Commerce with a conscience: corporate control and academic investment

Corporations have been investing in academia to an extent that could be classified as a corporate takeover of universities. Intra‐university critics see this as an ethical problem, because of the degree of business control over university policies and decisions which accompanies the funding. University critics rarely suggest that the corporate funding be given up, returned, or even limited. What they protest against is corporate control, which they see as threatening university autonomy, and as inimical to the public good. Multi‐university conferences have been held focusing on this problem, and the most serious solution proposed thus far is to construct a relevant code of ethics regulating and limiting corporate involvement, through standards and guidelines which corporations will then have to subscribe to, in order to fund universities. However, there is a conflict of interest here. Universities have a public trust and a fiduciary duty not to compromise education. This implies a covenant not to cede power to outside interests, not to use university resources, or faculty and students, as a means to an educationally irrelevant end. Universities cannot sell out. However, it seems equally dishonest not to offer their students a well‐funded first‐rate, quality education in applied fields with current skills, maximum research opportunity, and the corporate ties that would allow them to obtain jobs. We examine three cases showing errors made by universities in ceding control to corporate investment, and draw some policy conclusions.     

Marketing in five “simple” questions!

Peters (1987) describes how after some of his seminars he is asked “But what do I DO?”. This question is also often directed at people who have been introducing marketing ideas to businessmen—particularly businessmen whose work does not bring them into contact with customers. This article explains how anybody can start to think in marketing terms by asking five simple questions about the organisation they work for. “Simple” to ask, but requiring disciplined thought if answers are to be found which lead to appropriate managerial actions. “Difficult” to answer not least because the answers to each question affect the answers given to the others. In doing so it also introduces a number of basic but important marketing concepts.     

Learning from Postproject Reviews: A Cross‐Case Analysis*

Every new product development (NPD) project should not only deliver a successful new product but also should generate learning for the organization. Postproject reviews (PPRs) are recognized by both practitioners and academics as an appropriate mechanism to stimulate and capture learning in NPD teams. However, relatively few companies use PPRs, and those that do use them often fail to do so effectively. Although they are widely perceived to be a useful tool, empirical research on how PPRs are typically organized and the learning that results is limited. The present article addresses this gap in the extant knowledge and describes five in‐depth case studies, which were conducted at leading companies in Germany. A detailed investigation was made of how PPRs are conducted and of the type of learning that can result. Three main sources of data were used for each case: company documentation, in‐depth interviews with managers responsible for NPD, and observation of an actual PPR. The different data sources enabled extensive triangulation of data to be conducted and a high degree of reliability and validity to be achieved. The analysis enabled a number of key characteristics of the way PPRs are managed to be identified. Various characteristics of PPRs influence their utility, such as the time at which they take place and the way discussions are moderated. In addition, the data show that participants in the discussions at PPRs often use metaphors and stories, which indicates that PPRs have the potential to generate tacit knowledge. Interestingly, the data also show that there are various different ways in which metaphors and stories appear to stimulate discussions on NPD projects. Based on the cross‐case analysis, a wide range of implications are identified. Researchers need to investigate PPRs further to identify how they can generate tacit and explicit knowledge and support project‐to‐project learning. The generation of tacit knowledge in NPD is a topic that particularly needs further investigation. The research also led to a range of recommendations for practitioners. Companies need to strongly communicate the purpose and value of PPRs, to run them effectively to stimulate the maximum possible learning, and to disseminate the findings widely. PPRs have the potential to create and transfer knowledge amongst NPD professionals, but, as they are seldom currently used, many companies are missing an important opportunity.     

Equilibrium Underdiversification and the Preference for Skewness

We develop a one-period model of investor asset holdings whereinvestors have heterogeneous preference for skewness. Introducingheterogeneous preference for skewness allows the model's investors,in equilibrium, to underdiversify. We find support for our model'sthree key implications using a dataset of 60,000 individualinvestor accounts. First, we document that the portfolio returnsof underdiversified investors are substantially more positivelyskewed than those of diversified investors. Second, we showthat the apparent mean-variance inefficiency of underdiversifiedinvestors can be largely explained by the fact that investorssacrifice mean-variance efficiency for higher skewness exposure.Furthermore, we show that idiosyncratic skewness, and not justcoskewness, can impact equilibrium prices. Third, the underdiversificationof investors does not appear to be coincidentally related toskewness. Stocks most often selected by underdiversified investorshave substantially higher average skewness—especiallyidiosyncratic skewness—than stocks most often selectedby diversified investors.     

Progressing Scottish enterprise

Scottish Enterprise, the body being formed from the amalgamation of the Scottish Development Agency (SDA) and the Training Agency (TA), will become operational on 1st April 1991. Its likely impact has been considered elsewhere (for example Moore, 1989; Hayton, 1989; Danson et al, 1989). The purpose of this article is to look at progress in setting up the new organization and to consider the characteristics of those who will be directing the activities of the Scottish Enterprise “core” and of the 13 Local Enterprise Companies (LECs) that will be responsible for delivering a range of economic development and training services.     

Making local labour markets work: A Scottish case study

With the launch of Employment Training (ET) in 1988 there has been increasing interest in providing training that is closely tied to the demands of the labour market. The establishment of ET came about because of a concern that unemployment was still very high at a time when large numbers of jobs were being created. Part of the explanation for this apparent paradox was that the unemployed lacked the motivation and skills to get jobs. The solution, as proposed by ET, was to provide counseling and training (Department of Employment, 1988). Insofar as this recognised that factors other than a lack of skills stopped the unemployed getting work it was to be welcomed. However there are other things that need to be taken account of if labour markets are to work effectively (Haughton and Peck, 1989). Many of these are outside of the control of the unemployed.