– The purpose of this paper is to provide a viewpoint about how the jazz metaphor can be applied to marketing/management education, in light of the article by Holbrook (2015).
Abstract
Purpose
The purpose of this paper is to provide a viewpoint about how the jazz metaphor can be applied to marketing/management education, in light of the article by Holbrook (2015).
Design/methodology/approach
This commentary examines the jazz metaphor from the author’s perspective as a jazz musician and management educator and hopefully provides the reader with a brief snapshot into the intricate workings of a jazz group. This commentary also investigates the lessons to be learned from Miles Davis’s approach to leadership and innovation.
Findings
The jazz group can provide a valuable model for modern organisations. The core competencies of a successful jazz group, e.g. collaboration, trust, dialogue and innovation can be employed to bring about a culture of creativity within an organisation.
Research limitations/implications
It may be possible to extend the jazz metaphor and investigate how different aspects of business practice could be aligned with particular genres of jazz.
Originality/value
This commentary expands on Holbrook’s discussion of the marketing manager as Jazz musician and provides examples of how these metaphors can be used in order to augment the marketing/management learning material to offer alternative perspectives to the learning communities and enhance the pedagogical practice
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Brian Adams and Bob Noel
This article aims to describe how circulation statistics may be used to evaluate collection development policies.
Abstract
Purpose
This article aims to describe how circulation statistics may be used to evaluate collection development policies.
Design/methodology/approach
The circulation statistics of books acquired by a science library in a specific year are analyzed by publisher, publication date, and subject.
Findings
The paper finds that older books circulated more than recently published titles purchased at the same time. Circulation averages varied considerably between publishers.
Research limitations/implications
Checkouts are an imprecise measure of value. Number of items not purchase costs is the denominator of all averages used; there is a data bias against inexpensive books.
Originality/value
The procedure outlined can be used generally to evaluate collection development policies.
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Thalia Anthony, Juanita Sherwood, Harry Blagg and Kieran Tranter
Noel Tichy, who ran GE’s Leadership Development Center, is currently director of the Global Leadership Program at the University of Michigan’s Business School. His teaching model…
Abstract
Noel Tichy, who ran GE’s Leadership Development Center, is currently director of the Global Leadership Program at the University of Michigan’s Business School. His teaching model posits that CEO’s must be intimately involved in teaching their teams’ leaders. The basic premise is that companies are successful to the extent that they have leaders at all levels of the organization. Any institution that invests in the development of leaders at all levels is going to get ahead of its competition. It is a principal job of the leader to help develop the next generation of leaders. Unfortunately, many leading companies do not build good leadership pipelines because their leaders do not do the teaching of their own managers. An essential element for a leader to develop the next generation is to present a teachable point of view about how he/she believes they should run the organization. Also needed is a clear idea of what your want to teach them: ideas, product services, distribution channels, customer segments, and values. Leadership is about focusing on human capital as the organization’s most important asset. Unfortunately, many companies make only 10 percent of the investment they should make on development of their people and most of it is spent in the wrong ways. A better approach is to make 80 percent of the development investment be on‐the‐job life experiences. The other 20 percent can be potentially leveraged with very high impact development experiences. If you sit around and read business school cases for three weeks, you’re getting about 20 percent of what you could if you engaged people in action learning real projects. Developing leaders requires a rethinking of the leadership pipeline. You look for those career points where you can leverage the 80% with high impact development, and then you have to build teaching into every single management process.
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Inside every great business leader—whether CEO or shop steward—is a great teacher. And the leader's job is to develop others throughout the company.
THE LATEST CENTRAL TRAINING COUNCIL REPORT ON THE Training of Managers and the BIM's Mant Report have now said what many of us have been saying for years. The most effective…
Abstract
THE LATEST CENTRAL TRAINING COUNCIL REPORT ON THE Training of Managers and the BIM's Mant Report have now said what many of us have been saying for years. The most effective training for a manager is that given by an imaginative boss who, with careful regard for his subordinate's needs in knowledge, skill and attitude for the job delegated to him, designs and tutors through a properly controlled spell of training and follows this up with continuous and structured counselling and challenging assignments once the manager is performing his job. From this concept some of us have developed methods of identifying, programming and evaluating schemes of Do‐it‐Yourself management development with the aim of getting the best results from what can otherwise be a hit‐and‐miss affair. In other words, we have worked to help those bosses to whom personal tutoring does not come naturally, to act on their training responsibilities effectively.
David Waggoner and Paul Goldman
What is the rhetoric that higher education institutions use when they develop and publish policies to improve student retention? Using the organization literature on institutional…
Abstract
Purpose
What is the rhetoric that higher education institutions use when they develop and publish policies to improve student retention? Using the organization literature on institutional environments, this study examines the nature and evolution of institutional rhetoric used by three public universities in a single state over a 20‐year period. Consistent with the intent of the larger volume, this study provides an example of how the frameworks and concepts provided by organization theory can be used to complicate thinking about educational organizations.
Design/methodology/approach
Stinchcombe's definition of institutions as “communities of fate” and key concepts from the organizational ecology and institutional literatures provide the framework for this study. Using a qualitative methodology, over 2,800 retention‐oriented statements were used as study data. These were analyzed using codes generated from the institutional theory and student‐retention literatures.
Findings
Study data suggest that, while each institution developed a unique, defining identity over time, an institutional isomorphism emerged around student‐retention in these same institutions. This ideology centered on the creation of a “caring and student‐friendly” campus environment and played an important role in the development of student‐retention policies on each campus.
Originality/value
Research in student retention theory and policy has almost exclusively studied retention practice and student persistence. The research for this paper was deliberately designed to operationalize theoretical concepts in organizational ecology literature and to examine their manifestation in universities over time.
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This paper describes the personal history and intellectual development of Morris B. Holbrook (MBH), a participant in the field of marketing academics in general and consumer…
Abstract
Purpose
This paper describes the personal history and intellectual development of Morris B. Holbrook (MBH), a participant in the field of marketing academics in general and consumer research in particular.
Design/methodology/approach
The paper pursues an approach characterized by historical autoethnographic subjective personal introspection or HASPI.
Findings
The paper reports the personal history of MBH and – via HASPI – interprets various aspects of key participants and major themes that emerged over the course of his career.
Research limitations/implications
The main implication is that every scholar in the field of marketing pursues a different light, follows a unique path, plays by idiosyncratic rules, and deserves individual attention, consideration, and respect … like a cat that carries its own leash.
Originality/value
In the case of MBH, like (say) a jazz musician, whatever value he might have depends on his originality.
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Cristiano Codagnone, Athina Karatzogianni and Jacob Matthews
“I'll make what haste I can to be gone.”But haste with me tends to be slow. If you're a speed reader, I may just, like Groucho said in “Duck Soup”, leave “in a minute and a huff”…