Michael Baker – författare

Product Strategy and Management

offers a holistic discussion and explanation of this subject area and shows why it is fundamental to a firm's competitiveness and its ultimate survival. It covers the entire product life cycle from new product development to elimination.

This book is geared to students studying product management/product development at advanced undergraduate, MBA or postgraduate levels. It is also suitable for non-business school programmes - e.g., engineering, who offer elective courses on product strategy. It has also proved to be a useful tool for professionals in their day-to-day management and strategising of products.

This is a book that attempts to set the act of product strategy and new product development in a wider framework of strategic thinking and management theories. It has an easy to access style which makes it a good choice for students meeting such concepts for the first time.

The Marketing Book is everything you need to know but were afraid to ask about marketing. Divided into 25 chapters, each written by an expert in their field, it''s a crash course in marketing theory and practice. From planning, strategy and research through to getting the marketing mix right, branding, promotions and even marketing for small to medium enterprises.

This classic reference from renowned professors Michael Baker and Susan Hart was designed for student use, especially for professionals taking their CIM qualifications. Nevertheless, it is also invaluable for practitioners due to its modular approach. Each chapter is set out in a clean and concise way with plenty of diagrams and examples, so that you don''t have to dig for the information you need. Much of this long-awaited seventh edition contains brand new chapters and a new selection of experts to bring you bang up to date with the latest in marketing thought. Also included are brand new content in direct, data and digital marketing, and social marketing.

If you''re a marketing student or practitioner with a question, this book should be the first place you look.

The Marketing Book is everything you need to know but were afraid to ask about marketing. Divided into 25 chapters, each written by an expert in their field, it''s a crash course in marketing theory and practice. From planning, strategy and research through to getting the marketing mix right, branding, promotions and even marketing for small to medium enterprises.

This classic reference from renowned professors Michael Baker and Susan Hart was designed for student use, especially for professionals taking their CIM qualifications. Nevertheless, it is also invaluable for practitioners due to its modular approach. Each chapter is set out in a clean and concise way with plenty of diagrams and examples, so that you don''t have to dig for the information you need. Much of this long-awaited seventh edition contains brand new chapters and a new selection of experts to bring you bang up to date with the latest in marketing thought. Also included are brand new content in direct, data and digital marketing, and social marketing.

If you''re a marketing student or practitioner with a question, this book should be the first place you look.

In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups.

Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of:

Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.

In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups.

Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of:

Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.

In this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters brought together in this volume illustrate the diversity and vivacity of research on a relatively neglected, yet crucially important aspect of education across disciplines: learning to model. A common thread across the research presented is the view that communication and interaction, as fundamental to most educational practices and as a repository of conceptual understanding and a learning mechanism in itself, is intimately linked to elaborating meaningful, coherent, and valid representations of the world. The editors hope this volume will contribute to both the fundamental research in its field and ultimately provide results that can be of practical value in designing new situations for teaching and learning modeling, particularly those involving computers.

In this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters brought together in this volume illustrate the diversity and vivacity of research on a relatively neglected, yet crucially important aspect of education across disciplines: learning to model. A common thread across the research presented is the view that communication and interaction, as fundamental to most educational practices and as a repository of conceptual understanding and a learning mechanism in itself, is intimately linked to elaborating meaningful, coherent, and valid representations of the world. The editors hope this volume will contribute to both the fundamental research in its field and ultimately provide results that can be of practical value in designing new situations for teaching and learning modeling, particularly those involving computers.

Originally published in 1978. Between 1830 and 1890 the English theatre became recognisably modern. Standards of acting and presentation improved immeasurably, new playwrights emerged, theatres became more comfortable and more intimate and playgoing became a national pastime with all classes. The actor’s status rose accordingly. In 1830 he had been little better than a social outcast; by 1880 he had become a member of a skilled, relatively well-paid and respected profession which was attracting new recruits in unprecedented numbers.

This is a social history of Victorian actors which seeks to show how wider social attitudes and developments affected the changing status of acting as a profession. Thus the stage’s relationship with the professional world and the other arts is dealt with and is followed by an assessment of the moral and religious background which played so decisive a part in contemporary attitudes to actors. The position of actresses in particular is given special consideration.

Many non-theatrical sources are used here and there is a survey of salaries and working conditions in the theatre to show how the rising social status of the actor was matched by changes in his theatrical standing. A novel area of study is covered in tracing the changing social composition of the acting profession over the period and in exploring the case-histories of three generations of performers.

Originally published in 1978. Between 1830 and 1890 the English theatre became recognisably modern. Standards of acting and presentation improved immeasurably, new playwrights emerged, theatres became more comfortable and more intimate and playgoing became a national pastime with all classes. The actor’s status rose accordingly. In 1830 he had been little better than a social outcast; by 1880 he had become a member of a skilled, relatively well-paid and respected profession which was attracting new recruits in unprecedented numbers.

This is a social history of Victorian actors which seeks to show how wider social attitudes and developments affected the changing status of acting as a profession. Thus the stage’s relationship with the professional world and the other arts is dealt with and is followed by an assessment of the moral and religious background which played so decisive a part in contemporary attitudes to actors. The position of actresses in particular is given special consideration.

Many non-theatrical sources are used here and there is a survey of salaries and working conditions in the theatre to show how the rising social status of the actor was matched by changes in his theatrical standing. A novel area of study is covered in tracing the changing social composition of the acting profession over the period and in exploring the case-histories of three generations of performers.

From new product development to product elimination, this book holistically covers the entire product life cycle, including analysis of new product innovation strategy, new product ideas screening, product testing, managing growing and mature products, and product deletion.

The nature and practice of these processes are central to the firm’s overall strategy for competitiveness, and this book repeatedly emphasises the fundamental relationship between the success of a product and the survival of the firm.

Whether they are studying at undergraduate, postgraduate or MBA levels, students will find this book essential to their understanding of this important subject area.

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