Suchergebnisse

AbstractMarketing in the Public Sector: A Roadmap for Improved Performance, by Philip Kotler and Nancy Lee. Upper Saddle River, N.J.: Pearson Education, publishing as Wharton School Publishing, 2007. 336 pp., $35.00 cloth.

ABSTRACTThe rise in interactive digital media has catapulted faculty‐student contact abilities from the traditional Web 1.0 model to a post‐Web 2.0 world where students and faculty can have much more interaction in classroom exchanges. Since business cases have long been a pedagogy of choice among professors concerned with training the next generation of decision makers, the intent of this exploratory teaching execution was to gain insight into the case teaching experience in Second Life (SL). SL is a virtual world developed by Linden Lab that enables its users to interact with each other through avatars (virtual representations of the self). While online classrooms in SL are not new (a number of universities throughout the world have set up virtual campuses), business education scholarship is lacking as related to the use of virtual worlds for educational purposes. The aim of the execution was not to suggest that SL case teaching should displace the traditional case classroom interactions. Rather, the exercise found that a case‐based class can be held and attended independent of time, distance, and location should the need arise. Case teaching in SL offers an availability alternative or supplement to the traditional case teaching and learning approach.

Satire has been used throughout history to raise awareness of critical issues. Although its use was once limited to professional satirists and to the media, it has evolved over time and has now become a genre of the masses. The combination of social media and satire has not only changed the nature of critical inquiry and discourse but also redefines the concept of satirists as opinion leaders. This paper overviews the linkages among satire, social media, and message deconstruction and offers four types of satirical opinion leaders: traditionalist, creator, rookie, and technologist. The examination results in several major research questions deserving of future exploration. Copyright © 2011 John Wiley & Sons, Ltd.

In this book, written by educators for educators, scholars from a variety of academic disciplines at Babson College share their experiences in inspiring the next generation of entrepreneurs. It offers unique insights into how self and contextual awareness is created and delivered

PurposeWidespread adoption of reporting frameworks has contributed to current global practices undertaken by firms to report social, environmental and economic impact. The Global Reporting Initiative (GRI), the most widely used of those frameworks, has produced several generations of guidelines. Their third-generation guidelines (G3), which had the most widespread and long-term use, relied on a series of application levels to convey the quantity and quality of disclosures. The firm's choice of application level exemplified its corporate social responsibility (CSR) disclosure strategy. The purpose of this study is to answer the call of scholars for a comprehensive explanation of a firm's CSR disclosure strategy and suggested researching of the conceptual underpinnings of legitimacy, stakeholder, resource dependence and institutional theories.Design/methodology/approachGiven this call, a comprehensive model is tested that explores relationships arising from these four major theories and the choice of GRI application levels. The model includes four constructs: non-financial corporate characteristics, firm financial performance, stakeholder involvement and environmental turbulence.FindingsUnexpectedly, the findings do not show differences with respect to the theoretical underpinnings of CSR disclosure and the GRI disclosure levels.Originality/valueDespite their widespread use, GRI was concerned that the G3's application levels could be misunderstood and that the framework needed conceptual improvement. These concerns led to the elimination of application levels with the launch of GRI's fourth-generation guidelines (G4) in 2013. The findings support the need for conceptual improvement and the discontinuation of the application level system in the G4 guidelines. They also suggest the need for additional research to examine disclosure choices over time, to make understand corporate disclosure strategies.

Word‐of‐mouth has long been an important concept in marketing communications. In today's world of Web 2.0, electronic word‐of‐mouth has materialized as a phenomenon of critical interest to marketers. Within the context of electronic word‐of‐mouth has emerged consumer‐generated content in which consumers can quickly and easily create and distribute messages via the worldwide web. Given that today's college students are considered digital natives and comprise the Generation C market segment, one might suspect that this group would be active in creating and disseminating product/service content within their social groups. This research reports on an exploratory study that examined college student behaviors in the vast world of social media. On the basis of a content analysis of self‐report behaviors, these digital natives are content with current technology and capabilities for their general role as spectators. They appear content with what they know and what they are doing. The research raises identity questions as to who the active innovators in marketing's social media ecosystem might be. Copyright © 2012 John Wiley & Sons, Ltd.