Internationalization’s Effect on Marketing Learning: A Study of Syrian Firms

The aim of the present study is to understand the effects of international expansion on firms’ acquisition of marketing learning. This study’s focus on marketing learning complements previous research on the impact of internationalization on the development of foreign-market and technological knowledge. The research finds that the scope of a firm’s international activities, perception of gaps in marketing knowledge, and external social capital positively influence firms’ acquisition of marketing learning. However, firm’s age at initial international market entry appears not to be a significant factor. The study adds to the very limited body of research on the marketing learning outcomes of international expansion, while also offering rare empirical insights from the Middle East on this important subject matter. The paper discusses implications for international managers, policy makers, and future researchers.

Minority Question in the Nigerian Governmental Process

Given the monumental friction, tension and acrimony occasioned by minority question in Nigeria’s governmental process, the paper is aimed at encapsulating the dynamics of minority question as it affects/impact the governmental process of Nigeria. It argues that minority question in Nigeria, just like other parts of the developed world, including Australia for example, reinforces itself in the culture and pervasive nature of ethnicity, defined in terms of group interest, sectional polarization, self-esteem and identification. Findings revealed that, Ethnicity is therefore considered as the epicenter of minority agitations as each of these groups struggle not in the nation’s interest, but in the interest of identifiable groups and regional hegemony for recognition and control oil resources. The paper concludes that the minority question cannot be divorce from governmental processes, because it has become a part of socio-political fabric of the Nigerian state, hence, the need for a virile federal structure that recognizes and responds positively to the interest of the minor groups is essential. The paper is a survey of literatures from existing works of scholars, generated to enhance the understanding of the subject matter under review; as such the methodology is strictly based on content secondary data.

Doppelgänger

Catalogue and invitation card for Exhibition at Eagle Gallery, London. 16 June – 16 July 2016 “My paintings are like ghost schema, assemblages of images and surfaces that generate spectral encounters.” James Fisher’s paintings are carefully calibrated. They explore dualities and employ complex visual palimpsests to construct images that are rich with association. Abstract and figurative motifs are laid on different layers of their surfaces, covered over, and re-discovered through sanding back the paint. As a former British School at Rome Scholar, Fisher’s early work was influenced by the study of fresco painting and he retains an approach that allows for time and chance to enter the process of painting. Fabrication – in the sense both of making things and making things up – produces enigmatic and mysterious results. Many of Fisher’s recent paintings are titled after notable, now forgotten women, or after characters from folklore and comic books. The range of subject matter allows him to conflate biography with fiction, and to borrow from a wide range of visual sources for patterned elements that formally hold in place the more fugitive suggestions of the images. Fisher’s fourth solo exhibition at the Eagle Gallery coincides with the selection of two works in this year’s Royal Academy Summer Exhibition, and his inclusion in Towards Night – a forthcoming exhibition at the Towner, Eastbourne.

Rhetoric and Realities of London 2012 Olympic Education and Participation ‘Legacies’: Voices from the Core and Periphery

A legacy emphasis was one of the fundamental pillars of the London 2012 Olympic Games. The notion of an Olympic legacy was predicated on assumptions that the event’s value would not purely derive from the sporting spectacle, but rather, from the ‘success’ of enduring effects met out in London and across the country. For physical education students and practitioners, Olympic legacy agendas translated into persistent pressure to increase inspiration, engagement, participation and performance in the subject, sport and physical activity. Responding to this context, and cogniscent of significant disciplinary scholarship, this paper reports initial data from the first phase of a longitudinal study involving Key Stage Three (students aged 11-13) cohorts in two comparable United Kingdom schools: the first an inner-city (core) London school adjacent to the Olympic Park in Stratford, East London (n=150); the second, a (peripheral) school in the Midlands (n=198). The research involved the use of themed questionnaires focusing on self-reported attitudes toward the Olympic Games, and, experiences of physical education, sport and physical activity. Students from both schools demonstrated a wide variety of attitudes toward physical education and sport; yet, minor variances emerged regarding extreme enthusiasm levels. Both cohorts also expressed considerably mixed feelings toward the impending Olympic Games. Strong and variable responses were also reported regarding inspiration levels, ticketing acquisition and engagement levels. Consequently, this investigation can be read within the broader context of legacy debates, and, aligns well with physical educationalists’ on-going discomfort regarding legacy imperatives being enforced upon the discipline and its practitioners. Our work reiterates a shared disciplinary scepticism that while an Olympic Games may temporarily affect young peoples’ affectations for sport (and maybe physical education and physical activity), it may not provide the best, or most appropriate, mechanism for sustained attitudinal and/or social changes en masse.

The Professionalisation of Non-Denominational Religious Education in England: Politics, Organisation and Knowledge

In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics, (2) professional knowledge, and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of the Institute of Christian Education at Home and Abroad, which became the principal body offering professional development provision for RI/RE teachers for some fifty years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.