The addition of products to the core of matches by professional sports teams (PSTs) has received much coverage. However, there has been limited work as to how their…
The addition of products to the core of matches by professional sports teams (PSTs) has received much coverage. However, there has been limited work as to how their stadiums are used to stage non-sporting events. The purpose of this paper is to investigate how clubs in the English Football League (EFL) use their venues to diversify into other markets.
Secondary sources were used to categorise the teams who played in the EFL by: average division turnover, stadium capacity and stadium age. Semi-structured interviews were held with a member of the commercial teams of 21 clubs.
Clubs use their stadiums to supply a range of products and working with partners is commonplace. These products are targeted at a range of stakeholders, such as supporters, the local community and regionally based organisations. In addition to their own efforts, increased geographical coverage for clubs usually develops in three ways: via internal marketing by local organisations who use the facilities, agents who market the stadium for the club and the EFL who market the league/clubs holistically.
The use of a stadium allows PSTs to diversify by providing new products for new markets. In this instance it has led to the development of capabilities in areas such as conferencing, funerals and weddings.
This is one of the first papers to examine the capabilities developed by PSTs that lie outside the staging of matches.
Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on…
Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical experiences, young peoples’ drawings, and examples of narrative research to demonstrate the value of sharing and connecting personal stories. In the context of evidence-based reforms in education and a focus on accountability and teaching standards, Australian governments, like others, express concern about the “quality” of teacher education and are looking to models of school-based “training.” While apprenticeship models of teacher education are considered inadequate, stronger partnerships between schools and universities are desirable. I argue that rather than continuing to be at the periphery, narrative research and pedagogies can exist as a central thread in teacher education programs, which have stronger connections to schools, teachers, and young people because they reveal the complexity of teaching and learning processes, enable deeper levels of understanding, and foster a critical reflective stance. I use examples from practice to show how narrative pedagogies contextualize, problematize, and clarify personal values and experience, theory, policy, and issues of practice. Nowhere is this more powerful than in situations where dispersed narratives, told orally, in writing and through visual representations sit alongside of one another and collide. Dispersed narratives challenge the view that narratives are contained and individualized. Rather than being discrete, they exist as intertextual connections or networks of meaning that can be created by groups of people not necessarily confined by space and time. This chapter aims to open a space for the continued thinking about how dispersed narratives can be used in teacher education to deepen professional learning.
Breakaway training is a mandatory training programme for mental health staff in both NHS and private services. However, the question that remains outstanding from the…
Breakaway training is a mandatory training programme for mental health staff in both NHS and private services. However, the question that remains outstanding from the recent guidance on the management of short‐term violence published by the National Institute for Clinical Excellence (NICE) (NICE, 2005a; 2005b) is whether breakaway training is effective?This paper provides a history of and evidence for breakaway training, and a study examining the content of breakaway training in one English high secure hospital is provided.
The purpose of this paper is to assess the maturity of human resource management (HRM) processes of the Sazehgostar Co. based on human resource (HR) process survey tool…
The purpose of this paper is to assess the maturity of human resource management (HRM) processes of the Sazehgostar Co. based on human resource (HR) process survey tool (PST) and provide solutions for them.
The HR PST was adopted as the reference model. Data were collected through interviews with HR experts and reviewing organisational documents. A scoring system (based on RADAR logic) is introduced to score the interviews and documents.
Each element of HR PST consists of ten maturity levels. The results of the assessment showed that the overall average of the organisation’s HRM processes maturity is at level 2. The process of data management and HR systems with a score of five received the highest score, and the organisational capability development, talent management and rewards and recognition processes with a score of 1 received the lowest score.
These findings enable management and HR management to measure the quality of HR processes and help them to prioritise development actions.
The existing literature does not present empirical research in the field of the maturity of HRM. Also, the analysis method used in this study will help organisations to perform self-assessment and determine the maturity of their processes.