This study examines consumers' evaluations of product consumption values, purchase intentions and willingness to pay for fashion products designed using generative…
This study examines consumers' evaluations of product consumption values, purchase intentions and willingness to pay for fashion products designed using generative adversarial network (GAN), an artificial intelligence technology. This research investigates differences between consumers' evaluations of a GAN-generated product and a non-GAN-generated product and tests whether disclosing the use of GAN technology affects consumers' evaluations.
Sample products were developed as experimental stimuli using cycleGAN. Data were collected from 163 members of Generation Y. Participants were assigned to one of the three experimental conditions (i.e. non-GAN-generated images, GAN-generated images with disclosure and GAN-generated images without disclosure). Regression analysis and ANOVA were used to test the hypotheses.
Functional, social and epistemic consumption values positively affect willingness to pay in the GAN-generated products. Relative to non-GAN-generated products, willingness to pay is significantly higher for GAN-generated products. Moreover, evaluations of functional value, emotional value and willingness to pay are highest when GAN technology is used, but not disclosed.
This study evaluates the utility of GANs from consumers' perspective based on the perceived value of GAN-generated product designs. Findings have practical implications for firms that are considering using GANs to develop products for the retail fashion market.
The purpose of this paper is to present qualitative evidence on the processes and forces that shape school administrator career paths.
An embedded case study approach is used to understand more than 100 administrator career transitions within the Delaware education system. Semi‐structured interview data were collected from 48 principals and assistant principals. Coding and analysis occurred through an iterative process, revealing patterns in processes and forces influencing the careers of school administrators.
While some career decisions are self‐initiated, most are influenced in part or entirely by other actors in the system, described as recruiting/tapping, requesting, reassigning, passing over, and removing. In self‐initiated decisions to move or stay, a number of “pushes” and “pulls” are identified. Findings also suggest the decision to stay‐equilibrium is driven by relationships with students and by district support.
Data are limited to Delaware and represent the voices of principals and assistant principals only. Patterns evident in the data suggest a need to further investigate administrator career behavior qualitatively, as well as directions for future research.
There is a need to better understand and improve local human resource processes in terms of recruitment and assignment of administrators. Additional research is needed to better identify processes and forces related to career decisions in order to improve leadership recruitment and retention.
This research represents the first large‐scale qualitative study of administrator career behavior and is an important companion to recent quantitative analyses in this area.