Indigenous Intellectual Property Rights: Ethical Insights for Marketers

Present copyright laws do not protect Indigenous intellectual property (IIP) sufficiently. Indigenous cultural artefacts, myths, designs and songs (among other aspects) are often free to be exploited by marketers for business\u27 gain. Use of IIP by marketers is legal as intellectual property protection is based on the lifetime of the person who has put the IP in tangible form. However, Indigenous groups often view ownership in a very different light, seeing aspects of their culture as being owned by the group in perpetuity. Misuse of their cultural heritage by marketers in products often denies the Indigenous group a monetary benefit from their use and is frequently disrespectful. This article discusses ethical insights that might shed moral weight on this issue

The Papal Encyclical \u3cem\u3eLaudato Si’\u3c/em\u3e: A Focus on Sustainability Attentive to the Poor

This article seeks to reflect upon Laudato Si’, the papal encyclical on ecology and sustainable development, and uncover its apparent philosophical and practical approach to the environment. It begins with a discussion of paradigms of thought that outline the new ecological paradigm (NEP) suggested in the ecological literature, thereby helping to situate the ecosophy of Laudato Si’ within current thought. As we will show, Laudato Si’ differs from the NEP by linking the poor to our approach to sustainability and in its consideration of integral ecology. Specific principles for sustainability in business are then identified and strategic approaches are recommended, as are guidelines for an eco-justice approach to business and business education

Keep Sunday free: social engineering through shop trading hours in New Zealand

The purpose of this thesis is to explore Social Engineering and how marketing communications may be able to affect it. This research takes a step back from other research in the area and considers the decision makers behind Social Engineering, instead of Social Engineering interventions. One way for stakeholders to influence Social Engineering is through influencing the initial decision of which Social Engineering intervention to use. The influence of marketing communications is considered using diffusion theory, which uncovers how marketing communications diffuse through and influence a decision making group. First, the research uncovers the Social Engineering Decision Making Process. This is the decision making process of Governments for Social Engineering Decisions. The Social Engineering Decision Making Process is the combination of Podgórecki’s Sociotechnical Paradigm (1990) and Roger’s Innovation Diffusion Process (2003). The research then explores this framework through its illustration in a retailing context. The Social Engineering intervention chosen for this research is the shop trading hour legislation in New Zealand. The Social Engineering decision studied is the decision to introduce Sunday trading through the Shop Trading Hours Act Repeal Act (1990). An historical analysis explores the Social Engineering of shop trading hours, in line with an Historical methodology and Constructivist and Hermeneutic viewpoint. This narrative is created through document analysis and semi-structured in-depth interviews with five different stakeholder groups from the decision to introduce Sunday trading. The historical narrative also illustrates the Social Engineering Decision Making Process. Lastly, to uncover the influence of marketing communications and the media on the Social Engineering Decision Making Process, a content analysis of marketing communications and media over the time of the decision to introduce Sunday trading occurs. Government discussions and reports regarding the decision are also analysed. If the communications influence the Government discussions, then their themes would be present in Government documents directly following the communications. The results lend support to the Social Engineering Decision Making Process. Results outline the aspects of the legislative process that reflect each stage of the Social Engineering Decision Making Process. Findings also find support for the influence of Marketing communications and media on the Government’s decision making. The three most effective times for stakeholders to try to influence the process, through either mass or interpersonal communications are also identified

Changing Parental Leave Orientations in New Zealand

New Zealand first introduced legislation for parental leave in 1980, with the Maternity Leave and Employment Protection Act. This Act provided up to 26 weeks of employment protection and unpaid leave for women only. Eligibility required 18 months of continuous employment of 15 hours or more per week for the same employer. Subsequently, there were two major developments in the legislation. In 1987 the introduction of the Parental Leave and Employment Protection Act gave men the right to parental leave and reduced eligibility requirements. The second major change was in 2002 with the introduction of paid parental leave in the Parental Leave and Employment Protection (Paid Parental Leave) Act. This paper applies Baird’s (2004) typology of maternity leave orientations to analyse the fundamental debates occurring for each of these changes in legislation. An historical approach is used to gain a more comprehensive and holistic understanding of the development of parental leave in New Zealand. Baird’s (2004) typology posits that the debate can be categorised into four orientations. Each represents different stakeholder ideologies towards the Australian debate on paid maternity leave in 2002. This paper illustrates through historical analysis of the social commentary surrounding the aforementioned legislation in New Zealand, that Baird’s typology also accurately portrays the changing orientation towards parental leave and employment protection in New Zealand over time. However, in contrast to Baird’s analysis, where she proposes that the orientations describe the viewpoints of different parties within the debate, we have found that one orientation dominates the attitudes behind each major change in legislation. Specifically, this study finds that the Bargaining orientation encompasses the dominant arguments, mechanisms and outcomes of the 1980 legislation; the Business orientation maps well to the 1987 legislation; and the Welfare orientation conveys the development and implementation of the 2002 legislation. The New equity orientation, due to the underlying push for equality which led to the instigation of parental leave in the first instance, is applicable to all of the legislation to some extent.The symposium is organised on behalf of AAHANZBS by the Business and Labour History Group, The University of Sydney, with the financial support of the University’s Faculty of Economics and Business

The Papal Encyclical Laudato Si’

This article seeks to reflect upon Laudato Si’, the papal encyclical on ecology and sustainable development, and uncover its apparent philosophical and practical approach to the environment. It begins with a discussion of paradigms of thought that outline the new ecological paradigm (NEP) suggested in the ecological literature, thereby helping to situate the ecosophy of Laudato Si’ within current thought. As we will show, Laudato Si’ differs from the NEP by linking the poor to our approach to sustainability and in its consideration of integral ecology. Specific principles for sustainability in business are then identified and strategic approaches are recommended, as are guidelines for an eco-justice approach to business and business education

Evaluating Social Marketing Messages in New Zealand’s Like Minds Campaign and Its Effect on Stigma

Background: A key objective of government and social marketers is to remove the institutionalized stigma of mental illness, increasing mental health service uptake. While research has evaluated past campaigns based on changes in attitudes and beliefs, very little research has examined the communication messages used in social marketing campaigns. Focus of the Article: This impact evaluation research identifies the institutionalized cultural-moral norms incorporated into New Zealand’s Like Minds mental health advertisements and examines how attitudes and beliefs changed over time in response to these norms. Importance to the Social Marketing Field: This research offers a new approach to social marketing evaluation and demonstrates the importance of consistent incorporation of cultural-moral institutional norms in social marketing campaigns. Method: Using macro-social marketing theory, thematic analysis is used to identify the cultural-moral institutional norms in the Like Minds campaign advertisements over a 10-year period (2002–2012). Results: The Like Minds campaign was found to have multiple cultural-moral institutional norms, such as Mental illness as a villain, Personal responsibility, and Inherent human dignity, as well as utilizing two different institutionalization processes of Socialization and Identity Formation. However, these norms were inconsistently and sometimes contradictorily presented and as a result, not all changes in mental health stigma beliefs and attitudes show long term change. Rates for service uptake also had mixed results during the campaign duration, though overall an increase in uptake was found. Recommendations for Research and Practice: The research highlights the importance of understanding the underlying institutionalized cultural-moral norms presented in communications and aligning those with the overall objectives of a social marketing campaign. Limitations: Like Minds campaign phases 2 to 5 are analyzed, phase 1 was inaccessible for analysis and advertisements after 2012 are not analyzed

Social marketing AS pedagogy

Purpose: This study aims to share the use of social marketing as pedagogy and provide a transformative social marketing pedagogy for social marketing educators. By this, the authors mean the same principles used by social marketers to improve the well-being of a person or group are used as a pedagogic tool to bolster students’ learning and understanding of social marketing. In the described course, students are asked to choose one area of their lives to try and change using concepts taught to them in class. They are then asked to reflect on their personal change journey and apply it to others in the form of a social marketing plan. Design/methodology/approach: The authors share a conceptual journey using social marketing as pedagogy following the evolution of a marketing for behavioural change undergraduate course. Benchmark criteria for social marketing are used to discuss and conceptualise a transformative social marketing pedagogy. The authors take a reflexive approach to explore course development, motivations, assumptions and activities to expand on their approach. Findings: Social marketing as pedagogy suggests that behaviour change is not just taught through course content but also embedded throughout the course as a learning tool and outcome. A social marketing course can encourage individual behaviour change by asking students to critically reflect on their own behaviour change journey to fully experience and understand the underpinnings and implications for social marketing. In this way, the authors adopt transformative learning as the outcome of social marketing AS pedagogy. The authors suggest through experiential learning, including active learning and reflexivity, students are able to change their frame of reference or how they interpret the world around them, in regard to complex social issues, which may encourage behaviour change. Originality/value: As social marketers, the authors must reflect not only on what they teach students (Kelly, 2013) but also on how they teach them. Previous literature has not provided any unique pedagogy for how to teach social marketing. This article provides the first pedagogy for social marketing education – the Transformative social marketing pedagogy which views social marketing AS pedagogy. The authors present the value of experiential learning as a three-pronged approach incorporating Interpretive Experiences, Transformative Experiences and developing Praxis, which includes elements of feeding forward and authentic assessment. This approach provides a unique contribution to the area by providing a pedagogical approach that goes beyond mere knowledge acquisition to transformative learning

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education

Requirement for sphingosine kinase 1 in mediating phase 1 of the hypotensive response to anandamide in the anaesthetised mouse

In the isolated rat carotid artery, the endocannabinoid anandamide induces endothelium-dependent relaxation via activation of the enzyme sphingosine kinase (SK). This generates sphingosine-1-phosphate (S1P) which can be released from the cell and activates S1P receptors on the endothelium. In anaesthetised mice, anandamide has a well-characterised triphasic effect on blood pressure but the contribution of SK and S1P receptors in mediating changes in blood pressure has never been studied. Therefore, we assessed this in the current study. The peak hypotensive response to 1 and 10 mg/kg anandamide was measured in control C57BL/6 mice and in mice pretreated with selective inhibitors of SK1 (BML-258, also known as SK1-I) or SK2 ((R)-FTY720 methylether (ROMe), a dual SK1/2 inhibitor (SKi) or an S1P1 receptor antagonist (W146). Vasodilator responses to S1P were also studied in isolated mouse aortic rings. The hypotensive response to anandamide was significantly attenuated by BML-258 but not by ROMe. Antagonising S1P1 receptors with W146 completely blocked the fall in systolic but not diastolic blood pressure in response to anandamide. S1P induced vasodilation in denuded aortic rings was blocked by W146 but caused no vasodilation in endothelium-intact rings. This study provides evidence that the SK1/S1P regulatory-axis is necessary for the rapid hypotension induced by anandamide. Generation of S1P in response to anandamide likely activates S1P1 to reduce total peripheral resistance and lower mean arterial pressure. These findings have important implications in our understanding of the hypotensive and cardiovascular actions of cannabinoids