The learning outcomes of this case are in understanding core concepts of brand management and brand dilution. Assessment of macro-economic risks and proper positioning strategies…
Abstract
Learning outcomes
The learning outcomes of this case are in understanding core concepts of brand management and brand dilution. Assessment of macro-economic risks and proper positioning strategies are the key take-away from this case. The case gives an understanding of how brands are built and positioned, and the pitfalls of poor brand planning and assessment that could lead to brand dilution. The case is useful for highlighting the importance of brand management and the challenges of re-positioning. The discussions would shed light on why it is important to plan and manage spending on marketing for brand building activities, and why brands would suffer when spending is reduced. This case is a teaching case and not a research case. It will help participants assimilate available information in combination with existing academic theories and publications to help develop an accurate assessment and prognosis of the events leading until the point of slicing the case.
Case overview/synopsis
Reid & Taylor in 2015 had been reduced to a discounter brand offering extended end-of-season sales when most other competitors have ended their promotions. In the 17 years since its big-budget launch in the Indian market in one of the most memorable brand introductions, Reid & Taylor changed its ambassador twice and repositioned itself thrice. The case would allow participants to delve deeper into aspects of marketing spending, brand management, positioning and advertising effectiveness. The case brings to the fore discussions on marketing, specifically on branding, positioning and its related advertising in the textile sector for a brand that has not been studied in academic literature until the present time. The discussion allows for novelty, involving both forward- and backward-looking assessments and evaluations to help participants better imbibe learnings in brand management and positioning.
Complexity academic level
The case is suitable for a graduate-level (Master’s level) course in marketing and brand management. This case is suitable for elective courses that discuss positioning and brands.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 8: Marketing
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– The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975.
Abstract
Purpose
The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975.
Design/methodology/approach
This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades.
Findings
This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography.
Originality/value
A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.
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Martyn Goff, David Reid and Ian Orton
IN The age newspaper, Dennis Pryor writes: ‘Booksellers remainder them, publishers pulp them, churches and wowsers ban them, dictators burn them, students photocopy them. Marshall…
Abstract
IN The age newspaper, Dennis Pryor writes: ‘Booksellers remainder them, publishers pulp them, churches and wowsers ban them, dictators burn them, students photocopy them. Marshall Mcluhan wrote them to prove they were finished.’
Robert MacIntosh, Nic Beech, Juli McQueen and Ian Reid
This paper explores the practicalities of organizational change in complex settings where much change has already occurred. It therefore offers insights into tackling and…
Abstract
Purpose
This paper explores the practicalities of organizational change in complex settings where much change has already occurred. It therefore offers insights into tackling and overcoming change fatigue.
Design/methodology/approach
The paper uses a longitudinal study of change within a healthcare organization. The paper draws on interviews, focus groups and observations during a 2.5‐year long action research project.
Findings
The paper reports findings on the speed at which change takes place, the importance of communication and the burden placed on senior officers during such communication and consultation processes, the use of appropriate external resources and expertise, the benefits of sharing best practice across sectors and the role of academic researchers in change processes.
Originality/value
The paper offers valuable insights to those charged with effecting organizational change in change fatigued settings.
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Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the…
Abstract
Purpose
Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing.
Design/methodology/approach
This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time.
Findings
The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching.
Originality/value
The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.
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The purpose of this paper is to discuss concerns that, despite recent campaigns, stigma has not been fully addressed by the psychiatric profession and that evidence suggests it…
Abstract
Purpose
The purpose of this paper is to discuss concerns that, despite recent campaigns, stigma has not been fully addressed by the psychiatric profession and that evidence suggests it may have unwittingly contributed to iatrogenic stigma.
Design/methodology/approach
The writer of this paper is a psychiatrist and considers the subject of stigma by employing the metaphor of bricked up windows. Arguments are supported through the evaluation of scientific research in addition to ideas from philosophy and literature.
Findings
The paper highlights areas of ongoing stigma and also identifies possible explanations for this in the current approach of the psychiatric profession.
Practical implications
It is hoped that this paper stimulates further discussion particularly within the psychiatric profession about the approach to tackling stigma.
Originality/value
This paper revisits the subject of Iatrogenic Stigma ten years on from an editorial in the British Medical Journal by Professor Norman Sartorius. The assumption of the psychiatric profession is that, by giving prominence to a biomedical view of mental illness, stigma will be lessened. This paper challenges this view and widens the discussion.
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Abstract
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This paper aims to provide a critical discussion and re-evaluation of the Personal Growth (PG) model of English, noting that the summer of 2016 marks 50 years since the Dartmouth…
Abstract
Purpose
This paper aims to provide a critical discussion and re-evaluation of the Personal Growth (PG) model of English, noting that the summer of 2016 marks 50 years since the Dartmouth Conference and the publication of John Dixon’s seminal response to the conference in Growth Through English (1967). The influence of the London School of English was reaching its height at the time with its emphasis on the development of the individual student, the importance of identity, the fundamental role of talk and the rejection of the importance of studying only the traditional literary canon. Dixon argued that PG needed to replace the previous “models” of English, one being “skills”, and the other “cultural heritage”. So strong was that influence that in 1988, the model of “Personal Growth” was one of the five identified by the authors of the first National Curriculum for English in England; it was placed first in the list, but the authors argued the five models were “equal” (the other four were “Adult Needs”, “Cultural Heritage”, “Cross-curricular” (CC) and “Cultural Analysis”.
Design/methodology/approach
Survey-style research begun in 1990, then throughout the next 25 years, mostly in England but also in the USA. It has investigated the views principally of the classroom teachers of English about their beliefs about the subject and also their views of official versions.
Findings
These investigations have demonstrated the importance of all the models (except CC, considered by English teachers to be a model for all teachers), but always the primacy of PG as the key model that matches English teachers’ beliefs about the purpose and value of English as a school subject and argues for the demonstrable, yet problematic, centrality of PG.
Research limitations/implications
Any survey has limitations in terms of the sample, the number of returns and in the constraining nature of questionnaires. However, these surveys provide consistent results over nearly 30 years and have always encouraged respondents to offer qualitative comments. Surveys always have a value in providing an overview of attitudes and feelings.
Practical implications
English teachers remain convinced that student-centred progressive education offers the most valuable form of English for all students and they find themselves profoundly at odds with official prescriptions. This unquestionably has a damaging effect on teachers’ motivations and can lead them to leave their profession.
Originality/value
The paper provides a careful rereading of Growth Through English, so often simply taken for granted, and represents its key, neglected arguments in the more balanced 1975 edition. It provides research-based evidence of why the PG model remains central to English teachers and how the international discussions of the Dartmouth seminar still stimulate new thinking, for example, at the 2015 International Federation for the Teaching of English (IFTE) conference. The paper outlines why PG has been so resilient, and also, partly based on data from the 2015 IFTE conference, argues for a future model of English, which is based on PG but with a more critical and social dimension.
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The purpose of this paper is to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Abstract
Purpose
The purpose of this paper is to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments.
Findings
Using external resources to target specific gaps in expertise can help to maintain momentum though there are always difficulties with both securing the funds to use external help and in implanting external advisors into complex organizational contexts. Looking beyond the narrow confines of your own organizational setting can offer both sources of reassurance and inspiration. The NHS managers in this project derived real benefits from full and frank discussions with colleagues in other public and private sector organizations.
Practical implications
Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.