Brian Jones

Purpose – The purpose of this research is to develop understanding of Corporate Social Responsibility (CSR) and the Media. It reports on differing media interpretations, perceptions and perspectives of CSR and how they are prone to shift and change in part depending on the perceived definition and issue(s) discussed. Design/methodology/approach – The article reports on primary research findings that constitute a baseline study from which intra-and international comparative analysis of CSR and the media might in future studies be progressed. Qualitative and quantitative data are used to gain insight to competing definitions and definitional components of CSR. Findings – The media view organisations' engagement with CSR through one or more of five possible orientations: Conformist, Cynic, Realist, Optimist and Strategic Idealist. These theoretical constructs are explained and their utility and usefulness as tools of practical analysis explored through application. Despite being open to positive news coverage media reports of CSR issues are largely negative in tone and the tension inherent to the Corporate Social Irresponsibility (CSI) and CSR dualism is alluded to. Originality/value – Exploring how the media interprets and understands CSR the article will be of interest and relevance to public relations and communication practitioners, policy makers and the academic community. Existing theoretical models, concepts and frameworks have the potential to be further developed and informed by these practice-based primary research findings. " Real-world " application has the potential to shape, guide and inform theoretical constructs. The article is set in the context of increasing media interest in CSR and the primary data whilst informing theoretical frameworks also furthers understanding of the concept from academic, business practitioner and stakeholders' perspectives.

Purpose – The purpose of this paper is to analyse the relationship between Leeds Shopping Week and city centre regeneration. It looks at the way in which shoppers and retailers interact with other stakeholders to deliver innovative place marketing by offering a richer more engaging retail experience. Design/methodology/approach – The regional economic development context provides the background against which this case study rests. It draws on shoppers' experiences and puts forward a number of recommendations for future years. Findings – Leeds Shopping Week is a marketing communication tool that can be used to enrich shoppers' experiences and drive forward economic regeneration. It enriches the retail experience, adds a sense of occasion to civic life and acts as an economic stimulant to the local economy. Originality/value – This paper discusses issues of theoretical and applied policy relevance that can inform and develop retail, city and economic development knowledge and practice.

Purpose – This paper aims to look at the nature of the relationship between the marketing of the contemporary visual arts, cultural tourism and city and urban regeneration. This exploratory study of the marketing of the contemporary visual arts in Leeds has, as its background narrative, the emergence of BritArt. Design/methodology/approach – The growth of contemporary visual arts provides the context for a case study of the Northern Art Prize, which was first awarded in 2007. Findings – The study found a number of factors for success that can aid urban renewal and city regeneration. Private sector marketing expertise levered into the management of the project was one critical success factor. Another was that private sector funding freed up marketers and artists and allowed risk-taking. Participants highlighted a lack of vision for the contemporary visual arts in the city and region and a strong desire for new collaborative working and new governance structures for the delivery of arts marketing and cultural tourism. Originality/value – The Northern Art Prize offers much for the marketing of contemporary visual arts, cultural tourism, city branding and urban renewal. Investing in and marketing of the arts is argued to serve as a stimulus that can bring a range of benefits for the business and wider community. Marketing, especially arts marketing, can help deliver social, economic and urban regeneration.

Purpose – The social nature of the Web 2.0 environment creates marketing opportunities via shared learning through online exchange of views. Web 2.0 creates opportunities and poses challenges for, amongst other things, the management of education and business reputation. This paper aims to look at Web 2.0 and explore the uses to which it might be put in furthering entrepreneurship education in general and education business links in particular. It seeks to describe, explain and analyse the use of Web 2.0 as a marketing communication and educational tool that can add value to existing links between education and business in the UK education system. Design/methodology/approach – Issues around entrepreneurship education and education business links are explored in relation to the social web (Web 2.0) online marketing environment. The paper offers an indication of the uses to which schools, colleges and universities put the social web. It looks at how businesses use Web 2.0 to market and communicate with their education stakeholders about a range of issues. In the social web the rights, duties, obligations, needs and expectations of different stakeholders compete, conflict with and complement one another. Web 2.0 offers scope and space to enhance entrepreneurship education, teaching, learning and assessment. It is a tool that can add value to entrepreneurship education provision and delivery. Findings – The paper explores how businesses and education providers (schools, colleges and universities) position themselves to build effective, efficient and productive relationships in the era of Web 2.0. It looks at how businesses, especially small businesses, might communicate and position their offering through this medium with schools, colleges and universities as well as with their own customers, consumers and other stakeholders to add value, build brand and enhance reputation. Information and misinformation in the Web 2.0 environment are an issue that needs to be addressed in order to engage with and limit potential reputational damage. Used appropriately, Web 2.0 provides opportunities for new forms of stakeholder engagement and can be an efficient and effective tool for communication in as well as across the business and education sectors. In helping develop education business links Web 2.0 is a tool that can further entrepreneurship education through use in action learning environments. It serves as a distribution vehicle for sourcing and accessing information. Originality/value – The paper develops knowledge, grows understanding and offers new insights into online education business communication practices and web brand management. It adds to and brings together academic debates in the areas of entrepreneurship education and social media. Online communities of interest use Web 2.0 to discuss, debate, network, and influence. They seek to lobby as well as shape and form opinion across the political and business spectrum. A model is developed to explain and account for the growth of knowledge through education and business in the Web 2.0 arena. As a communication platform Web 2.0 services the free flow, exchange and distribution of information. It can help build brand value and is an important innovative marketing tool for both education and business.

Purpose – This article aims to report on a Department for International Development (DFID) funded enterprise education programme in Ukraine, managed by the University of Durham. It seeks to offer a description and explanation of the programme along with an analysis of its rationale, operation and workings. The focus is on the method used to transfer, adapt and apply a programme for the introduction of enterprise education from the UK to Ukraine. Design/methodology/approach – A partnership-based framework of analysis that underpins the actual workings of the programme is detailed. Issues affecting societies and economies in transition are explored with a specific focus on Ukraine. The programme rationale and its operational workings are discussed before revealing the key findings and their implications for theory and practice. Findings – In the transition economies of Eastern Europe, enterprise education can help bring about peaceful social and economic transformation. Enterprise education helps to establish the principle that in a free society starting a business is not just a right of all citizens but it is within their capabilities. The concept is liberating and liberalising and is a tool that encourages, advocates and advances freedoms and opportunities. It can help stimulate innovation and entrepreneurship and as a tool of empowerment it can help people cope with and adapt to an uncertain economic future. Originality/value – The paper shows that in recognising the educational value of " positive mistake making " a more " can do " , calculated risk-taking attitude can be fostered to encourage enterprise and entrepreneurship. It also illustrates that the development of teaching resources is essential and needs to be done in context making it relevant to local conditions and circumstances.

Purpose – This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business start-up and the new venture creation process. Design/methodology/approach – Enterprise education is underpinned by experiential action learning that can be in, outside and away from the normal classroom environment. It can be delivered across a range of subject areas throughout different phases of education. Findings – Enterprise and entrepreneurship education are perceived to be conflated terms that for many in the education and business communities mean much the same thing. Adopting an enterprise education approach allows greater pupil/student ownership of the learning process. Practical implications – Enterprise education as pedagogy advocates an approach to teaching where specific learning outcomes differ across and between different educational phases and subject areas but which has a clear and coherent philosophical underpinning. Originality/value – Enterprise education should not be equated solely with business, as it is a broader, deeper and richer concept. The theoretical import of the paper is in part a plea for a more rigorous, practically informed analysis of the different strands (pedagogy, entrepreneurship, citizenship and civic responsibility) that make up enterprise education. The paper also sets out the case for a more critical analysis of enterprise education.

Purpose – Building on the work of Carroll this article attempts to unravel, explore and explain corporate social responsibility (CSR) as a theoretical construct that has implications and consequences for corporate governance in particular, and more generally for the economy, business and society. It aims to extend Carroll's work on definitional constructs by reexamining some of the theoretical frameworks that underpin, inform and guide CSR. Design/methodology/approach – Carroll identified different levels, or a pyramid, of CSR and these are outlined and the advantages and disadvantages of a pyramid, levels-based approach discussed. The main contributions of this article lies is in its exploration of corporate social irresponsibility (CSI) as a concept in contrast to CSR. Bowd, Jones and Tench's CSI-CSR model is described, explained, analysed and used as a conceptual tool to make the theoretical move from a pyramid or level-based approach to a more dynamic framework of analysis. Findings – The proposition that CSI is better suited to a shareholder business model and CSR sits more comfortably with a stakeholder business model is examined. It is contested that people often wrongly equate CSR with irresponsible corporate actions. The CSI-CSR model establishes a theoretical framework around which grounded empirical research can be undertaken, applied and on which it can be reported. Research limitations/implications – This is a new area of research that addresses a gap in the literature and puts forward innovative theoretical models. Discussing the concept of irresponsibility makes for an interesting theoretical move. It questions the idea that corporations and business per se are always or necessarily socially responsible. Originality/value – In looking at and developing existing theoretical models, concepts and frameworks and exploring their merits, shortcomings and limitations, the article will be of interest and relevance to the business and academic communities. If there is such a thing as CSR then the implication is that there is such a thing as CSI and it is on this issue that this article seeks to promote and stimulate discussion.

Purpose – The paper aims to analyse the relationship between marketing and entrepreneurship. It looks at the way in which Web 2.0 technologies are changing the marketing and entrepreneurial landscapes. Design/methodology/approach – The paper explores the impact of Web 2.0 social media for entrepreneurial marketing. It looks at social media as a marketing tool and considers the positive and negative effects it has for entrepreneurs and small businesses. Findings – Web 2.0 plays a central part in the functioning and delivery of marketing and entrepreneurship. It empowers individual consumers and provides additional communication channels for comment, feedback, and involvement in shaping product and service development and experience. It is also a tool for human empowerment, liberation and advancing the cause of freedom, including the freedom to start a business. Originality/value – The paper discusses issues of " real-world " relevance, which entrepreneurs, small business owners and marketing practitioners can use to inform and develop their practice. It argues that Web 2.0 can be used to liberate and further emancipate consumers and further the cause of entrepreneurship.

Purpose – This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy. Design/methodology/approach – This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, crosscountry , historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison. Findings – This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes. Originality/value – The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices.