Julie Grail, Catherine Mitton, Nikos Ntounis, Cathy Parker, Simon Quin, Chloe Steadman, Gary Warnaby, Emily Cotterill and Diane Smith
The purpose of this paper is to review the development and current position of Business Improvement Districts (BIDs) in the UK, drawing on the content within a State-of-the-Art…
Abstract
Purpose
The purpose of this paper is to review the development and current position of Business Improvement Districts (BIDs) in the UK, drawing on the content within a State-of-the-Art Review of Business Improvement Districts in the UK: setting the agenda for policy, practice and research, commissioned by The BID Foundation and produced by members of the Institute of Place Management.
Design/methodology/approach
The paper is divided into seven main sections. The first section defines the concept of BIDs, outlines their process of establishment and provides a brief critique of BIDs from the academic literature. Second, the process of introducing BIDs into the UK is discussed. Third, the different types of BIDs that currently exist are detailed. The fourth section outlines the development of BIDs since their introduction in 2004. Fifth, an analysis of BID ballots is provided, involving details of ballot results, demonstrating a general improvement as BIDs develop over time. The sixth section comprises a discussion of unsuccessful ballots and BID terminations. The paper concludes with a brief analysis of issues BIDs face in the UK, looking into the future.
Findings
The paper contains three main empirical contributions: first, a numerical analysis of the different types of BIDs in the UK; second, a timeline of their development from 2005 to 2018; and third, a statistical analysis of BID ballot results over this period, with an indication of the numbers of unsuccessful ballots and BID terminations.
Originality/value
This paper provides the first comprehensive overview of BIDs in the UK detailing development and performance (e.g. ballot results) in the 15 years since their introduction.
Details
Keywords
Shuling Yang, Natalia A. Ward and Emily Hayden
Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic…
Abstract
Purpose
Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.
Design/methodology/approach
The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.
Findings
The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.
Originality/value
The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.
Details
Keywords
The staffing of the county libraries proceeds apace and all kinds of appointments are reported. It is rumoured that a retired army man has been selected in one case and a school…
Abstract
The staffing of the county libraries proceeds apace and all kinds of appointments are reported. It is rumoured that a retired army man has been selected in one case and a school teacher in another, both of whom, without special library experience, will be entrusted with the organisation of their respective library schemes. It is further reported that a discussion among Directors of Education brought forth the opinion that trained men were not necessary on these jobs, “men of commonsense” being preferred.
Albert Wöcke, Morris Mthombeni and Alvaro Cuervo-Cazurro
The case can be used in strategic management, international business or ethics courses. In strategic management courses, students will be able to identify political relationships…
Abstract
Learning outcomes
The case can be used in strategic management, international business or ethics courses. In strategic management courses, students will be able to identify political relationships as sources of a firm’s competitive advantage. Students will also understand the role of ethics in the firm’s competitive advantage. In international business courses, the students will be able to analyze the role that corruption and bribery play in the analysis of a country’s institutions. Students will also understand how corruption in a host country influences a firms’ decision to internationalize. Finally, students will understand the challenges that firms face when serving customers in other countries. In ethics courses, students will understand the nature of state/business corruption, i.e. the abuse of public office for private gain and the concept of state capture, i.e. managers controlling the political system for their advantage. Students will be able to analyze the decision of whether to collaborate with unethical partners or customers.
Case overview/synopsis
Bell Pottinger Private (BPP) was a British public relations (PR) firm with a successful but questionable reputation of helping famous critical figures and despots improve their public image. In 2016, Lord Tim Bell and the other leaders of BPP were asked to create a PR campaign for the Gupta family. The Guptas were a group of businessmen headed by three brothers who migrated from India to South Africa in the early 1990s. By the 2010s, they had built a business empire allegedly thanks to a corrupt relationship with the President of South Africa, Jacob Zuma and his family. The press and prosecutors were increasing their investigations on these relations. The case has two parts, which address two separate challenges and can be taught as standalone cases or in a sequence in two sessions.
Complexity academic level
MBA and Executive Education.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 5: International business.