rates of inpatient admissions for people with learning disabilities in England and to identify factors associated with higher rates of…
Abstract
Purpose
The purpose of this paper is to analyse rates of inpatient admissions for people with learning disabilities in England and to identify factors associated with higher rates of inpatient admission.
Design/methodology/approach
Secondary analysis of data submitted as part of the Transforming Care programme in England.
Findings
2,510 people with learning disabilities in England were inpatients on 31st March 2016. Findings indicate that people with learning disabilities are at risk of higher rate of inpatient admission than can be explained by prevalence within the general population; this risk may be associated with areas where there are higher numbers of inpatient settings which provide assessment and treatment for people with learning disabilities.
Research limitations/implications
Variability in the quality of the data submitted by commissioners across the 48 Transforming Care Plan areas mean that greater attention needs to be paid to determining the validity of the common reporting method. This would improve the quality of data and insight from any future analysis.
Practical implications
The study’s findings are consistent with the hypothesis that geographical variations in the risk of people with learning disabilities being admitted to inpatient services are not consistent with variations in prevalence rates for learning disability. The findings support the hypothesis that building alternatives to inpatient units should impact positively on the numbers of learning disabled people who are able to live independent lives.
Originality/value
This is the first study which examines the data which commissioners in England have reported to NHS England on the experience of people with learning disabilities who are admitted as inpatients and to report on the possible factors which result in higher rates of inpatient admission.
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Mark Brown, Barbara Minsky, Richard Voss and Eren Ozgen
The purpose of this paper is to investigate the relation between countries’ values of individualism/collectivism and organizations’ top management team (TMT) pay structures…
Abstract
Purpose
The purpose of this paper is to investigate the relation between countries’ values of individualism/collectivism and organizations’ top management team (TMT) pay structures. Individualistic countries are expected to prefer more hierarchical TMT pay structures and collectivist countries are expected to prefer more egalitarian TMT pay structures. The manuscript also investigates the international implications of the relation between TMT pay structures and organizational performance. Specifically, it is proposed that a country’s level of individualism/collectivism will mediate the relation between TMT pay structure hierarchy and organizational performance.
Design/methodology/approach
A pooled sample of data from 56 organizations in 12 countries was used to investigate the research questions. Individualism/collectivism was measured using country specific individualism/collectivism scores and top management pay structures were operationalized using Gini coefficients. Organizational performance was evaluated using return on assets.
Findings
Support was found both for a preference for more hierarchical TMT pay structures in individualistic countries, and that a country’s level of individualism/collectivism mediates the relationship between an organization’s top management’s pay structure and company performance.
Originality/value
Findings demonstrate that organizations use pay structures consistent with their environments. Results suggest cultural dimensions can contribute to understanding cross-national TMT pay structures and that national culture plays a significant role in the relationship between TMT pay structure and company performance.
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Blake is relatively well-known, but who was J M Robertson? What's his connection with George Spencer-Brown? And how exactly did J M Robertson influence George Spencer-Brown?
Abstract
Purpose
Blake is relatively well-known, but who was J M Robertson? What's his connection with George Spencer-Brown? And how exactly did J M Robertson influence George Spencer-Brown?
Design/methodology/approach
George Spencer-Brown (1923–2016) is the author (among other works) of the undeservedly little-known book, Laws of Form (1969/2011), which was a key inspiration for Niklas Luhmann (1927–1998). But what inspired George Spencer-Brown? This paper explores two key influences on George Spencer-Brown and his work: the English poet and artist, William Blake (1757–1827) and the Scottish rationalist, politician and author, J M Robertson (1856–1933).
Findings
The paper points to a broken link between George Spencer-Brown's work and Niklas Luhmann's.
Originality/value
These questions are explored from two perspectives: first, George Spencer-Brown's works and their debt to (1) Blake's work, from which he quotes in a number of instances and to (2) J M Robertson's (in particular, the latter's Letters on Reasoning (1905) and Rationalism (1912)); second, my personal connection to Spencer-Brown, who mentored me through Laws of Form and with whom I developed a close friendship involving regular weekly telephone conversations for the greater part of the last four years of Spencer-Brown's life. I share anecdotes and stories that connect George Spencer-Brown and J M Robertson that span George Spencer-Brown's lifetime – from his school days to his dying days. Both Blake's and Robertson's influences are relevant to Spencer-Brown's view of morality. The paper looks at specific connections between Blake's work and J M Robertson's on the one hand and George Spencer-Brown's on the other.
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This paper aims to show how a sociological description – a swarm analysis of the Nazi dictatorship – initially made with the means borrowed from George Spencer-Brown’s Calculus of…
Abstract
Purpose
This paper aims to show how a sociological description – a swarm analysis of the Nazi dictatorship – initially made with the means borrowed from George Spencer-Brown’s Calculus of Indications, can be transformed into a digital circuit and with which methods and tools of digital mathematics this digital circuit can be analyzed and described in its behavior. Thus, the paper also aims to contribute to a better understanding of Chapter 11 of “Laws of Form.”
Design/methodology/approach
The analysis uses methods of automata theory for finite, deterministic automata. Basic set operations of digital mathematics and special set operations of the Boolean Differential Calculus are used to calculate digital circuits. The software used is based on ternary logic, in which the binary Boolean logic of the elements {0, 1} is extended by the third element “Don’t care” to {0, 1, −}.
Findings
The paper confirms the method of transforming a form into a digital circuit derived from the comparative functional and structural analysis of the Modulator from Chapter 11 of “Laws of Form” and defines general rules for this transformation. It is shown how the indeterminacy of re-entrant forms can be resolved in the medium of time using the methods of automata theory. On this basis, a refined definition of the degree of a form is presented.
Originality/value
The paper shows the potential of interdisciplinary approaches between sociology and information technology and provides methods and tools of digital mathematics such as ternary logic, Boolean Differential Calculus and automata theory for application in sociology.
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Cross tables are omnipresent in management, academia and popular culture. The Matrix has us, despite all criticism, opposition and desire for a way out. This paper draws on the…
Abstract
Purpose
Cross tables are omnipresent in management, academia and popular culture. The Matrix has us, despite all criticism, opposition and desire for a way out. This paper draws on the works of three agents of the matrix. The paper shows that Niklas Luhmann criticised Talcott Parsons’ traditional matrix model of society and proceeded to update systems theory, the latest version of which is coded in the formal language of George Spencer Brown. As Luhmann failed to install his updates to all components of his theory platform, however, regular reoccurrences of Parsonian crosstabs are observed, particularly in the Luhmannian differentiation theory, which results in compatibility issues and produces error messages requesting updates. This paper aims to code the missing update translating the basic matrix structure from Parsonian into Spencer Brownian formal language.
Design/methodology/approach
This paper draws on work by Boris Hennig and Louis Kauffman and a yet unpublished manuscript by George Spencer Brown, to demonstrate that the latter introduced his cross as a mark to indicate NOR gates in circuit diagrams. The paper also shows that this NOR gate marker has been taken out of and may be observed to contain the tetralemma, an ancient matrix structure already present in traditional Indian logic. It then proceeds to translate the basic structure of traditional contingency tables into a Spencer Brownian NOR equation and to demonstrate the difference this translation makes in the modelling of social systems.
Findings
The translation of cross tables from Parsonian into Spencer Brownian formal language results in the design of a both matrix-shaped and compatible test routine that works as a virtual window for the observation of the actually unobservable medium in which a form is drawn, and can be used for consistency checks of expressions coded in Spencer Brownian formal language.
Originality/value
This paper quotes from and discusses a so far unpublished manuscript finalised by Spencer Brown in April 1961. The basic matrix structure is translated from Parsonian into Spencer Brownian formal language. A Spencer Brownian NOR matrix is coded that may be used to detect errors in expressions coded in Spencer Brownian formal language.
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Ian Pownall and Victoria Kennedy
The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when…
Abstract
Purpose
The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore.
Design/methodology/approach
The authors draw upon a small sample of assessed scripts from two UK higher educational institutions and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made.
Findings
The authors’ findings indicate that for the sample analysed, the marker’s most important influences were those associated with the normative view of marking, although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned.
Research limitations/implications
The work is confined to management students and limited by the sample size. A factor analysis reveals the cluster of influences that contribute to observed grade outcomes but provides less clarity upon relative inter-dependencies between those factors. There are additional constraints in that the constructed data collection tool was self-administered.
Practical implications
The data collection instrument (VBA Excel workbook) is, the authors believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision-making research. The authors also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process.
Originality/value
As far as the authors can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or undertaken after the event. The authors’ research data are constructed at the same time as the grade/mark is determined.
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