It is acknowledged that the firm and the family interact in the family firm system and that family identity can influence family business brand communication through affecting…
Abstract
Purpose
It is acknowledged that the firm and the family interact in the family firm system and that family identity can influence family business brand communication through affecting stakeholders' perception, raising a question of whether the firm can implement its effect on the communication of family business brands via family identity. To address this question, this research investigates how firm revenue influences family business branding via family harmony.
Design/methodology/approach
Data for this research were gathered from a survey of 327 Chinese family firms.
Findings
The results show that family harmony fully mediates the relationship between firm revenue and family business branding.
Originality/value
This study is the first to demonstrate that the firm has an indirect effect on family business branding via family identity, a contribution to family business brand literature. The findings also offer insights into the relationship between firm performance and family business branding. Additionally, this project has implications for research on family harmony in the family business.
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Family business brand communication depends on the effect of the family on stakeholders' perception, and the family influences stakeholders differently, raising the question of…
Abstract
Purpose
Family business brand communication depends on the effect of the family on stakeholders' perception, and the family influences stakeholders differently, raising the question of whether family business branding varies across stakeholders. Drawing on social identity theory, this research classifies a family firm's stakeholders into family (in-group) and non-family (out-group) stakeholders and explores the communication of family business brands to these two groups of stakeholders.
Design/methodology/approach
Data for this research were gathered from a questionnaire survey of 327 Chinese family firms.
Findings
The results show that family business brand communication differs between family and non-family stakeholders. Additionally, family harmony has a positive relationship with family business branding to family stakeholders and an inverse U-shaped relationship with family business branding to non-family stakeholders.
Originality/value
This research is the first to demonstrate that family business brand communication varies across stakeholders and that the effect of family characteristics (family harmony in this research) on family business branding differs between stakeholders. In addition, it expands the scope of the out-group in family firms to embrace all non-family stakeholders and suggests an intergroup opposition between family and non-family stakeholders, which is important for advancing family firm theory.
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What is it like being a lecturer or teacher? 1 The classic image is an old, wise, and powerful stoic with oceans of knowledge: a bit like Yoda in Star Wars or Dumbledore in Harry…
Abstract
What is it like being a lecturer or teacher? 1 The classic image is an old, wise, and powerful stoic with oceans of knowledge: a bit like Yoda in Star Wars or Dumbledore in Harry Potter. With the rise of new technology in general and artificial intelligence (AI) in particular, teachers are no longer the sole source of knowledge. Does this mean that the teacher will soon be replaced by technology? Will AI take over?
This chapter considers the risks and benefits of AI in higher education. It argues that AI will not, should not, and, indeed, cannot replace the teacher, because of what is (for now at least) unique to the teacher: namely, her humanity. The idea is simple: to secure good education into the future, one must take advantage of teachers’ uniquely human expertise. State-of-the-art AI applications cannot be bodily present in the same way as human teachers, nor teach existential reflection, norms and values, or a sense of self, history, and society.
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Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and brightest…
Abstract
Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and brightest people to be teachers, and how to fire bad teachers. The political discourse of these policy reforms oftentimes depicts teachers as largely inactive transmitters of knowledge and does not recognize the agency they have in affecting standards. Yet, such a narrow framework may suppress teacher pedagogy, practices, and also teacher beliefs. In this chapter, we seek to understand the extent that two types of math teacher beliefs – traditional and constructivist orientations – are related to national cultural factors. In doing so, we test both “culturist” and “neo-institutional” hypotheses by observing how those beliefs vary across different nations.
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This paper has five objectives. First, to draw attention to serious weaknesses in Kaminsky's analysis of the South Australian “Freedom and Authority” memorandum. Second, to sketch…
Abstract
This paper has five objectives. First, to draw attention to serious weaknesses in Kaminsky's analysis of the South Australian “Freedom and Authority” memorandum. Second, to sketch out how Kaminsky could have presented a more realistic picture of A.W. Jones's position both with regard to the memo, and school governance in general. Third, to show that had Kaminsky pursued this suggested line of analysis he would have found that Jones confused ends‐type policy‐making with technico‐professional decision‐making, which led Jones into error concerning the respective roles of lay people and professionals in educational policy‐making. Fourth, to illustrate how Jones's radical indictment of the lack of “democracy” in Australian schools in the mid 1970s was conjoined with conservative and technocratic decisional proposals. Finally, to suggest that the issues raised in my criticism of Kaminsky and Jones are of crucial importance to all those interested in school governance.