Issues which Impact upon Marketing in the Small Firm

Defining the small firm is somewhat arbitrary as criteria used to classify entities as such include size, number of employees, sales volume, asset size, type of customer, capital requirements and market share. There is, however, general agreement that smallness and newness create specific difficulties for business. Furthermore, there is widespread acceptance of the notion that small firms typically possess certain characteristics, which serve to differentiate them from larger organisations. These characteristics include inherent weaknesses with respect to capitalisation and marketing awareness and practice. Small firms are perceived as vulnerable yet valuable entities, important both economically and socially. High failure rates of small firms are largely attributed to weaknesses in financial management and marketing. Many classical management concepts are unsuitable for application in a small firm context, with research suggesting non-implementation of theoretically based marketing practice is the rule rather than the exception in the small firm. This paper reviews issues pertaining to marketing practice in the small firm. It examines the absence of agreed definitions of "the small firm" and "success" or "failure" of such entities, offers definitions for these terms, acknowledges the importance of small firms to the economy, reviews small firm characteristics, acknowledges inherent weaknesses with regard to finance and marketing in small firms, reviews marketing practice in the context of small firm characteristics, and considers the roles of marketing educators and owner/managers in improving small firm's marketing practice.     

Exploring the effectiveness of peer mentoring of accounting and finance students in higher education

This article explores the effectiveness of peer mentoring with accounting and finance students at the University of Dundee. The motives of such a mentoring scheme are to improve the participants' academic performance and to develop their transferable skills. In the context of this study, peer mentoring comprises third year students (mentors) mentoring first year students (mentees). Using a semi-formal tutorial setting and meetings during the latter part of the academic year, mentoring groups address issues such as academic writing skills, study techniques and examination preparation. The effects of mentoring are measured by a comparison of the pre- and post-mentoring examination performance of the mentees. In addition, focus group interviews are used to gather the opinions of the mentees and the mentors as to their impressions about the success of the project. The empirical results suggest that mentoring has had a positive effect on the academic performance of the mentees. The focus group interviews found that both the mentors and the mentees claimed to benefit significantly from their involvement in the project.     

Determinants of TFP growth: A close look at industries driving the EU–US TFP gap

This paper explores the determinants of the EU–US TFP growth gap using EU KLEMS. As found in previous analyses, TFP growth appears to be driven by catching-up phenomena associated with the gradual adoption of new technologies. TFP growth is also significantly driven by developments at the “technological frontier”, especially since the mid-1990s. Industries with higher R&D expenditures and higher adoption rates for ICT-intensive technologies appear to exhibit higher TFP growth rates, whilst human capital has mostly a significant effect across countries. Regarding determinants in industries relevant for the different TFP performance of the EU versus the US, ICT-producing industries appear to benefit from R&D in terms of stronger spillovers from TFP gains at the frontier, network utilities are strongly affected by product market regulations, whilst the retail and wholesale trade industry is significantly influenced by consumption dynamics which permit a better exploitation of scale economies.     

Social and environmental accounting teaching in UK and Irish Universities: a research note on changes between 1993 and 1998.

This research note reports on a questionnaire–based survey of the teaching of social and environmental accounting (SEA) in undergraduate accounting degrees throughout the British Isles in 1998. The study is a replication and extension of Owen et al. 's (1994) survey in 1993 and analyses the significant changes from that study. The results suggest that environmental accounting is still the most prevalent SEA topic taught; and educators teach SEA because of the political prominence of SEA issues. Any absence of SEA teaching appears to be due to lack of time and space in crowded curricula. SEA appears not to be taught in some universities despite sustained interest in, and debate about, the development of environmental and social responsibility agendas throughout the 1990s. As the accounting literature speaks of the failure of teaching to reflect business and practitioner needs (AECC, 1990b), the paper posits that the lack of SEA teaching may be seen as an illustration of this failing.     

Relationship or revenue: Potential management conflicts between customer relationship management and hotel revenue management

The concepts of customer relationship management (CRM) and revenue management (RevM) have been embraced by managers in the hospitality industry although, in practice, companies may find it difficult to accommodate both fully. This paper examines the compatibility between the two practices and discusses the possible management conflicts that occur from both account managers’ and revenue managers’ viewpoints. Findings gathered from an international hotel company reveal several causes of potential management conflicts including: management goals, management timescales, perceived business assets, performance indicators and management foci between CRM and RevM due to divergence occurring in managers’ priorities and in their approaches to achieving their individual set goals. These differences have rarely been comprehensively investigated in previous studies, yet are vital in integrating CRM and RevM practices.     

Young people as teachers and learners in the workplace: challenging the novice–expert dichotomy

Conventionally, apprenticeship is understood as a linear journey from novice to expert in which ‘old‐timers’ mould their successors. This paper challenges the assumptions that expertise is equated solely with status and experience in the workplace, and that all novices and experts, regardless of context, are seen as the same.     

On the approximation of utility functions for faculty teaching assignments

A number of mathematical programming models have been proposed for generating faculty teaching assignments. Usually these models attempt to maximize the sum of the faculty members' utilities for the courses in the assignments. This paper demonstrates that the use of course utilities ignores important interaction effects in the determination of a faculty member's utility for a teaching schedule. As a result, solutions generated by the models can be far from optimal if the true objective of the scheduler is to maximize faculty utilities for their teaching schedules.