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1 – 10 of 644
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Article
Publication date: 20 November 2023

Rachael Millard and M. Bilal Akbar

This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming…

Abstract

Purpose

This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming failures.

Design/methodology/approach

This paper is a critical literature review.

Findings

The study proposes a typology for a reflexive approach to social marketing practice to overcome failures. The typology is built on self and critical reflexivity, simultaneously allowing social marketers to reflect on external and internal factors that may affect the individual's role and could negatively affect social marketing practice unless otherwise considered. The types of reflexivity discussed are not prescriptive; instead, the authors intend to provoke further discussion on an under-researched but vital area of social marketing.

Research limitations/implications

The proposed typology is conceptual; an empirical investigation to gain social marketer's views would further enhance the effectiveness of the applications of the typology.

Practical implications

Social marketers could use the proposed typology for future practice.

Originality/value

This is the first study that conceptualises various types of reflexivity within social marketing practice to overcome failures.

Details

Journal of Social Marketing, vol. 14 no. 1
Type: Research Article
ISSN: 2042-6763

Keywords

Content available
Book part
Publication date: 4 November 2021

Abstract

Details

Ethics and Integrity in Research with Children and Young People
Type: Book
ISBN: 978-1-80043-401-1

Content available
Book part
Publication date: 18 November 2019

Abstract

Details

Interdisciplinary Perspectives on Human Dignity and Human Rights
Type: Book
ISBN: 978-1-78973-821-6

Open Access
Article
Publication date: 11 November 2022

Bruno Pešec

The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical

Abstract

Purpose

The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity.

Design/methodology/approach

Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing.

Findings

Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry.

Originality/value

This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.

Details

International Journal of Lean Six Sigma, vol. 14 no. 6
Type: Research Article
ISSN: 2040-4166

Keywords

Open Access
Article
Publication date: 20 June 2023

Teresa Heath and Caroline Tynan

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena…

1006

Abstract

Purpose

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

Design/methodology/approach

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Findings

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

Research limitations/implications

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

Practical implications

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

Social implications

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

Originality/value

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

Details

European Journal of Marketing, vol. 57 no. 10
Type: Research Article
ISSN: 0309-0566

Keywords

Open Access

Abstract

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 13 no. 3
Type: Research Article
ISSN: 1746-5648

Content available
Article
Publication date: 10 June 2014

Dr Aidan McKearney

608

Abstract

Details

Equality, Diversity and Inclusion: An International Journal, vol. 33 no. 5
Type: Research Article
ISSN: 2040-7149

Content available
Book part
Publication date: 14 November 2022

Abstract

Details

Festschrift in Honour of Kathy Charmaz
Type: Book
ISBN: 978-1-80455-373-2

Open Access
Article
Publication date: 12 February 2021

Suzette Dyer, Heather Lowery-Kappes and Fiona Hurd

This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students…

Abstract

Purpose

This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.

Design/methodology/approach

We detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.

Findings

Students found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.

Originality/value

Our experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

Details

Journal of Work-Applied Management, vol. 13 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 4 February 2022

Panikos Georgallis and Kayleigh Bruijn

Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate…

1978

Abstract

Purpose

Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues.

Design/methodology/approach

The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented.

Findings

The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue.

Originality/value

This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.

Details

Journal of International Education in Business, vol. 15 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

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