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The “what is beautiful is good” (WIBIG) effect implies that observers tend to perceive physically attractive people in a positive light. The authors investigate how the WIBIG effect applies to user personas, measuring designers' perceptions and task performance when employing user personas for the design of information technology (IT) solutions.

In a user experiment, the authors tested six different personas with 235 participants that were asked to develop remote work solutions based on their interaction with a fictitious user persona.

The findings showed that a user persona's perceived attractiveness was positively correlated with other perceptions of the persona. The personas' completeness, credibility, empathy, likability and usefulness increased with attractiveness. More attractive personas were also perceived as more agreeable, emotionally stable, extraverted and open, and the participants spent more time engaging with personas they perceived attractive. A linguistic analysis indicated that the IT solutions created for more attractive user personas demonstrated a higher degree of affect, but for the most part, task outputs did not vary by the personas' perceived attractiveness.

The WIBIG effect applies when designing IT solutions with user personas, but its effect on task outputs appears limited. The perceived attractiveness of a user persona can impact how designers interact with and engage with the persona, which can influence the quality or the type of the IT solutions created based on the persona. Also, the findings point to the need to incorporate hedonic qualities into the persona creation process. For example, there may be contexts where it is helpful that the personas be attractive; there may be contexts where the attractiveness of the personas is unimportant or even a distraction.

The findings point to the need to incorporate hedonic qualities into the persona creation process. For example, there may be contexts where it is helpful that the personas be attractive; there may be contexts where the attractiveness of the personas is unimportant or even a distraction.

Because personas are created to closely resemble real people, the authors might expect the WIBIG effect to apply. The WIBIG effect might lead decision makers to favor more attractive personas when designing IT solutions. However, despite its potential relevance for decision making with personas, as far as the authors know, no prior study has investigated whether the WIBIG effect extends to the context of personas. Overall, it is important to understand how human factors apply to IT system design with personas, so that the personas can be created to minimize potentially detrimental effects as much as possible.

User-generated social media comments can be a useful source of information for understanding online corporate reputation. However, the manual classification of these comments is challenging due to their high volume and unstructured nature. The purpose of this paper is to develop a classification framework and machine learning model to overcome these limitations.

The authors create a multi-dimensional classification framework for the online corporate reputation that includes six main dimensions synthesized from prior literature: quality, reliability, responsibility, successfulness, pleasantness and innovativeness. To evaluate the classification framework’s performance on real data, the authors retrieve 19,991 social media comments about two Finnish banks and use a convolutional neural network (CNN) to classify automatically the comments based on manually annotated training data.

After parameter optimization, the neural network achieves an accuracy between 52.7 and 65.2 percent on real-world data, which is reasonable given the high number of classes. The findings also indicate that prior work has not captured all the facets of online corporate reputation.

For practical purposes, the authors provide a comprehensive classification framework for online corporate reputation, which companies and organizations operating in various domains can use. Moreover, the authors demonstrate that using a limited amount of training data can yield a satisfactory multiclass classifier when using CNN.

This is the first attempt at automatically classifying online corporate reputation using an online-specific classification framework.

The changing communication environment transforms social media as a source for obtaining competitive intelligence on rival firms through “social espionage.” This conceptual chapter discusses how the competitive information in the Web, along with the trend of corporate transparency, has created both opportunity and risk for firms in social media. Among the opportunities, we discuss (1) tactical marketing campaigns, (2) encouraging switching behavior, (3) identifying and targeting competitors’ weak points, and (4) learning from their success and failure. On the other hand, we discuss how engaging in social media results in a loss of total control in the dialogue between a firm and its customers and, ultimately, leaves a firm vulnerable to the same opportunistic tactics it may leverage in order to draw benefit from a competitor’s social media presence. Finally, we provide some recommendations aimed at reacting to social espionage in the form of a strategic grid.

Crises are major events or periods faced by individuals, groups and society. This paper aims to explore the value of facilitating (un)learning in and from crises. Educators have a key role in building futures literacy (FL) for dealing with uncertainties, understanding emergence and responding to rapid, complex change. Integrating crisis learning as part of FL is important for enhanced anticipatory and crisis responses.

Adapting from causal layered analysis (CLA) methodology, experimental virtual futures workshops were designed and hosted during the coronavirus pandemic. Participants discussed COVID-19 crisis responses and imagined the “new normal”. Sessions explored mindsets applied to make sense and derive meaning from the crisis, myriad ways of adapting to uncertainty, as well as lenses used to imagine post-crisis futures.

In the exploratory and participatory CLA exercises, participants shared on the COVID-19 pandemic and imagined post-crisis futures. Related hopes and fears concerned self, collectives and nature. Overall, despite the dramatic nature of crises, opportunities exist for learning and transformation. Educators play a central role in heightening awareness about the dynamics and nature of crises, and integrating crisis learning into FL, as important and transformative capabilities.

In exploratory dialogues, the “new normal” was applied as a frame for uncertainty. The workshops were hosted during the COVID-19 pandemic as a specific type of crisis. The workshop design is intended to be replicable in various crisis contexts and for iterative rounds with diverse groups. Therefore, futures images exemplify context-specific crisis-time sentiments. The findings presented here do not aim to be generalizable. They are liable to change across different crises, as a crisis evolves and across diverse stakeholders.

Dramatic change and crisis events offer potential moments for development, advancement and transformation. Educators have an important role in facilitating (un)learning in and from crises, elevating FL and expanding futures consciousness. The CLA methodology can assist educators to engage with multiple facets, layers and dimensions of crises. By considering crises intently, educators can help in anticipating emergence, imagining and preparing for diverse alternatives.

The contemporary world is volatile, complex and ambiguous volatile, uncertain, complex and ambiguous (VUCA), as revealed by multiple crises. Crises can spotlight new possibilities and horizons and may be possible turning points. The COVID-19 is an example of a crisis disruption, which provoked thinking and contributed to action about novel prospects. To realise transformative change however, it is important to integrate crisis learning as part of FL, and here educators are an important influence.

Integrating crisis learning into FL is proposed to improve responses to the rapid pace of change and uncertainty as well as to boost crisis preparedness. As part of this, there is value in applying and developing techniques such as CLA that help explore and question assumptions, to understand diverse, possible and transformed futures. This way, we can explore, imagine and expand new horizons.