scholarly journals The contribution of physical retail to value co-creation in the town centre ecosystem; evidence from Grimsey

2020 ◽  
Vol 13 (3) ◽  
pp. 365-382
Author(s):  
Kim Julie Cassidy ◽  
William Grimsey ◽  
Nelson Blackley
Keyword(s):  
Best Practice ◽  
Good Practice ◽  
Empirical Support ◽  
First Century ◽  
Data Set ◽  
Content Type ◽  
Town Centre ◽  
Twenty First Century ◽  
Service Ecosystem ◽  
The Town

Purpose The purpose of this paper is to identify ways to reconfigure physical retailing to ensure it maintains a sustainable position within the town centre ecosystem in the twenty-first century. The discussion draws on the evolving service-dominant logic (S-DL) and its service ecosystems perspective and evidence of best practice provided by actors involved in town centre regeneration between 2013 and 2018. Design/methodology/approach The research adopts a case methodology drawing on data submitted and analysed as part of the Grimsey Review 2, an independent review of the UK town centres. The data set provides examples of good practice sourced from industry leaders, trade bodies, local authorities and extensive social media engagement. Findings The paper evaluates the response of physical retail through an S-DL and service ecosystem lens. The review of best practice suggests that physical retailers have the best chance of survival if they proactively collaborate with other actors within a wider community hub solution, align their strategic position and operations to a holistic centre place plan and take steps to actively engage operant resources of consumers in creating physical store experiences. Practical implications The paper provides an evaluation of best practice in town centre regeneration implemented between 2013 and 2018. The case offers a rich bank of examples, illustrating how physical retailers are responding to the twenty-first-century challenges facing town centres. It makes recommendations for further improvement in the three critical areas identified above. Originality/value This paper provides further empirical support for the application of an S-DL and service ecosystem perspective to place marketing. To achieve effective value co-creation, physical retailers need to align themselves more closely with other actors in the system and maximise the potential of operant (and operand) consumer resources.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht

2016 ◽  
Vol 30 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Helvi Koch ◽  
Nadine Spörer
Keyword(s):  
Good Practice ◽  
Post Test

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.

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