Exploring the link between culture and strategy in media organisations: The cases of the BBC and CNN

Abstract

This study employs participant observation methodology to examine the U.S. broadcast industry's cognitions of its external environment. Previous research has documented a tendency among industry participants to operate under outdated mental models of their environment. This tendency ‐ labeled ‘cognitive inertia’ ‐ provides the analytical framework for this study. The results provide indications that broadcasters operate under what appear to be outdated mental models of their external environment, with broadcasters appearing to pay inadequate attention to competing program sources and failing to account for the changing demographic composition of the television audience. However, these conclusions are tempered by the broadcast industry's dual‐product marketplace characteristics, wherein cognitions that would appear to reflect inadequate assessment of the content market may in fact reasonably reflect the contemporary realities of the audience market.     

Two critical psychological components of ski racing: Fun and feelings

The concepts of having fun and being aware of feeling states are presented as two critical factors in ski racing. First, the positive motivational characteristics of ‘fun’ are outlined. It is suggested that fun is not only a concept for young athletes but elite ones as well. Preliminary data based on a questionnaire, completed by the United States Alpine Ski Team and approximately 150 ski coaches, are presented. Second, the discussion on feelings refers to the mental programming of tactile sensations and determining one's emotional arousal (feeling state) prior to, and during, competition. Practical suggestions are made with regard to the psychological states and their effects on ski racing.     

The National Curriculum and Standards in Primary Schools: A comparative perspective

A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.