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The purpose of this paper is to explain the “good-to-good” app switching phenomenon that has not been specifically addressed in the prior switching literature. Drawing on the consumer learning theory, this study explores how external social word of mouth (WOM) and internal satisfaction influence app users’ switching intention through social learning route and analogical learning route. This study also examines the moderating effect of app heterogeneity.

An online survey was used to collect data. Two categories of mobile apps with different levels of within-category heterogeneity were targeted in survey questions. A total of 525 valid survey responses were collected.

Social WOM about a competing app increases users’ switching intention through both social norm influence and social information influence, resulting in a direct effect on switching intention and an indirect effect through the perceived attractiveness of a competing app. Users’ satisfaction with an adopted app positively influences the perceived attractiveness of an unadopted competing app, offering evidence for analogical learning in user switching. Meanwhile, users’ satisfaction imposes a direct negative effect on switching intention. A higher level of within-category heterogeneity strengthens (weakens) the positive effect of social WOM (satisfaction) on users’ perceived attractiveness of a competing app.

This study complements the existing switching literature by disentangling the “good-to-good” switching phenomenon in the mobile app market from the consumer learning perspective. This study extends the understanding of cross-category user switching by considering different levels of product heterogeneity.

Previous research on negotiation skills has focused mostly on the negotiation itself and tactics used when bargaining, while little research has examined the process by which people become effective negotiators. The purpose of this paper is to develop an initial model from an intra-organizational perspective to outline the factors that contribute to the development of negotiation skills and behaviors by employees.

This conceptual paper relies on prior research and existing theory to focus on the types of developmental and learning experiences and processes that lead to the acquisition of three specific types of key negotiation skills and behaviors.

Distributive, integrative, and adaptable negotiation skills are developed most effectively via different learning and development activities, respectively. Additionally, unique individual difference and situational variables could contribute to particular negotiation behaviors, either directly or via an interaction with developmental experiences.

The paper proposes a model for future testing in which results can provide support for tailored/customized training and development of employee negotiation skills. Providing the correct people with the correct tools in the correct manner is always desirable by practitioners.

This proposed holistic model provides new insights, structure, and suggestions for more research on factors that lead to negotiation skill development and exhibition of effective negotiation behaviors. This paper goes beyond description of negotiation tactics and addresses the various negotiation contexts and the unique skills needed for each. Most importantly, the paper addresses how those skills are uniquely and most effectively developed.

Unlike other computer‐based information systems, expert systems (ES) are characterized by the satisficing and conservative behavior of their users. Shows that the learning curve may be used to model user dependency on ES technology. Even though user dependency relates to ES quality control parameters (for example, Raggad’s 13 ES quality attributes) only dynamic or late binding features really affect ES dependency: ES learning capability and ES recommendation anticipation. There is hence a learning race between the system and the user. If user learning prevails, then there will be user defection. If system learning prevails, then there will be system perfection. Proposes failure analysis based on user defection due to the absence or underutilization of machine learning. ES owners can adopt this model to design a subsystem capable of transforming user defection analysis into a strategic plan for ES management.

This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a “new” university in the UK.

The study utilised unfreezing techniques, multiple case studies in conjunction with the principle of analogical encoding, and lecture input to influence the values underpinning the way students intend to engage in the process of career decision making. The paper draws on evidence collected over three cycles of an action research project and from different data sources, i.e. questionnaires, interviews and observations.

The study found that students from working class and middle class backgrounds exhibited similar types of career decision making behaviour. The students tended not to have a future orientation; they relied on informally absorbed information and their intuition rather than rational approaches to decision making; and they demonstrated an unwillingness to be instrumental and operate as “players”. The series of interventions (i.e. the unfreezing exercise, the case studies and the lecture input) resulted in shifts in attitude to career decision making and preparation, particularly for those students who engaged in all three stages of the intervention The unfreezing exercise was seen as particularly important in encouraging students to critically reflect on their career decision making.

This research provides new insights into the factors influencing the way undergraduates approach career decision making. It also provides suggestions for encouraging students to critically reflect on how they make career decisions and prepare for the transition to the graduate labour market.

As an alternative to straight rhetorical questions, questions using analogies that invite the reader to think about the frame of reference to answer the target have been used in advertising to persuade. This paper aims to investigate consumer responses to the use of analogical questions in ads for incrementally new products and the important variables moderating those responses.

Four between-subjects experiments examined how product evaluations in response to analogical questions differ from non-analogical variants as a function of consumers’ persuasion awareness (Studies 1 and 2) and also tested if the effectiveness of an analogical question among potential consumers who are more aware of persuasion attempts might be enhanced only when it is proposed with a strong rather than a weak frame of reference (Study 3), and when the frame of reference and the target share underlying similarities (Study 4).

Analogical questions are more persuasive than non-analogical variants for participants who are more aware of persuasion attempts. Inferential fluency mediates the results. Furthermore, the positive impact of analogical questions for participants high in persuasion awareness is diminished when the frame of reference is weak or from a dissimilar domain. The same patterns are not evident for participants who are less aware of persuasion attempts.

Drawing on the concepts of inferential fluency, this study offers an empirically-based view of how the analogical questions in advertising may bias the responses exhibited by individuals who demonstrate either a high or low level of persuasion awareness.

The inclusion of an analogy can lower consumers’ tendency to behave in a defensive manner by facilitating inferences about intended claims that are implicitly stated in a rhetorical question and achieve higher levels of persuasion.

This study contributes to prior study on rhetorical questions within a persuasion communication by adopting inferential fluency as an underlying mechanism for analyzing the impact of analogical questions and individual’s awareness of persuasion.

We examine how the organizational identity of established firms affects their strategic outcomes during the emergence phase of a new market. Drawing on cognitive theories of analogical learning, we build theory about how the established identities of producers influence the fluency with which consumers make sense of novel products, and hence affect valuations. We illustrate this theory through an empirical study of consumer evaluations of de alio entrants during the emergence of the digital camera industry.

Strategy scholars have long argued that breakthrough innovation is generated by recombining knowledge from distant domains. Even if firms have the ability to access and absorb knowledge from distant domains, however, they may fail to pay attention to such knowledge because it is seemingly irrelevant to their tasks. We draw attention to this problem of knowledge relevance and develop a theoretical model to illuminate how ideas from seemingly irrelevant (i.e., peripheral) domains can generate breakthrough innovation through the cognitive process of analogical reasoning, as well as the conditions under which this is more likely to occur. We situate our theoretical model in the context of teams in order to develop insight into the microfoundations of knowledge recombination within firms. Our model reveals paradoxical requirements for teams that help to explain why breakthrough innovation is so difficult.

The purpose of this paper is to explore how brand origin (BO) cues affect the consumer’s association of a new brand with BO learning and the subsequent effects on brand image (BO semiotics). An integrative theoretical framework is proposed that includes both processes.

The proposed model is based on analogical learning theory and triadic semiotic theory.

Two types of BO knowledge form BO meanings in consumer minds: country-related categories and exemplar brands, which have a classification and/or inferential role. The brand cues (indexes or icons) used by consumers to identify BO generate one or the other type of BO knowledge. Indexes trigger the classification function of country-related categories while icons trigger the inferential role of country-related categories and exemplar brands. BO knowledge informs the meaning transfer when consumers interpret the meaning of a new brand, leading to either a transfer of relations or a transfer of attributes to the new brand.

Marketers should monitor BO exemplar brands that consumers use as meaning sources and carefully select the signs used in their communications to evoke BO.

The proposed framework contrasts with dominant categorisation perspectives, re-establishing the dual role of categories and emphasising the relevance of brand cues in BO identification and BO exemplar brands in the BO meaning transfer process. A meaning-centred perspective is adopted to integrate BO identification and the related transfer mechanisms.

This study aims to propose a blackboard approach using multistrategy machine learning student modeling techniques to learn the properties of students' inconsistent behaviors during their learning process.

These multistrategy machine learning student modeling techniques include inductive reasoning (similarity‐based learning), deductive reasoning (explanation‐based learning), and analogical reasoning (case‐based reasoning).

According to the properties of students' inconsistent behaviors, the ITS (intelligent tutoring system) may then adopt appropriate methods, such as intensifying teaching and practicing, to prevent their inconsistent behaviors from reoccurring.

This research sets the learning object on a single student. After the inferences are accumulated from a group of students, what kinds of students tend to have inconsistent behaviors or under what conditions the behaviors happened for most students can be learned.