The Characteristics of Takeover Target Firms: The Case of the English Brewing Industry, 1945–1960

The paper examines if takeovers target the “correct” firms. Using the English brewing industry (1945–1960) as a case study, size and conventional performance criteria of taken-over, independent and merging firms are assessed, and shown not to be valid target indicators. Comparison of a real estate/property utilization parameter – average asset value per “tied house” – for each firm category, shows that taken-over firms have the lowest average asset value per tied house. Low average asset value per house characterizes firms which, by failing to optimize their property assets, are poor performers. Takeover therefore, in this case, targets the “correct” firms.     

Men at Work in a Land Down‐Under: Testing Some Predictions of Human Capital Theory

We use new training data from waves 3–6 of the Household, Income and Labour Dynamics in Australia Survey to investigate training and wages of full‐time men. We explore the extent to which the data are consistent with the predictions of human capital theory or with recent alternative theories based on imperfectly competitive labour markets. According to the raw data, most work‐related training received by full‐time private‐sector men is general, but it is also paid for by employers. Our fixed effects estimates reveal that this training is associated with higher wages in current and in future firms, and that the effect in future firms is larger and more precisely determined. These results are more consistent with the predictions of human capital theory based on imperfectly competitive labour markets than with the alternative of perfect competition.     

Teaching student philanthropy—Possibilities for practice within the UK higher education sector

This practice paper reflects on lessons learnt from an undergraduate philanthropy module introduced across different programmes within the division for the Study of Law, Society, and Social Justice  at the University of Kent, United Kingdom. The module applies service-learning and experiential learning pedagogy to ensure students critically engage with community and societal issues; recognise themselves as philanthropists; and engage in a responsible decision-making process with their cohort. As one of the first UK Higher Education student philanthropy modules, lessons learnt provide important general reflections for student philanthropy modules internationally, alongside offering a potential ‘blueprint’ within the UK context. Aligning with others (such as McDougle's study) and drawing on critical reflections from students and partners, suggests that experiential learning pedagogy is most successful when carried out in a diverse and multidisciplinary learning space where students reflect on their own moral position alongside others to build consensus.     

Hospitality research: a pause for reflection

Over recent decades hospitality research has made considerable advancements and contributions to knowledge creation. However, a review of associated literature reveals that there exists a significant degree of debate concerning the definitional, philosophical and conceptual dimensions of hospitality. This paper aims to capture current thinking and key challenges confronting the research community. Conclusions are drawn calling for: definitional precision of hospitality; a clearly articulated research philosophy locating hospitality as a specialist field of study within the social science landscape; an enhanced degree of research philosophy awareness by researchers; and the benefits of formulating and agreeing an internally valid conceptual framework. Copyright © 2002 John Wiley & Sons, Ltd.     

Developing a children's rights approach to fundraising with children in primary schools and the ethics of cultivating philanthropic citizenship

Fundraising literature predominantly focuses on adult donors, with limited literature addressing younger donors, particularly children, and virtually no discussion on the normative ethics which inform fundraising with children. Addressing this gap, this article examines the ethical dilemmas posed by the mainstreaming of charity fundraising in primary schools. Regardless of high levels of participation, research with primary school pupils shows that children's engagement in fundraising activities is often passive, with little decision making afforded to children. First, we question the ethics of passively engaging children in the fundraising relationship. Second, we question the role of fundraising more broadly in helping to cultivate children's philanthropic citizenship, suggesting that current fundraising mechanisms in schools are counter-intuitive to fostering long-term philanthropic engagement. We argue that by critically engaging children in the process of giving, children develop a deeper understanding of the cause areas that matter to them, which cultivates a longer-term commitment to philanthropy. This is potentially a different goal than that of many organisations involving schools in fundraising, where the focus is on incentivising transactional fundraising efforts aiming to raise as much money as possible and thus raises particular ethical challenges which must be considered. In this paper we draw on previous research and established frameworks for understanding philanthropic behaviour to explore the ethical challenges of fundraising with children in schools and present a pathway towards a more child-led, children's rights approach to fundraising in primary schools.