Search results

Consumers' evaluations of brand extensions have gained considerable attention in the marketing literature. The purpose of this study is to investigate how a brand's perceived global or local origin impacts evaluations of brand extensions and creates transfer effects of brand meaning. The paper conceptually characterizes the transference process and empirically tests the nature and extent of spillover effects of origin associations across multiple parent brands and extensions.

For the empirical testing of the conceptual model of transfer effects of origin associations we undertook a cross‐sectional consumer survey amongst a sample of 267 Norwegian respondents. Structural equation modelling was used to investigate the causal relationships between the latent exogenous and endogenous variables in the conceptual model.

The present study indicates that the global and local origin framework, first introduced by Steenkamp et al. in 2003, can explain the occurrence of reciprocal transfer of brand meaning across parent brands and extensions. The paper shows that global and local origin associations operate in a manner very similar to brand associations in the transference of perceptions. It finds that distinct origin associations influence the pre‐brand image and drive the forward effect on the attitude towards the extension as well as the subsequent backward effect upon the post‐brand image of the parent brand.

This paper reveals for the first time that distinct origin associations can initiate spillover effects across parent brands and extensions. This study is therefore an important step towards the generalizability of main brand extension studies to other contexts such as extensions of global brands.

This article advances the country of origin research stream by addressing some of the theoretical and methodological issues given as limitations in past studies. A conceptual model based on the cue paradigm was developed to investigate the relative impact of country of origin as a quality indicator in a causal framework. Results indicate that the country of origin cue is indeed a significant indicator of product quality; however, its relative effect varies by product category as well as by certain individual and product variables.

Drawing from the entitativity theory, the purpose of this paper is to focus on the European Union (EU) as a superordinate entity and investigate the extent to which a “Made-in-EU” designation leads to superior/inferior brand evaluations and through them to higher/lower purchase intentions than different country-specific designations.

Prior literature and qualitative interviews with consumers are used to generate several propositions regarding the role of the EU as a brand origin. These are subsequently tested in a series of four experimental studies using a common design but different country-specific origins as stimuli.

While a “Made-in-EU” designation is interpreted as a quality signal, linking a brand to the EU fails to generate positive affective associations. Furthermore, the exact impact of a “Made-in-EU” brand designation very much depends on the standard of comparison, that is, the specific country against which the EU is evaluated.

Superordinate designations such as the EU can indeed represent distinct entities in consumers’ minds which strongly impact their perceptions and intended behavior.

Moving from a “home country” label to a “Made-in-EU” label is not advisable for owners of domestic brands. For foreign brands from EU countries with an unfavorable country image, adopting a “Made-in-EU” label is worth considering since it can strengthen quality perceptions. However, any quality advantage might be offset by weaker brand affect perceptions.

The concept of entitativity introduces a new conceptual lens in the context of origin research which – almost exclusively – has previously focused on the individual country as the unit of analysis.

Evaluation literature has found a halo effect wherein raters allow overall or trait impressions to colour the evaluation of other traits of the ratee. Despite some conceptual and operational issues with halo, the study of halo is prevalent in many fields from job performance to marketing. This paper attempts to clarify definitions of halo, paring them down to overall impression halo, salient‐trait, and inter‐trait halo, and argues that reasons for halo should not become or be incorporated into definitions of halo. It also argues for and uses an operationalisation for the measurement of halo that considers trait evaluations in light of overall impression and therefore is in line with the original definition of halo. Finally, it applies halo to international public relations by studying its effect in the evaluation of South Korean subsidiaries of Sony, Japan and Coca‐Cola, USA. The study finds overall and salient‐trait halo for both subsidiaries in a convenience sample of residents of Seoul, South Korea.

Extensive research has shown that country‐of‐origin (COO) information significantly affects product evaluations and buying behavior. Yet recently, a competing perspective has emerged suggesting that COO effects have been inflated in prior research and even that the COO concept has become irrelevant. The purpose of this paper is to reconcile these two competing perspectives by examining the effects of individual brand origin perceptions.

The conceptual framework is grounded in consumers’ learning. Empirically, the authors’ hypotheses are tested using hierarchical linear modeling on a sample of 4,047 brand evaluations by 544 consumers.

The results provide strong evidence that product country image of the consumer's perceived brand origin strongly affects brand attitudes, and this happens regardless of the perceptions’ objective accuracy. The authors also find evidence that educating consumers about brands’ true COO can contribute to changes in brand attitudes.

It is concluded that suggestions that COO has become an irrelevant construct in international marketing may be premature. The study offers meaningful insights for managers in understanding how brands’ country associations affect brand attitudes.

This study aims to reconcile tensions in the current COO literature and does so by demonstrating that although consumer knowledge of brand origin is often mis‐calibrated, consumers’ perceptions of brand origin still matter.

Despite the continuous growth of empirical studies exploring professional learning communities (PLCs) across different education systems, little is known about PLC instruments developed and used in existing research. This article aims to capture a full picture of existing PLC instruments developed since 1990. In so doing, the authors also pay attention to the seminal work of Karen Seashore Louis in alignment with the theme of the special issue.

Based on the authors’ searching databases, the authors identified eleven PLC instruments and 26 applied studies using the PLC instruments since 1990. Following this, the authors closely reviewed the identified studies and their relationships (i.e. which one influences which).

The authors’ review illuminates the measurement domains, conceptual origins and methodological soundness of the existing instruments and captures the impact of Louis's work on the applied studies using PLC instruments.

Given that PLCs are seen as a policy measure to sustain and scale up school improvement internationally, the authors’ review provides a better understanding of what and how researchers have measured the effect of PLCs on school improvement. As the first of its kind, the authors believe that their findings can give researchers valuable ideas about how to develop and use a PLC instrument.

We contend that the concept of liability of foreignness is inadequate to describe the set of disadvantages faced by emerging economy multinational enterprises (MNEs) in international markets. In order to address this theoretical gap, we develop the concept of “liabilities of origin” (LOR). We propose that the concept of LOR explains how the national origins of the MNE shape its disadvantages in international markets through three distinctive contexts of the MNE's ongoing activity: the home country context, the host country context, and the organizational context. We argue that in order to understand how emerging economy MNEs overcome their LOR, we need to engage simultaneously with the theoretical perspectives provided by the institutional entrepreneurship and organizational identity literatures. We suggest, further, that the concept of LOR may be useful to understand the character of MNE disadvantage in any international foray where the national origins of the MNE engender legitimacy-based and capability-based disadvantages for the MNE in a host country.

The modern family constitution is a written declaration summarizing a process of agreement and decision-making within an entrepreneurial family regarding the motives, guidelines, and regulations for the family members’ cooperation within the family and the family business association. This chapter exposes facets of family constitutions from a historical and a practical point of view. In order to do so, it begins with a review of the predecessors and origins of family constitutions. Subsequently, focusing especially on the interplay between a family constitution and the family business’ binding legal agreements, it describes four forms of family constitutions that have evolved from different consulting approaches in practice. The chapter concludes with some legal implications.

Drawing on the stereotype content model (SCM), the authors investigate the stereotype content transfer (in terms of warmth and competence) from country to brand and the simultaneous impact of these two stereotypes on consumer responses toward brands.

The authors test a structural equation model conceptualizing brand stereotypes as full mediators between country stereotypes and consumer outcomes. In addition, in a moderated mediation analysis, the authors investigate the role of brand typicality and utilitarianism/hedonism in potentially moderating the country to brand stereotype content transfer.

Country warmth and competence, respectively, impact brand warmth and competence, thus confirming the hypothesized stereotype content transfer. This transfer is found to be robust and not contingent on brands' perceived typicality of their country of origin. However, brands' utilitarian nature amplifies the positive impact of country competence on brand competence. Finally, brand stereotypes fully mediate the impact of country stereotypes on consumers' brand attitudes and behavioral intentions.

The authors provide the first empirical attempt that (1) explicitly differentiates between consumers' stereotypical perceptions of countries and stereotypical perceptions of brands from these countries, (2) empirically examines the transfer of stereotypical dimensions of different targets (i.e. country to brand), (3) explores boundary conditions for such transfer and (4) simultaneously considers the impact of both kinds of stereotypes on managerially relevant consumer outcomes.

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.