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This paper aims to present a new model of marketing analysis that is capable of using the embedded knowledge that sits untapped in the history of marketing thought to solve contemporary marketing problems – the conceptual-historical analytical research model (CHARM).

This paper outlines the evolution of historical analysis methods (HAM), along with critiques and enhancements of the prior processes offered by Savitt (1980), Nevett (1991) and Golder (2000). From these foundations, the paper outlines the components of the model of historical analysis, detailing the development of the analytical template design. It also details the four-step process of engaging structured revisits of past knowledge for contemporary problem-solving.

The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts.

This paper provides a method for future researchers to apply for replicable examination of historical texts and to assist intercoder reliability for multi-author history projects through the application of structured templates.

The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts.

The CHARM process applies a systematic protocol for engaging qualitative sources for historical analysis through preset data collection templates, structured analysis frameworks and definitional understanding templates for improved replicability. This paper presents a new model of approaching historical analysis through a problem-solving lens, whereby historical sources become the foundations for the solution to a problem, rather than just the literature review that identifies the presence of gap.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

We conducted a content analysis on nine historical fiction books representing Chinese history to examine character traits in relation to the historical events and genders.

We employed content analysis as the research approach to analyze the verbal texts and visual displays of the selected historical fiction.

Our findings revealed that (1) characters from the similar historical context shared certain common traits and (2) character traits were portrayed in gender-specific ways but were also influenced by familial, social and historical contexts. These findings illustrate the interconnectedness of historical contexts and gender in the development of character traits in historical fiction.

Our study extends the scope of content analysis of historical fiction by examining characters situated in social, cultural and historical contexts and providing a comprehensive understanding of gender portrayal in historical narratives.

This chapter uses a historical lens to analyse the role of governance institutions in shaping enterprising places using the context of the English city of Coventry in the early to late Middle Ages. Using historical documentation as an empirical method, this chapter examines the formation, evolution, growth, maturation, decline of institutional structures, related governance mechanisms and their interactions with other institutional influences that shaped the entrepreneurial nature of the city and its economy. The chapter discusses aspects of success, failures and discontinuities that beset the entrepreneurial landscape of the city and draws parallels to some contemporary developments in UK’s entrepreneurial governance.

The chapter is underpinned by a research methodological approach that is historical and processual in nature and relies on historical documentation including archival sources of empirical material and other published data which have not previously been studied in the context of entrepreneurship and public governance. The research method and approach addresses a methodological and conceptual void in extant entrepreneurship literature.

The empirical findings from archival sources of data and their analysis sheds a new interpretive light on the nature of enterprising places as a combination of continual historical synergies in the specific context of Coventry. The chapter specifically focuses on the role of merchant and craft guilds as a unique presence in the entrepreneurial landscape of Coventry in the early to late Middle Ages and their contribution as powerful institutional and governance forces in shaping the city’s economic history. The guilds and associated governance institutions exercised and enacted multiple economic, legislative, regulatory, civic, municipal, socio-cultural and religious roles and left a strong imprint on the city’s economic destiny that endured for several centuries. Through the interpenetrative influences of these guilds with other political, royal and religious institutional structures of their day, the economic history of the city and its enterprise was woven together in a fabric of cooperation, discord and power struggles. The historical analysis provides a powerful narrative in charting this story and draws parallels to ongoing struggles in contemporary developments in Coventry’s entrepreneurial governance and leadership.

The chapter contributes a historic and contextually enriched sensibility in understanding the entrepreneurial and economic history of Coventry as viewed through the lens of institutional interactions and provides a valuable study that draws parallels between the past and the present. It provides a historically informed approach in understanding the current context of the nation’s local and regional economic policies and attempts to understand how enterprise and enterprising places thrive and sometimes struggle to survive within such a landscape.

The chapter is a unique take on the analysis of entrepreneurship and institutional governance of a city’s local economy in that it takes a historical perspective of issues that animate current public discourse. A historical approach to studying entrepreneurship provides a longitudinal and macro perspective to studying ideological debates that shade contemporary economic, political and socio-cultural governance. The analysis draws interesting parallels to the power discourses and dynamics and ideological conflicts that shaped institutional influences across centuries that impacted upon the city’s economy and use that as a backdrop to comment upon contemporary developments in the policy landscape viewed as an articulation of a political-ideological agenda. The analysis provides and calls for a greater application of historical sensibilities in governance and entrepreneurship scholarship in order to glean valuable lessons.

This article argues that the potential of the vast amount of research, published each year in the history of education, remains untapped. Given the rapidly growing number of academic publications in the field, there is a need for research that is based on articles, chapters and monographs already published. While analyses of existing research publications are widely used in other academic disciplines, such approaches remain under-utilized in the history of education.

The argument of this article is supported in three steps. Firstly, we distinguish between different forms of research using existing data and research publications, in particular secondary analyses, systematic literature reviews and meta-analyses. Due to the heterogeneous nature of research publications in educational history, this article argues for the method of qualitative meta-analysis. Secondly, we discuss the risks and methodological pitfalls of research using existing research publications, outlining possible areas of application and discuss examples of meta-analyses in educational history. Finally, the article explores the implications of an increased use of meta-analyses, especially for the editors of scientific journals.

This article provides an introduction to the main features of meta-analysis as applied in history of education. By promoting qualitative meta-analyses as original research, we argue that journals could help ensure that the potential for vibrant and highly productive research in the history of education is fully realized.

Despite that the use of published research is widely discussed in the behavioural and social sciences, there is a lack of reflection on how to use the knowledge produced in the history of education. By presenting qualitative meta-analysis, this article provides a starting point for such a discussion.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

The purpose of this paper is to analyze the historical, cultural, and social significance and the role in landscapes of Lithuanian villages with churches and to formulate the hypothetical framework for their revitalization and consequent sustainable development of country's rural landscape.

The methodology of the research encompassed the desktop study (analysis of literature, archival data, maps, and statistical data) and the analyses on site (observation, measurements, and recording in photographs of buildings and urban structures).

The findings of the research include the analysis of the historical development of country's rural settlements with the religious function, formulation of the notion of the contemporary village with church, identification of the contemporary network of country's villages with churches and analysis of their current socioeconomic and sociocultural situation and the role in rural landscape. The results of the analyses were used formulating the hypothetical framework for the revitalization of the villages with churches and the sustainable development of the rural landscape.

The analysis of literature demonstrated that Lithuanian villages with churches and their significance for the sustainable development of country's rural landscape are paradoxically neglected subjects. Meanwhile, the foreign experience has demonstrated that historic rural settlements, including the settlements with the religious function, are important not only as separate cultural assets but also can play an important role in the identity, viability, and the sustainable development of rural landscapes. Thus the findings of the research demonstrating the peculiarities and potential of Lithuanian villages with churches can be used in the fields of heritage preservation, landscape management, and rural development.

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.

A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.

Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.

Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.

Organizational wrongdoing researchers often look to past cases to empirically develop and support theoretical understanding. Their research is therefore conducted at a temporal distance to focal events and frequently relies on retrospective accounts and surviving documentary evidence. These methodological circumstances define historical research practice, and we demonstrate in this paper the valuable insights that historical approaches can provide organizational wrongdoing research. Specifically, we draw on a range of practices from history and the social sciences to introduce four historically informed approaches: narrative history, analytically structured history, historical process study, short-term process study. We differentiate these based on their particular affordances and treatment of two key methodological considerations: historical evidence and temporality. We demonstrate the specific value these approaches represent to organizational wrongdoing research with several exemplars showing how they have been used in related fields of research.

The historic city of Shiraz, in the south of Iran, is renowned for its monuments and its remarkable macro skyline, which has been destructively affected by the rapid urban development. This research proposes a systematic historical analysis, which can discover the driving forces behind the evolution of the macro skyline of Shiraz, in the past as well as contemporary times.

The proposed general framework of the methodology is constituted of systematic historical mapping and documentation, which is based on a desk study and field research. Moreover, by means of this methodology, different layers and driving forces of shaping the urban macro skyline are extracted.

The outcome demonstrates 12 driving forces or contributing factors behind the evolution of the urban macro skyline. Based on the results, it is concluded that there was a shift in the subject and content of driving forces during the last century that has contributed to the destructive effects on the silhouette of Shiraz in turn.

It is suggested that the proposed comprehensive method, which is based on the historical analysis and the field survey, can be applied as a documentation platform. It is believed that the analysis and the extraction of driving forces can facilitate future urban landscape management plans as well as possible impact assessments.

Many studies rely on the analysis of historical data in landscape assessment. Nevertheless, this research develops an innovative historical analysis, which identifies the driving forces behind the evolution of the urban macro skyline over time.