Education, Class and Culture: the Birmingham ethnographic tradition and the problem of the new middle class
In: British journal of sociology of education, Band 14, Heft 2, S. 179-197
ISSN: 1465-3346
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In: British journal of sociology of education, Band 14, Heft 2, S. 179-197
ISSN: 1465-3346
In: Journal of development economics, Band 114, S. 20-33
ISSN: 0304-3878
In: Journal of service research, Band 20, Heft 3, S. 306-321
ISSN: 1552-7379
Customer education or the extent to which firms are seen as providing customers with the skills and abilities to utilize critical information is often considered a valuable augmentation to a firm's service offerings. Yet, many firms are hesitant to invest in customer education efforts for fear that it will equip customers with the skills to shop around and possibly switch providers. The purpose of this research is to understand the circumstances under which customer education ties customers more closely to a firm or encourages customers to leave. Specifically, our studies show that an understanding of this paradox of customer education lies in the specificity of customer expertise that is built as a result of customer education initiatives. The results demonstrate that educating customers for firm-specific expertise leads to increased loyalty, while building market-related expertise may decrease customer loyalty. A critical practical implication of our findings therefore is the need for managers to understand the varying effects of enhancing customers' firm-specific versus market-related expertise and to consider customer education initiatives proactively.
In: Public administration review: PAR, Band 62, Heft 6, S. 736-739
ISSN: 1540-6210
Books reviewed in this article:Glenn Beamer, Creative Politics: Taxes and Public Goods in a Federal SystemDavid Brunori, State Tax Policy: A Political PerspectiveKurt M. Thurmaier and Katherine G. Willoughby, Policy and Politics in State Budgeting
In: Its Studies no. 124
In: The journal of psychology: interdisciplinary and applied, Band 119, Heft 5, S. 475-480
ISSN: 1940-1019
In: Pacific economic review, Band 9, Heft 3, S. 155-171
ISSN: 1468-0106
Abstract. This paper uses Chinese micro data and new semi‐parametric methods to estimate the current return to college education allowing for heterogeneous returns and for self‐selection into schooling based on them. OLS and IV methods do not properly account for this sorting. Our estimates suggest that, for a randomly selected young person from an urban area, college attendance leads to a 43% increase in lifetime earnings (nearly 11% annually) in 2000, compared with just 36% (nearly 9% annually) for those who do not attend. Our evidence suggests that the return to education has increased substantially in China since the early 1990s.
In: International labour review, Band 46, S. 489-493
ISSN: 0020-7780
In: Congressional quarterly weekly report, Band 34, S. 2997-3004
ISSN: 0010-5910, 1521-5997
In: Israel affairs, Band 18, Heft 2, S. 250-267
ISSN: 1743-9086
In: European Journal of Futures Research, Band 10, Heft 1
ISSN: 2195-2248
AbstractModern technology has had and continues to have various impacts on societies and human life in general. While technology in some ways defines the 'digital age' of today, discourses of 'technological progress' may dominate discussions of tomorrow. Conceptions of technology and futures seem to be intertwined, as technology has been predicted by experts to lead us anywhere between utopia and extinction within as little as a century. Understandably, hopes and fears regarding technology may also dominate images of the future for our current generation of young people. Meanwhile, global trends in science and technology education have increasingly emphasised goals such as agency, anticipation and active citizenship. As one's agency is connected to one's future perceptions, young people's views of technological change are highly relevant to these educational goals. However, students' images of technological futures have not yet been used to inform the development of science and technology education. We set out to address this issue by investigating 58 secondary school students' essays describing a typical day in 2035 or 2040, focusing on technological surroundings. Qualitative content analysis showed that students' images of the future feature technological changes ranging from improved everyday devices to large-scale technologisation. A variety of effects was attributed to technology, relating to convenience, environment, employment, privacy, general societal progress and more. Technology was discussed both in positive and negative terms, as imagined technological futures were problematised to differing extents. We conclude by discussing the potential implications of the results for the development of future-oriented science and technology education.
In: Russian politics and law, Band 48, Heft 1, S. 80-95
ISSN: 1558-0962
In: The annals of the American Academy of Political and Social Science, Band 478, S. 208-209
ISSN: 0002-7162