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The purpose of this paper is to provide an overview of the philosophical considerations of fake news and provide an alternative view to current conceptualizations of its…
The purpose of this paper is to provide an overview of the philosophical considerations of fake news and provide an alternative view to current conceptualizations of its binary nature. Through an evaluation of existing research, a typology of fake news is presented that considers the possibility that the propagation of fake news about a brand, may be stemming from the brand itself, a previously unexplored field in the literature.
This is a conceptual paper based on extensive literature review on the fields of fake news and knowledge creation, resulting in the creation of a synthesized typology.
The role of power structures greatly influences the ability for a brand to respond to fake news. Externally constructed disinformation is seemingly more difficult for a brand to address, as a result of having limited control over the message. Internally constructed information, while stemming from the brand itself provides the brand with more control, but a greater public distrust as the source of the fake news seems to confirm the disinformation.
This paper presents a typology that contrasts the source of the construction of disinformation and the extent to which the facts have been fabricated. Furthermore, this paper provides future researchers with an alternate understanding of the conceptualization of fake news.
This paper is the first of its kind to establish a typology of fake news on the basis of the source of construction of disinformation. The source plays an important role when assessing the associated brand risks and developing an approach to combat potential negative implications.
Through the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time…
Through the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.
This conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.
The proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.
Providing insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.
The paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.
Students learn to evaluate a firm’s growth strategies with the aim of establishing long-term business sustainability. Students will examine the impact of external…
Students learn to evaluate a firm’s growth strategies with the aim of establishing long-term business sustainability. Students will examine the impact of external macro-environmental factors that influence firm growth in an emerging market context. Using this case, students will learn how to apply a resource-based view to a firm’s offering by comparing and identifying the competitive advantage of the internal resources of the firm. Using this case, students can apply the principle of strategic fit by strategically analyzing the opportunities and threats in the external environment, while taking into account the firm’s internal strengths and weaknesses.
This case outlines the strategic, macro-environmental and marketing challenges that the Cape Town-based private higher education institution, Red & Yellow Creative School of Business, faced as it entered its 25th year of existence. In 2019, Red & Yellow had its roots in industry and had done well historically to cement that bond through the creation of successful alumni and the constant innovation of its higher education offering. Two weeks before having to present a detailed five-year growth strategy plan to the board of directors, Rob Stokes, the Director and Chairman of Red & Yellow, was faced with a multitude of decisions pertaining to the sustainable growth of the school. Recent growth patterns showed that programs with lower profit margins, such as classroom-based full-time programs, had experienced double-digit growth while student numbers for higher gross profit offerings, such as online and executive education programs had started to decline. Another challenge that the school faced was the need for its students to future-proof their careers in a world where artificial intelligence and machine learning threatened their careers and jobs. As such, Red & Yellow was confronted with one central strategic problem: How to grow strategically in the short term while developing a sustainable and scalable growth strategy for the school in the long term.
Complexity academic level
This case could work well as part of an executive education course, as well as a strategic management course for master’s degree or Master of Business Administration students.
Teaching Notes are available for educators only.
CSS 11: Strategy.