Search results

This research investigates how advergame design elements (fantasy vs realistic advergame experiences) may impact players' brand patronage (BP), under the influence of mediators (hot and cold brand relationship quality [BRQ]) and moderators (advergame reward system and brand personality).

This research comprises of a survey (study 1) and a lab experiment (study 2).

Study 1 shows that fantasy (reality) based advergame experience leads to brand patronage through strong mediation of hot (cold) BRQ and weak mediation of cold (hot) BRQ. Introducing a utilitarian (hedonic) advergame reward system positively moderates the effect of fantasy (reality) based advergame experience on cold (hot) BRQ. Study 2 shows that an advergame that elicits fantasy (realistic) experience and offers hedonic (utilitarian) rewards for a brand having affective (vs cognitive) brand personality strongly impacts hot (cold) BRQ.

This research is an effort to understand how gamification as leisure information systems may be used to create gamers' advergame experiences that elicit BP by strategically designing advergame reward systems specific to brand personality types.

This paper investigates how individuals' decision-making approach and perceptions of a game's cognitive realism affect the performance of virtual businesses in a web-based simulation game.

Survey data are collected from 274 business simulation game users and is analysed using the fsQCA technique.

The study identifies three alternative pathways to high and low performance in a business simulation game. Results indicate that a flexible decision-making approach exists in all high performance pathway solutions. Where a game is perceived to be realistic, a more focused decision-making approach is associated with high performance. However, where perceived cognitive realism is absent, a less focused experimental decision-making approach is employed, which increases the chances to achieve low performance. Finally, perceived cognitive realism and an experimental decision-making approach are found to be mutually exclusive for achieving high performance.

Whilst the learning benefits of web-based simulation games are widely acknowledged, the complex interplay amongst factors affecting performance in games is under-researched. Limited research exists on how perceptions of a game's cognitive realism interact with user decision-making approaches to affect performance.

The present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.

The study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.

The study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.

The present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.

Although many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

Being acquainted with both lean and action learning in theory and in practice, this study finds that the theoretical complementarity of these two research streams has traditionally been underexploited. In this conceptual paper, this study aims to advance the theoretical understanding of lean by exploring the complementarity of lean thinking and action learning leading to a proposed integrated theory of these two research streams. Target audience is the operations management research community.

By deliberately adopting a process of theorising, this paper explores, reflects upon and combines individual experiences of researching, teaching and engaging in lean and action learning as operations management scholars.

Having taken a gemba walk through the literature and practices of lean and action learning, this study views and notices a systematic and complementary relationship between the two domains. The overlapping theoretical and practical complementarities of lean and action learning suggest that these two research streams are ripe for synthesis into an integrated theory. This finding provides an opportunity to (1) progress towards an integrative design of interventions leading to more sustainable lean system adoptions and (2) add new depth to our theoretical explanation of the success and failures of lean system adoptions.

This paper contributes an original integrated theory perspective on lean and action learning.

Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.

To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.

To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.

Joint advertising is an emerging strategy where marketers promote both brands in the same marketing communication. This research determines how the domestic, foreign, or global nature of the partner impacts important brand-related outcomes and identifies underlying psychological process mechanisms and contextual variables that affect this relationship.

Across three experiments, we investigate how the type of joint advertising partner impacts consumer attitudes and behaviors. We establish the number of similarities between the partners and perceived cognitive fit as the mediating process mechanisms underlying this relationship, with holistic processing moderating the effect.

We find that when consumers are exposed to joint advertisements between domestic or global [foreign] brands, they will be able to generate more [fewer] similarities between the partners and perceive a stronger [weaker] cognitive fit. Moreover, these similarities interact with consumer cultural traits related to holistic processing style to differentially influence perceived cognitive fit and downstream consumer attitudes and behaviors.

Partnering for mutually beneficial, joint advertisements is a growing phenomenon that redefines traditional thinking about advertising, but the success of the joint advertisement is contingent upon the characteristics and compatibility of the partners.

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not.

The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting.

The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM.

The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.

The appraisal of corporate reputation based on third-party corporate social responsibility (CSR) indices appears to have been institutionalized. The endorsement of such an approach by sustainability custodians and influencers undermines the uptake of the morality and legitimacy of CSR. This study takes a social realist perspective, which suggests that social phenomena such as CSR and corporate reputation are shaped by social structures and power relations. This study aims to contribute to a deeper understanding of the complex relationship between CSR and corporate reputation and understand ways in which the constructs are influenced by cognitive factors.

This study surveyed 411 respondents across five shopping malls and analyzed the data using path analysis of the structural equation modeling (SEM) technique. The mall-intercept survey sought to critically assess expectations of CSR vis-à-vis evaluation of corporate reputation. Based on a case study of three Johannesburg Stock Exchange listed companies, CSR expectations were measured along the philanthropic, economic, ethical and legal dimensions, while evaluation of corporate reputation was based on product quality, financial performance and social responsibility. SEM path analysis was used to extrapolate the predictive outcomes of CSR on corporate reputation.

Reputation for product quality and social responsibility is underpinned by the fulfillment of ethical CSR expectations, while philanthropic gestures enhance the evaluation of financial performance. Legal CSR significantly influences the reputation for social responsibility and product quality. Fulfillment of economic CSR expectations influences the reputation for product quality. However, no relationship was established between economic performance and social responsibility. Involvement in economic, philanthropic and particularly, legal CSR, are not indicative of the reputation for financial performance. Conversely, companies’ involvement in economic CSR does not suggest a higher propensity for social responsibility.

The predictive outcomes of CSR expectations on corporate reputation can reveal situated understanding of actual perceptions of corporate behavior.

Ethical business conduct is synonymously associated with social responsibility while espoused corporate philanthropy signals strong financial performance. The awareness of consumers’ cognitive evaluation of corporate reputation can offer a pathway to corporate communication professionals, policy makers and agencies to rethink and reposition CSR efforts.

Insensitivity to taken-for-granted cultural prescriptions and reliance on market-based reputational rankings undermine mutually beneficial stakeholder relationships and the social license to operate.

This study brings to the fore, cognitively dominated indicators of consumers’ perceptions of the reputation for CSR, to foster nuanced and halo-removed approaches to social responsibility. The authors show for the first time how companies’ skewed focus on corporate philanthropic giving paradoxically signals a capitalistic notion of social responsibility and unethical business conduct. This study offers a halo-removed orientation to the appraisal of CSR and corporate reputation.