Christine Harris and Jeffery Bray
To investigate the area of price endings to determine which groups of consumers are more likely to use odd‐endings as opposed to round‐endings.
Abstract
Purpose
To investigate the area of price endings to determine which groups of consumers are more likely to use odd‐endings as opposed to round‐endings.
Design/methodology/approach
A questionnaire was developed that tested respondents' use of odd‐endings as opposed to round‐endings dependent on classification by gender and age. Respondents were required to estimate the price they would be expected to pay in stores for six products. This methodology enabled the researchers to generate a large sample size and to encourage accuracy of response.
Findings
The main finding was that there was a difference between gender groups; women were more likely to respond with odd‐endings than men and hence segmenting the market is the way forward when investigating price endings.
Research limitations/implications
The research only considers segmentation by gender and age. Further research needs to be undertaken to fully understand the consumer responses.
Practical implications
Although the difference between 99 cents and a $1.00 is small, for high volume items this can have a significant impact on gross profit and margins, particularly for low value items. If retailers understand which groups of consumers were more likely to be attracted to the round‐endings they could use this knowledge to determine the most effective prices.
Originality/value
This research follows on from a price trial conducted into price endings and is the second phase of an investigation into whether odd‐endings are effective. It proposes a theory that has been empirically tested and points the way forward for future research in this area.
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Keywords
The recent years have been marked by the increasing participation of women in the labour force internationally. Especially in the industrialised countries of Western Europe and…
Abstract
The recent years have been marked by the increasing participation of women in the labour force internationally. Especially in the industrialised countries of Western Europe and North America, this labour force participation is now well over 40%. Globally, however, the estimate is around 33%. A large number of these women are still found in the agriculture sector and the informal sector of industry. For those working in the formal industrial sector, a significant portion work in the shopfloor of assembly line operations for products ranging from electronics to textiles. Women in management comprise less than 1% of all economically active women. For the purposes of this paper, a “manager” is defined as a person who has latitude in decision making as to the allocation and use of organisational resources, including physical, financial, and human resources.
Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of…
Abstract
Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.
Robert James Warwick, Adam Palmer and Janet McCray
This paper aims to explore the impact of action learning (AL) on an individual and an organisation, particularly the process by which each affected the other. The organisation is…
Abstract
Purpose
This paper aims to explore the impact of action learning (AL) on an individual and an organisation, particularly the process by which each affected the other. The organisation is a UK National Health Service (NHS) Trust that includes two hospitals.
Design/methodology/approach
This is a single person case study involving a clinician, but the voice of an author can also be heard. It involves the experience of the individual as they experience AL as part of a leadership development programme leading to a postgraduate certificate. The authors explain their caution of the case study approach and in doing so offer their thoughts in how this paper could be read and impact on practice.
Findings
The authors show a process whereby an AL set participant moves from being confident about their project to one of uncertainty as the impact of the project ripples throughout the organisation. Through this process of unsettlement, the individual’s unnoticed assumptions are explored in ways that enable practical action to be taken. In doing so, the individual’s leadership and identity developed.
Research limitations/implications
This is a single person case study in one organisation, thus affecting wider generalisation.
Originality/value
This single case study contributes to the debate on critical AL and the use of AL in the NHS.
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Christine Bombaro, Pamela Harris and Kerri Odess-Harnish
The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University…
Abstract
Purpose
The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education.
Design/methodology/approach
This is an interview.
Findings
Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy.
Research limitations/implications
Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed.
Practical implications
Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program.
Originality/value
Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.
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Jessica Forbes, Gregory P. Gnall and Christine M. Lombardo
This paper aims to explain the SEC's new Rule 201 and amended Rule 200(g), which are designed to improve the regulations that address harmful shortselling practices.
Abstract
Purpose
This paper aims to explain the SEC's new Rule 201 and amended Rule 200(g), which are designed to improve the regulations that address harmful shortselling practices.
Design/methodology/approach
The paper summarizes Rule 201, discusses the reasoning behind the “alternative uptick rule”, defines “covered securities” to which Rule 201 applies, explains why the commission chose the national best bid as the basis of the execution of short sales during the circuit breaker period, discusses the SEC's policies and procedures approach, explains conditions under which a broker‐dealer submitting a short‐sale order after the circuit breaker is triggered submitting a short sale order after the circuit breaker is triggered may mark the order “short exempt,” explains the reason an exception for market making activities is not included in the rule, and discusses the implementation period and the need for broker‐dealers to develop new policies and procedures.
Findings
Broker‐dealers and other market centers will need to dedicate significant compliance and systems resources to develop the policies and procedures and systems enhancements necessary to comply with the rule.
Originality/value
The paper provides practical guidance from experienced securities lawyers.
Details
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Susan Bassnett, Ann-Christine Frandsen and Keith Hoskin
The purpose of this paper is to investigate accounting as first visible-sign statement form, and also as the first writing, and analyse its systematic differences, syntactic and…
Abstract
Purpose
The purpose of this paper is to investigate accounting as first visible-sign statement form, and also as the first writing, and analyse its systematic differences, syntactic and semantic, from subsequent speech-following (glottographic) writing forms. The authors consider how accounting as non-glottographic (and so “unspeakable”) writing form renders “glottography” a “subsystem of writing” (Hyman, 2006), while initiating a mode of veridiction which always and only names and counts, silently and synoptically. The authors also consider the translation of this statement form into the graphs, charts, equations, etc., which are central to the making of modern scientific truth claims, and to remaking the boundaries of “languaging” and translatability.
Design/methodology/approach
As a historical–theoretical study, this draws on work reconceptualising writing vs speech (e.g. Harris, 1986; 2000), the statement vs the word (e.g. Foucault, 1972/2002) and the parameters of translation (e.g. Littau, 2016) to re-think the conceptual significance of accounting as constitutive of our “literate modes” of thinking, acting and “languaging in general”.
Findings
Specific reflections are offered on how the accounting statement, as mathematically regularised naming of what “ought” to be counted, is then evaluated against what is counted, thus generating a first discourse of the norm and a first accounting-based apparatus for governing the state. The authors analyse how the non-glottographic statement is constructed and read not as linear flow of signs but as simulacrum; and on how the accounting statement poses both the practical issue of how to translate non-linear flow statements, and the conceptual problem of how to think this statement form’s general translatability, given its irreducibility to the linear narrative statement form.
Originality/value
The paper pioneers in approaching accounting as statement form in a way that analyses the differences that flow from its non-glottographic status.