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The purpose of this paper is to shed light on concepts of validity and validation of social marketing research (SMR) with a view to enhancing SMR design and to inform SMR practice.

The paper defines and presents concepts of validity in a manner that sheds light on the unique issues facing SMR and sets the stage for future research.

The paper introduces an integrated model representing the variety of relationships that exist amongst a range of validity concepts that will assist methodological practice and increased rigor in future studies. The authors also introduce a matrix on research paradigms that can support the integration of a range of philosophical considerations to SMR research design.

The “quality” of research is being determined by those at the leading edge of their own paradigm without reference to other points of view. The authors argue that these sub‐processes of determining the validity of research outcomes are a challenge to the “discipline” of SMR and that SMR is at risk of becoming too narrowly focussed. Furthermore, the authors believe this is limiting SMR's potential to contribute to the broader domain of business or social research.

Social marketing is an interdisciplinary practice. The paradigms of research within the social marketing domain are still being argued and are the subject of much debate. The authors believe that the conceptual frameworks developed for this paper will enhance the practices of research in the field of social marketing.

The paper provides a new conceptual framework for those developing SMR. This framework aims to integrate others' theories and provide a simplified framework for consideration of issues of validation in SMR.

How can researchers develop methods that are both child-centered and grounded in the “epistemology of racial emancipation” given the unique challenges associated with conducting research with young people and white people? The purpose of this chapter is to examine the use of an innovative child-centered visual research method within the context of a larger ethnography focused on how white children come to form ideas about race in America. As part of a broader ethnographic study, white children between the ages of 10 and 13 were presented with photographs of celebrities. Children were asked questions about how to racially classify these popular culture icons, an activity that led to further discussion about race and racism in America. Drawing upon photographs of popular cultural icons and celebrities is one strategy for approaching uncomfortable topics with children in way that is less intimidating and that also brings new data to the study. Children made this aspect of the interview their own, bringing their unique perspectives to bear. This chapter discusses at length unique methodological issues, strategies, and innovations involved in research with white children about race. This chapter makes original contributions to the field of developing innovative, child-centered methods for conducting research with children and youth as well as existing scholarship on whiteness, privilege, and the social reproduction of racial ideology/racism.

The definition of value adopted by the current service perspective on marketing theory is value as value-in-use. Surprisingly, however, little attention has been given to the question of what constitutes value-in-use for customers in service contexts? Therefore, the aim of this study is to provide an empirical account of value-in-use from service customers' point of view.

To capture and analyze customers' experiences of value-in-use in the typical service context of retail banking, this study employed a narrative-based critical incident technique (CIT) and a graphical tool called the value chart.

The study identified seven empirical dimensions of positive and negative value-in-use: solution, attitude, convenience, expertise, speed of service, flexibility and monetary costs. Interestingly, these value-in-use dimensions overlap considerably with previously identified dimensions of service quality.

The concepts of service quality and value-in-use in service contexts seem to represent the same empirical phenomenon despite their different theoretical traditions. Measuring customer-perceived service quality might therefore be a good proxy for assessing value-in-use in service contexts.

As the findings indicate that service quality is the way in which service customers experience value-in-use, service managers are recommended to focus on continuous quality management to facilitate the creation of value-in-use.

This study is the first to explicitly raise the notion that in the minds of service customers, value defined as value-in-use and service quality may represent the same empirical phenomenon.

This paper introduces the concept of dysfunctional customer behavior toward a brand and argues that when customers perceive that a brand has failed to fulfill its promises, a psychological brand contract breach occurs, which in turn leads to a psychological brand contract violation, which evokes dysfunctional customer behavior toward the brand. In addition, this study investigates whether the impact of a breach of this contract is dependent on brand relationship quality, brand apology and restitution.

Study 1 conducted the online survey and 224 respondents were used for data analysis and the moderating role of brand relationship quality was examined. Study 2 conducted an experiment with 201 participants to test the moderating role of brand apology and restitution.

This study found the moderating role of brand relationship quality, brand apology and brand restitution on the relationship between a psychological brand contract breach and dysfunctional customer behavior toward a brand (i.e. brand-negative word-of-mouth, brand retaliation and brand boycott), which is mediated by psychological brand contract violation.

This study contributes to the theoretical understanding of dysfunctional customer behavior toward a brand by integrating the literature on brand management with the organizational literature on psychological contracts between organizations and their employees. Furthermore, this study sheds light on the effectiveness of reparative actions by the firm after occurrence of the psychological brand contract breach.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

The sequence of stress, distress and somatization has occupied much of the late twentieth-century psychological research. The anatomy of stress can be viewed from interactional and hybrid theories that suggest that the individual relates with the surroundings by buffering the harmful effects of stressors. These acts or reactions are called coping strategies and are designed as protection from the stressors and adaptation to them. Failure to successfully adapt to stressors results in psychological distress. In some individuals, elevated levels of distress and failed coping are expressed in physical symptoms, rather than through feelings, words, or actions. Such “somatization” defends against the awareness of the psychological distress, as demonstrated in the psychosocial literature. The progression of behavior resulting from somatic distress moves from a private domain into the public arena, involving an elaborate medicalization process, is however less clear in sociological discourse. The invocation of a medical diagnosis to communicate physical discomfort by way of repeated use of health care services poses a major medical, social and economic problem. The goal of this paper is to clarify this connection by investigating the relevant literature in the area of women with breast cancer. This manuscript focuses on the relationship of psychological stress, the stress response of distress, and the preoccupation with one’s body, and proposes a new theoretical construct.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.