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Organizational excellence, knowledge and the theory of the firm : to what extent can we build on the knowledge-based view of the firm?
No full textEvaluating and improving word-of-mouth measures
No full textReichheld claimed that the Net Promoter Score (NPS) gave better predictions of sales than satisfaction measures. We review the evidence on the success of the NPS and satisfaction measures in predicting brand performance, raise problems about the design of the NPS, provide evidence relating to these problems, suggest an improved method of measuring word-of-mouth effect, and make an exploratory comparison of alternative measures. Our evidence shows that the NPS fails to measure negative word of mouth and that a better measure of word-of-mouth effect may be devised.
The rice steamer : race, desire and affect in Sydney's gay scene
No full textWhile for some Sydney's gay scene is a space of sexual liberation, for Asian-Australians it's also a space of racial segregation. Drawing on ethnographic research in gay venues in Sydney and employing Deleuze and Guattari's notions of ‘striated space’ and ‘territorialisation’, this paper explores the ways that racialised sexual desires constitute spatial formations and practices that literally confine gay Asian males into ghettos within gay space. The second part of this paper asks what processes of deterritorialisation are at play in gay spaces that might enable possibilities of connecting bodies not reducible to race. Using an autoethnographic and performative mode of address, I draw on a sexual encounter in a gay dance party in order to chart a set of affective connections, which, while not demolishing race, is nevertheless irreducible to it. In doing so I put forward a model of desire that forces us to rethink what queer space might look like.
Developing an integrated play-based pedagogy in preservice teacher education: a self-study
No full textThis paper reports a self-study of developing an integrated play-based pedagogy in a preservice early childhood teacher education subject about play. It is framed by understandings of play in children's lives and adult learning. The self-study was initially driven by a contradiction between teaching preservice teachers about play through didactic means and learning about play through play. Other tensions subsequently arose in this self-study and required me to reframe my thoughts and actions so I could move forward. This paper documents the tensions and reframings as the self-study proceeded over the course of a semester. It reveals that developing an integrated play-based pedagogy not only involves play-based activities per se but also the atmosphere in which experiences and interactions unfold and the play qualities they embody. Ideally, students become major players in the process of the development of pedagogy.
