Academic literature on the topic 'External personnel marketing'

This chapter discusses the Census Bureau’s external relations. It covers the publicity programs directed specifically toward ethnic groups; the agency’s use of marketing techniques for targeted campaigns and tools such as photography, films, and radio; the wide public outreach achieved by presidential proclamations announcing the date of each census; the positive experiences of census agents in the field; the agency’s provision of personal information to the FBI or to other government agencies despite the existence of confidentiality clauses; and the Census Bureau’s active participation in dis

The overall aim and contribution of this chapter is to identify the main sources of knowledge generation in Mexican firms and the organizational elements that are relevant in this process. Knowledge generation occurs through external knowledge acquisition and internal knowledge creation. The latter process is facilitated by personal motivation and the learning opportunities it offers to the organization's employees, who play a key role as initiative and suggestion carriers. In order to evaluate the phenomenon under study, which the literature review reflects as an incipient stage, an exploratory study was conducted. Several interviews were conducted in 23 firms. The results show how knowledge generation activities differ among services and manufacturing firms in 23 Mexican organizations. Services firms emphasize course socialization, meetings, customers and outsourcing, manufacturing in customers, and employee self-directed learning.

Academics have always been in the business of producing and promoting ideas. The configuration of their identities or brands can play a central role in the successful realization of this ambition. This chapter uses the participative stance in netnography to discuss academic personal branding, but also interweaves advice, core principles, and a series of short inductive case studies about personal academic brands and fields. Featuring cases like those of Plato, Timothy Leary, John Lilly, and others, the chapter outlines a theory of personal academic branding, relating core identities to academic branding practices and purposes. In particular, this chapter suggests the relationship between thinking innovative thoughts, representing them to various audiences, and having one's idea shared and built upon by a network of interested others. Core to the successful realization of this endeavor are the following nine elements: unconventionality, creativity, internal and external audiences, segmentation, core constituents, co-branding, simplicity, uniqueness, and catchiness.

The state of Sarawak is the biggest among the 13 states in Malaysia. It is strategically located in South East Asia in the island of Borneo. In the state of Sarawak, Marketing education has seen a tremendous growth over the years. Marketing is one of the most sought-after business courses by many school leavers. In Sarawak, Marketing education is provided by public and private universities and institutions of higher education in the form of degree and diploma courses. Marketing education views marketing as a discipline that can be learned through the classroom (off the job). However the employers' perspectives differ as they prefer hands on (on the job). The main challenge confronting the Sarawak institutions of higher learning is to produce marketing graduates capable of being competent marketing practitioners serving in public and private sectors. The question that remains unanswered is whether the marketing education curriculum content matches the trends and major forces in our external environment as proper attention to these dimensions will enable the institutions to produce graduates equipped with the relevant skills in the workforce or whether the curriculum content has been designed in recognition of the fact that students will need to cope with the complex nature of today's business planning and decision-making. The literature on marketing education in Sarawak, is limited and very few research articles are found exploring the effectiveness. The authors have contributed to the field of Marketing education in Sarawak in one of their previous article published five years ago. Therefore this chapter is an attempt by the authors to explore the effectiveness of marketing education in meeting the organizational needs in Sarawak from the perspectives of employers. This study uses qualitative methods which includes interview (face-to-face and telephone), informal discussions, email communications with managers, personal observations by the authors, and a review of literatures in the area of Marketing education. Marketing education, like marketing practice, is dynamic. Marketing education should continually evolve in such a manner to accommodate and satisfy various stakeholders such as government, business and industry, academics as well as students. The findings reveal several issues and challenges of Marketing education from the employers' perspectives in Sarawak. These findings will be useful for curriculum design of marketing courses. It will also assist marketing educators in understanding the organizational needs of marketing knowledge, skills and abilities required of a graduate. Future marketing students will also be able to know the industrial and organizational expectations required of them as a marketing graduate. This chapter clearly identifies some of the deficiencies in the area of practical skills required by marketing graduates in the context of Sarawak. This chapter is expected to provide the framework and prospect for conducting an in-depth quantitative research in Marketing education in future in Sarawak (Borneo).

The state of Sarawak is the biggest among the 13 states in Malaysia. It is strategically located in South East Asia in the island of Borneo. In the state of Sarawak, Marketing education has seen a tremendous growth over the years. Marketing is one of the most sought-after business courses by many school leavers. In Sarawak, Marketing education is provided by public and private universities and institutions of higher education in the form of degree and diploma courses. Marketing education views marketing as a discipline that can be learned through the classroom (off the job). However the employers' perspectives differ as they prefer hands on (on the job). The main challenge confronting the Sarawak institutions of higher learning is to produce marketing graduates capable of being competent marketing practitioners serving in public and private sectors. The question that remains unanswered is whether the marketing education curriculum content matches the trends and major forces in our external environment as proper attention to these dimensions will enable the institutions to produce graduates equipped with the relevant skills in the workforce or whether the curriculum content has been designed in recognition of the fact that students will need to cope with the complex nature of today's business planning and decision-making. The literature on marketing education in Sarawak, is limited and very few research articles are found exploring the effectiveness. The authors have contributed to the field of Marketing education in Sarawak in one of their previous article published five years ago. Therefore this chapter is an attempt by the authors to explore the effectiveness of marketing education in meeting the organizational needs in Sarawak from the perspectives of employers. This study uses qualitative methods which includes interview (face-to-face and telephone), informal discussions, email communications with managers, personal observations by the authors, and a review of literatures in the area of Marketing education. Marketing education, like marketing practice, is dynamic. Marketing education should continually evolve in such a manner to accommodate and satisfy various stakeholders such as government, business and industry, academics as well as students. The findings reveal several issues and challenges of Marketing education from the employers' perspectives in Sarawak. These findings will be useful for curriculum design of marketing courses. It will also assist marketing educators in understanding the organizational needs of marketing knowledge, skills and abilities required of a graduate. Future marketing students will also be able to know the industrial and organizational expectations required of them as a marketing graduate. This chapter clearly identifies some of the deficiencies in the area of practical skills required by marketing graduates in the context of Sarawak. This chapter is expected to provide the framework and prospect for conducting an in-depth quantitative research in Marketing education in future in Sarawak (Borneo).

This chapter highlights the importance of education for the development of excellence, expertise and knowledge leading to overall development in economy cannot be undermined. It focused on the understanding and managing organisational culture and justice: implications for higher education institutions. Organizational culture plays a critical role in creating a work environment where employees are committed and contribute to the success of the organization. Justice is a subjective and descriptive concept, in that it captures what individuals believe to be right, rather than an objective reality or a prescriptive moral code. As defined here, organizational justice is a personal evaluation about the ethical and moral standing of managerial conduct. Research has shown that employees appraise three families of workplace events. They examine the justice of outcomes (distributive justice), the justice of the formal allocation processes (procedural justice), and the justice of interpersonal transactions they encounter with others (interactional justice). Over the years, universities worldwide have come under increasing pressures to adapt to rapidly changing social, technological, economic and political forces emanating from the immediate as well as the broader post-industrial external environments. The unprecedented growth, complexity and competitiveness of the global economy with its attendant socio-political and technological forces have been creating relentless and cumulative pressures on higher education institutions to respond to the changing environment.