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This paper aims to provide a history of relational perspectives in marketing practice from the nineteenth through to the twentieth century.

This paper engages in a systematic reading of published histories of retailing practice using the key attributes of transaction and relationship marketing as a conceptual framework to interrogate whether earlier practitioners were committed to either approach.

This paper supplements the studies conducted in other domains that undermine the idea that relational practices were rejected in favor of transaction-type approaches during the industrialization of the USA and Canada.

The content of this paper provides textbook authors with a means to fundamentally revise the way they discuss relationship marketing. It has a similar pedagogic utility.

This paper studies the writings of practitioners known to be pioneers of retailing to unravel their business philosophies, comparing and contrasting these to known attributes of relationship marketing. It deals with an historical period that has not previously been studied in this level of detail by marketing historians.

Change in the New Zealand state education system during the 1980s brought about a transfer of responsibility for school financial management from the centre to the school level. The purpose of this paper is to report an investigation of how aspects of this devolved responsibility have been operationalised and managed in a secondary school setting.

The empirical study is based on four case studies.

The paper concludes that the expectations of an espoused economic‐rationalist approach to school‐based management have yet to fully permeate into the schools' way of “doing” devolved financial management. Accounting and management technologies have come to be used as a tool of rhetoric and have served a useful, political purpose, although not in the way intended by the reform architects.

This conclusion raises a question about the administrative reform and whether the consequential outcomes have yielded the espoused efficiency and educational quality gains.