Why build sustainable relationships with customers? - The effects of “Ambassador Program”

2020 ◽  
Vol 30 (3) ◽  
pp. 291-303
Author(s):  
Kei Aoki ◽  
R. Keith Tudor ◽  
Aberdeen Leila Borders ◽  
Deborah H. Lester
Keyword(s):  
Sustainable Relationships

Leveraging Workforce Diversity in Practice

2012 ◽  
pp. 323-340 ◽  
Author(s):  
Bertie M. Greer ◽  
James A. Hill
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Workforce Diversity ◽  
Review Of The Literature ◽  
Supplier Relationships ◽  
Supplier Diversity ◽  
Research Propositions ◽  
Corporate Social ◽  
The Relationship ◽  
Sustainable Relationships

Important supply bases for buyers are those that emphasize minority-owned businesses. The increased focus on globalization, corporate social responsibility, supplier diversity, and additional benefits has established a need for buyers to develop sustainable relationships with minority-owned firms. Based on a review of the literature, and interviews with a minority supplier director, minority suppliers, and a purchasing manager, this chapter examines the relationship constructs that are important to buyer-minority-owned supplier relationships. Trust, perception of buyer’s commitment, and minority-owned supplier commitment is explored. Research propositions, implications, and directions for further research are offered.

scholarly journals Social Pedagogy under Very Difficult Conditions: The Case of the Multicultural School of Athens

2015 ◽  
Author(s):  
Panagiotis Kalagiakos
Keyword(s):  
Social Cohesion ◽  
Effective Communication ◽  
Transformative Pedagogy ◽  
Community Collaboration ◽  
School Students ◽  
Social Pedagogy ◽  
Multicultural School ◽  
School Of Athens ◽  
Wind Blow ◽  
Sustainable Relationships

This paper presents social pedagogy under very difficult conditions in the Multicultural School of Athens. More specifically, the paper introduces the Participatory Transformative Pedagogy model developed to train our students to overcome conflicts and to learn to coexist, communicate and gradually to participate to common actions and finally to collaborate effectively. Our efforts aim to introduce cooperation among students that have come from war-torn countries, have suffered a lot and finally meet, in the same school, students ‘responsible for their suffering’; this is the environment of the first multicultural School of Athens. Participatory Transformative Pedagogy (PaTraPe), is a promising approach for making students develop relationships as the only way to deal with the demanding requirements of their classes that value cooperation. When sustainable relationships have been established, social pedagogy methods emerge. The aim of our model is to let a ‘social pedagogical wind’ blow in the Multicultural School of Athens, so that effective communication, community collaboration and social cohesion could be established.

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