Few readers of this journal will not be familiar with the life and ideas of Peter Drucker. He has been compared to, amongst others, Bagehot, Bastiat, Darwin, Hayek, Mendel, Mises…
Abstract
Findings
Few readers of this journal will not be familiar with the life and ideas of Peter Drucker. He has been compared to, amongst others, Bagehot, Bastiat, Darwin, Hayek, Mendel, Mises, Newton, Schumpeter, Shaw and Tocqueville. Of many other distinctions, his first book, The End of Economic Man (May 1939), which was a political analysis centered on Hitlerism, was reviewed by Churchill.
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Hayo Siemsen and Carl Henning Reschke
The purpose of this paper is to lay the foundations for new ways of management and personality development by using the same way Peter Drucker developed his ideas. What was this…
Abstract
Purpose
The purpose of this paper is to lay the foundations for new ways of management and personality development by using the same way Peter Drucker developed his ideas. What was this “teaching philosophy”? Where else can it be found? Which learning phenomena are typical for this way of teaching? Can this “teaching philosophy” be replicated? Can it be applied to management in general?
Design/methodology/approach
The historical genetic method developed by Ernst Mach from the historical‐critical method. Using this approach the paper traces the origin of Drucker's central ideas for management in his early learning experiences. It then asks the question, in how far can these central ideas be generalized and used to develop the central ideas of Drucker (including the intuitive ones) further? The question is genetically left open, i.e. it is continually transformative.
Findings
Drucker was heavily influenced in his way of thinking by his education at a special school in Vienna. The school was organized by Eugenie Schwarzwald. Many of Drucker's ideas on personality development and his intuitive theories on psychology and learning can be traced back to that time. What was especially important for Drucker's later works was the “teaching philosophy” taught by Schwarzwald's teachers.
Practical implications
There is a direct link between the science teaching results for Finland in the OECD PISA study and Drucker's way of thinking. Drucker acquired an exponential way of learning, instead of a learning based on a linear model. This is what made his thoughts so challenging and ahead of his contemporaries. As the example of Finland shows, this is not a light‐tower method (i.e. a singular phenomenon without empirical evidence of its reproducibility). One can use these ideas in general for all of education and it has been used in over a dozen cases at different around the world times. It is especially valuable in management education of knowledge workers. In such a way, one can create a much more efficient and effective way of education, an “education 2.0”.
Originality/value
This is the first time that Drucker's ideas can be linked to the ideas of Ernst Mach and to similar types of education based on ideas of Mach, such as used in Finland. The empirical results of such methods can therefore not only be found in Drucker's autobiography as a single case, but they can be compared in much more general contexts, for instance in the large‐scale field study OECD PISA study or in Hattie's educational meta‐meta analysis.
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In service‐based industries employees are in direct contact with customers, either personally or electronically, completing transactions that are part tangible and part…
Abstract
Purpose
In service‐based industries employees are in direct contact with customers, either personally or electronically, completing transactions that are part tangible and part experiential. In such industries, people have become integral to the value proposition. This paper aims to investigate this issue.
Design/methodology/approach
Case examples show how innovative service providers are learning to reconsider their service delivery employees as critical contributors to the value of the firm's offering. The paper focuses on two key questions: Is there a way to tell how people in a service firm are viewed and managed as strategic assets? How can they become strategic assets if they currently aren't?
Findings
To make people strategic assets of the firm: Criteria for selection and retention of people must be consistent with company values. Performance management must be linked through measurement to the firm's strategic goals.
Originality/value
The paper shows how in today's service‐based companies, employees are “the center of organizational performance.” Where people drive low‐cost service (Walmart) or where they become inseparable from the service (JetBlue and Starbucks), employees feel they are valued because they possess an acute awareness of the impact they have on their company's strategy.
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Dianne H.B. Welsh, Peter Raven and Nasser Al‐Mutair
This case describes the situation surrounding the entrance of Starbucks International Coffee into the Kuwait marketplace. It requires students to consider relevant small business…
Abstract
This case describes the situation surrounding the entrance of Starbucks International Coffee into the Kuwait marketplace. It requires students to consider relevant small business and entrepreneurship issues in determining an appropriate response. These issues include: international joint ventures, culture, gender issues, marketing channels, and cross‐cultural management issues.
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Mei-Fang Chen and Chia-Lin Lee
As huge environmental impacts caused by the coffee industry are significant and controversial in the course from cultivation to consumption, the purpose of this paper is to…
Abstract
Purpose
As huge environmental impacts caused by the coffee industry are significant and controversial in the course from cultivation to consumption, the purpose of this paper is to investigate whether or not different types of green claims based on the product lifecycle can lead to different extents of green psychological variables including purchase intention.
Design/methodology/approach
The green claims of Starbucks were chosen as the research target for this study not only because the coffee chain store is working on the “Starbucks” Shared Planet’ program, which makes a commitment to do business in ways that are good for people and the planet, but also because such a program can be categorized into three major green message elements on the basis of the product lifecycle. A total of 920 valid self-reported questionnaires collected in Taiwan were used for this empirical analysis.
Findings
One-way ANOVA results reveal that all of the three green claims of Starbucks can lead to consumers building up the same level of green brand image of this company, with “ethical sourcing” significantly possessing more impacts on the other green psychological variables (i.e. green trust, green satisfaction, green brand equity, and green purchase intention).
Practical implications
The empirical results and findings from this study are helpful to the coffee industry marketers if they, in formulating various promotion campaigns, can communicate with the consumers with an eye to increasing their green brand image and other green psychological variables, including green purchase intention.
Originality/value
This study is among the first to introduce different types of green claims on a basis of the product lifecycle to examine whether or not consumers’ green psychological variables will be different.
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Nitin Pangarkar and Natasha Pangarkar
This study aims to propose a framework to help firms craft value-creating strategies for multiple stakeholders.
Abstract
Purpose
This study aims to propose a framework to help firms craft value-creating strategies for multiple stakeholders.
Design/methodology/approach
The study uses an inductive methodology based on analysing strategies for two exemplar companies, namely, Starbucks and Wagestream. Key insights about how value creation by these companies for multiple stakeholders led to their superior performance, as well as generalizable lessons from the exemplar companies, were identified.
Findings
The study finds that the performance of the two exemplar companies can be explained effectively through the framework.
Research limitations/implications
The framework proposed in the study requires a large amount of data about the value created for different stakeholders. Because the framework is comprehensive, managers need to aggregate different dimensions and varied data which can lead to manipulation or misuse by self-serving managers who wish to make their own strategies or performance look good.
Practical implications
The study identified specific actionable ideas that organizations can undertake to enhance the value they create for their various stakeholders.
Originality/value
The study is the first to develop an actionable framework that can be used by companies to craft strategies based on creating or enhancing stakeholder value. The framework is flexible with regard to application in different country, industry or organizational contexts.
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K. Doreen MacAulay, Mark J. Mellon and Walter R. Nord
This article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is…
Abstract
Purpose
This article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is presented as the foundation for a paradigmatic shift in higher education in business.
Design/methodology/approach
The authors developed this conceptual paper by considering information from three sources: 1) Ernest Boyer's Scholarship Reconsidered: Priorities of the Professoriate, 2) articles by four well-known pundits of business education as well as critiques appearing in the Academy of Management Learning and Education Journal and 3) articles in which Boyer's work was the focal point of the article found by searching Google Scholar, two well-known education journals, a prominent database of education articles and the International Handbook of Higher Education (Forest and Altbach, 2007).
Findings
A four-function framework based on Boyer's definition of scholarship is proposed to help improve the operations of business schools. The authors also forward ideological and practical implications related to each of Boyer's four functions.
Originality/value
For several decades now, a number of highly respected business scholars have criticized American business education in its current form. These criticisms, although plentiful, have not fueled the magnitude of change needed to have a significant, sustainable impact on business education. The authors suggest that this lack of change is due, in part, to institutional practices and to the absence of a unified framework for how higher education in business should be executed. The authors argue that Boyer's four-function definition of scholarship could provide such a framework.