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1 – 5 of 5Lydia Mähnert, Caroline Meyer, Ulrich R. Orth and Gregory M. Rose
The purpose of this paper is to examine how users on social media view brands with a heritage. Consumers commonly post opinions and accounts of their experiences with brands on…
Abstract
Purpose
The purpose of this paper is to examine how users on social media view brands with a heritage. Consumers commonly post opinions and accounts of their experiences with brands on social media. Such consumer-generated content may or may not overlap with content desired by brand managers. Drawing from “The medium is the message” paradigm, this study text-mines user narratives on Twitter1 to shed light on the role of social media in shaping public images of brands with heritage through the lens of the stereotype content model.
Design/methodology/approach
The study uses a data set of almost 80,000 unique tweets on 12 brands across six categories, compares brands high versus low in heritage and combines dictionary-based content analysis with sentiment analysis.
Findings
The results indicate that both user-generated content and sentiment are significantly more positive for brands low rather than high in heritage. Regarding warmth, consumers use significantly more positive words on sociability and fewer negative words on morality for brands low rather than high in heritage. Regarding competence, tweets include more positive words on assertiveness and ability for low-heritage brands. Finally, overall sentiment is more positive for brands low rather than high in heritage.
Practical implications
Important from co-creation and integrated marketing communication perspectives, the findings provide brand managers with actionable insights on how to more effectively use social media.
Originality/value
To the best of the authors’ knowledge, this research is among the first to examine user-generated content in a brand heritage context. It demonstrates that heritage brands, with their longevity and strong links to the past, need to be aware of how contemporary social media can detract from their image.
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Caroline Heiniger, Joan-Carles Suris and Yara Barrense-Dias
Three years after the COVID epidemic and the measures put in place by governments, the authors still cannot measure the full impact of them on the well-being and mental health of…
Abstract
Purpose
Three years after the COVID epidemic and the measures put in place by governments, the authors still cannot measure the full impact of them on the well-being and mental health of adolescents. This population was particularly impacted by this crisis, and some subgroups of young people, such as those from migration backgrounds, have been confronted with additional challenges. This paper aims to explore and describe the perspective and experience of migrant adolescents during the lockdown period
Design/methodology/approach
The authors performed 13 semi-structured interviews with migrant adolescents (nine females, median age 16) at the pediatric policlinic of Lausanne University Hospital in Switzerland between November 2020 and January 2021. Participants had been living in Switzerland for an average of 2.3 years. Three of them were staying in a refugee reception centre. A thematic content analysis was carried out to extract themes and topics.
Findings
Participants had difficulty understanding information about COVID-19 in general. Remote learning was described as stressful due to various factors and lockdown had an impact on their future plans, such as finding an apprenticeship. Some young people were already socially isolated, but families were generally supportive. They expressed particular concerns, such as the family’s financial situation and the difficulty of living in refugee reception centres.
Practical implications
In the event of further lockdown, special attention must be paid to these adolescents to ensure their proper development and integration. Comprehensive follow-up of this population during and after the pandemic is essential.
Originality/value
This study provides a better understanding of the pandemic experience of migrant adolescents and underlines their difficulties.
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Zana Khan, Sophie Park and Georgia Black
This article aims to present a systematic review and synthesis of evidence on the experiences, role and use of IPE in IH fields by using a meta-ethnographic approach including key…
Abstract
Purpose
This article aims to present a systematic review and synthesis of evidence on the experiences, role and use of IPE in IH fields by using a meta-ethnographic approach including key concepts, reciprocal and refutational translation and lines of argument. Inclusion health (IH) practice suggests that the needs of excluded groups are more effectively addressed through collaborative working. Interprofessional education (IPE) occurs when two or more professions engage in shared practice and learning, resulting in improved collaboration and quality of care. Studies on IPE to train staff in fields relating to IH exist, but without a settled consensus on the best approaches/activities to foster inclusive practice.
Design/methodology/approach
This synthesis is underpinned by a meta-ethnographic approach. It provides explicit stages of data collection and interpretation, while providing space to engage with emerging themes and concepts iteratively (reflecting on author experiences) and inductively (reasoning and interpretation). This study made use of electronic databases and journals for English language peer reviewed articles between 2000 and 2020. Of the 2217 articles, 19 papers were included. The lead author and reviewer completed the review process and a second reviewer reviewed 10% at each stage. The quality was assessed using a modified CASP checklist. Iterative analysis involved PPI and staff stakeholders.
Findings
A total of 16 concepts embedded in 19 papers provide insight into the nature of IPE in IH (IH) for staff. It was found that IPE in IH covers a broad group of practitioners and is a complex activity involving individual and organisation readiness, practical and pedagogical factors, influenced by setting, method, curriculum, lived experience, reflection and a learner-driven approach. Barriers to design, implementation and translation into practice were also found to exist.
Practical implications
Most studies used a combination of core learning and group work. Educational modes include mentoring or coaching, reflective practice, immersive learning and people lived experience of exclusion involved in or facilitation thematically centred in trauma-informed informed care, cultural competence, communities of practice and service learning. The aim of these methods was to promote collaboration through identifying shared experiences, problems and tensions and critical reflection of services and organisations. Such transformative learning is reported to challenge stigma, discrimination and misinformation and promote collective empowerment to address social injustice through human connection. Effective models of IPE re-instated the therapeutic relationship and alliances between patients and staff.
Social implications
This review also calls for the development of health and care workers’ professionalism in relation to their own reflexivity, establishing anti-racist curricula, challenge stigma and ensuring clinicians are aware of and able to negotiate tension and difference identified within the consultation and between themselves. Apart from developing generalist skills, this analysis suggests that IPE in IH may be able to challenge stigma and discrimination towards IH groups by destabilising existing norms and siloed working with the aim of achieving robust interprofessional practice.
Originality/value
IPE in IH is a complex activity affected by individual and organisation readiness, setting, experiential, practical and pedagogical factors. Models of teaching are focused on re-instating the therapeutic relationship. There are no systematic reviews in this field and previously there was no settled consensus on the best approaches and learning activities to foster inclusive and collaborative practice.
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Nathalie Veg-Sala and Angy Geerts
Nowadays all luxury brands have their own websites, using them either as a communication and/or distribution tool. However, luxury consumers might still have different perceptions…
Abstract
Purpose
Nowadays all luxury brands have their own websites, using them either as a communication and/or distribution tool. However, luxury consumers might still have different perceptions regarding these websites, as it can be seen as a loss of prestige or selectivity. This study aims to have a deeper understanding of luxury consumers’ perceptions of luxury brand websites by identifying a typology and defining the individual characteristics of the groups identified.
Design/methodology/approach
The research uses the opposition of personal and interpersonal luxury as theoretical framework and the semiotic square based on this semantic opposition. A qualitative analysis based on 42 semi-structured interviews has been conducted. The interviews have been analyzed and subjected to interpretive content analysis.
Findings
The analysis of the verbatims shows that the consumers’ motivations toward luxury consumption (luxury for self or personal, luxury for others or interpersonal, negation of luxury for self and negation of luxury for others) can explain consumer differences in terms of attitudes toward luxury brand websites. The four classes are characterized according to their positive and negative perceptions of e-commerce and interaction tools used in luxury brands websites and also their expectations.
Practical implications
This study defines guidelines for managers to develop luxury brand websites that correspond to their target.
Originality/value
The originality of this study lies in the use of the semiotic square to refine the analysis of luxury consumers’ attitudes and to make more precise contributions. It also relies on using the theory of personal and interpersonal luxury to understand consumers’ expectations toward luxury brands websites.
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