Search results

The purpose of the part 1 of the series of Viewpoint papers is to examine approaches to identifying the value of library and information services, using concepts from the marketing literature, and stressing the importance of co-creating value with the service users.

The literature review examined some of the approaches to considering value and value creation from the marketing literature. Considers approaches such as narrative based marketing, holistic value frameworks, and concepts such as value creation, value-co-creation, value constellations and service dominant logic.

Shows how “marketing a narrative” can be achieved for different types of library and information service. Demonstrates how the Holbrook’s typology, with three sets of value perspectives can be used to obtain a holistic view of the value of a library and information services. Examines how some of the value creation ideas have been, and could be applied to evaluation of library and information services.

Uses ideas drawn from the marketing literature to propose novel approaches to assessing the value and impact of library services. These approaches suit current changes in service culture, and emphasise working together with users to co-create value.

This study aims to use a narrative-based simulation approach to explore potential implications of including or excluding a dayroom in the design of an internal medicine ward.

The approach involved: collecting data in facilities using field observations and experts’ interviews; modeling representative behavior patterns in the form of rule-based narratives that direct collaborative behaviors of virtual occupants; simulating the behavior patterns in two alternative design options, one of which includes a dayroom; and analyzing the simulation results with respect to selected key performance indicators of day-to-day operations and spatial occupancy, including occupant density in corridors, number and locations of staff-visitor interactions and duration of a doctors’ round procedure.

Simulation results suggest that the presence of a dayroom reduces visitors’ density in corridors and diminishes the number of staff–visitor interactions that can delay the performing of scheduled medical procedures.

A high level of uncertainty is intrinsic to the simulation of future human behavior. Additional work is required to systematically collect large volumes of occupancy data in existing facilities, model additional narratives and develop validation protocols to assess the degree of uncertainty of the proposed model.

A limited number of studies explore how simulation can be used to study the impact of building design on operations. This study uses a narrative-based approach to address some of the limitations of existing methods, including discrete-event simulations. Preliminary results suggest that the lack of appropriate spaces for patients and visitors to socialize may cause potential disruptions to hospital operations.

This paper proposes a probit regression with autocorrelated errors (PAR) to estimate the reaction function of monetary policy in Taiwan using newly constructed binary monetary indicators. We develop a practical sampling scheme via the Gibbs sampling algorithm with data augmentation to make posterior inference of the binary monetary policy reaction function. In contrast to the conventional approach, our method avoids the problem of multiple integrals by directly drawing values of latent variables from the relevant full conditional density along with all the other parameters. Empirical results show that the monetary authority responds to macroeconomic conditions asymmetrically. Specifically, in the high‐inflation regime, a contractionary monetary policy is implemented to reduce the inflation rate. Once inflation is under control, that is, in the low‐inflation regime, attention is paid to stimulating the growth of the economy.

This paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program.

The qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding.

Organizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students.

As this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy.

This research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success.

Students have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom.

First, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.

The paper seeks to illustrate the impact, a narrative based approach to learning in practice could have in relation to management education, where reflexive critiques may provide a platform for integrating more closely the appreciation/analysis of the nature of management development with the experiences of practice.

Collaborative ethnography seeks to connect the self with others and the social with context; it is a method which embraces the opportunity to understand/appreciate lived experience in moments of learning.

The use of storytelling as a method to aid reflexive dialogue forces the student to move away from their pre-existing assumptions and practices and provide them with the power and conviction to seek out and recognise new meaning and differing alternatives of practice. The implication of this position in terms of an educational agenda involves challenging the “self-conceptions” of what it means to be a “practitioner” (Alvesson and Willmott, 1992; Martin, 1992; Zubizarreta, 2004).

The authors argue that focus must be placed on methods through which learning resides in action. Recognising action in learning allows for the development of management education which re-directs thinking and conceptualising towards understanding the social tensions, complex relations and connections in the co-construction of knowing.

The article has sought to exemplify how storytelling can contribute to professional and personal development in new and more enriched ways. This reflexive-style paper presented a perspective from which the writers' values and beliefs are informed, as opposed to making a claim for authenticity and authority in regards to the subject area.

The paper highlights the need to explore imaginative modes of management education practices (Hjorth et al., 2018). Teaching students to simply tell stories is not the goal; rather, it is about sensitising students to the aesthetics of organising and the potential of approaching learning from sensuous and experimental perspectives.

The definition of value adopted by the current service perspective on marketing theory is value as value-in-use. Surprisingly, however, little attention has been given to the question of what constitutes value-in-use for customers in service contexts? Therefore, the aim of this study is to provide an empirical account of value-in-use from service customers' point of view.

To capture and analyze customers' experiences of value-in-use in the typical service context of retail banking, this study employed a narrative-based critical incident technique (CIT) and a graphical tool called the value chart.

The study identified seven empirical dimensions of positive and negative value-in-use: solution, attitude, convenience, expertise, speed of service, flexibility and monetary costs. Interestingly, these value-in-use dimensions overlap considerably with previously identified dimensions of service quality.

The concepts of service quality and value-in-use in service contexts seem to represent the same empirical phenomenon despite their different theoretical traditions. Measuring customer-perceived service quality might therefore be a good proxy for assessing value-in-use in service contexts.

As the findings indicate that service quality is the way in which service customers experience value-in-use, service managers are recommended to focus on continuous quality management to facilitate the creation of value-in-use.

This study is the first to explicitly raise the notion that in the minds of service customers, value defined as value-in-use and service quality may represent the same empirical phenomenon.

The purpose of this paper is to outline the mission of the Global University for Lifelong Learning (GULL) in supporting work and community‐based learning.

The paper explains the principles on which GULL's action learning system are based and outlines a typical starting point for work‐based learning.

The paper concludes by identifying the role of systemized action learning in support of the agenda for human resource development at Sandals Resorts International.

The paper indicates how a narrative‐based approach to learning at work can be used to reflect and improve on personal and organizational performance.

The paper relates the literature on action learning to its implementation in workplace and community settings.

The paper investigates shoppers' justification behind the showrooming behaviour and proposes an integrated SOR-MOA framework and a SAP-LAP model for a better understanding of the showrooming phenomenon.

The study adopts a qualitative approach. A narrative-based examination followed by an inductive thematic analysis was employed to discover consumers' reasoning behind showrooming.

The results of the study affirmed the distinction between situational and intentional showrooming conduct. Situational factors have been classified across two categories: store-related (mismanagement at the store, assortment issues) and sales-personal related factors (disrespectful, rude, poor response and dishonest behaviour of the sales staff). However, factors corresponding to intentional showrooming conduct have been characterized as motivational (perceived value, past experience and perceived relative advantage), opportunity (retailer's support and services, channel availability and consumer empowerment) and ability (consumer skills)-related factors in aggregation with the stimulus organism response ideology. In addition, the study also highlights the consequences associated with the showrooming conduct of the shoppers.

The findings of the study need further exploration and examination through the adoption of a quantitative approach on a large sample size.

The findings of the study can be utilized by offline retailers for devising strategies to counter showrooming customers and retain them as buyers.

The study emerges as the first piece of research to account for the ability and opportunity perspectives for better understanding of showrooming.

The purpose of this paper is to examine the multi-faceted contexts, which influence the motives, decisions and actions that underpin the mundane and lively entrepreneurial practice of migrant youth entrepreneurs (MYEs) within a developing economy context. Moreover, the paper explores the under-researched linkages between migration and informal entrepreneurship.

Inductive, qualitative field data from a migrant destination, the Ashanti Region in Ghana are analysed, comprising 15 interviews with MYEs who hail from 12 communities in the three Northern Regions of Ghana. The authors introduce a narrative-based approach, which has previously been under-employed within empirical studies of informal entrepreneurship.

The findings showcase the complex array of opportunities and challenges, which influence individual decisions to engage in informal entrepreneurship. The findings highlight the importance of not only economic rationales but also non-economic rationales for engaging in informal entrepreneurship. Such rationales emerge from the legitimation of informal practices, the social embeddedness of migrant youth within family and community networks and the precarious nature of informal entrepreneurship.

The fine-grained discussion of the findings contributes explicitly to theory by underscoring the diversity of informal entrepreneurship activities. Theoretically, the article demonstrates the need to look beyond narrow economic explanations for why individuals engage in informal entrepreneurship. Taking a more holistic approach to explaining motivations for engaging in informal entrepreneurship, enables more nuanced understandings of the importance of non-economic rationales for individuals, located in specific contextual settings.

Though extant literature has mapped various stages of start-up enterprise growth, there is limited research on the phases that an entrepreneur traverses before the enterprise is started and established as a venture. The paper attempts to understand the lived experiences of young Indians as they negotiate the entrepreneurial path.

Qualitative method, where primary data were collected using in-depth interviews of 15 start-up entrepreneurs. These narratives were compared with Bansal's descriptions of entrepreneurs in her book “Connect the dots”. The interview transcripts and the detailed descriptions were analysed for emergent themes.

Results indicated that there are five distinct stages in the development of a start-up entrepreneur; namely – pre-entrepreneurial stage, inflexion point, cocoon period, initial stage, crisis stage and, depending upon the success factors and support received during crisis stage, either a success stage or failure stage.

This is a narrative-based, qualitative approach to understand the lived experiences of young start-up entrepreneurs in India and an attempt to map developmental phases. The fact that India is a fast-growing market for start-ups and the higher rate of failure of start-ups in India makes the study relevant.