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Herbert Krugman (1971) was among the first marketing scholars to utilize electroencephalography (EEG) to examine advertising. However, nearly five decades have transpired since this innovative research, making it potentially valuable to use a modern-day approach to reproduce a first-generation neuromarketing study. Thus, the purpose of this study is to replicate and extend Krugman’s original work.

To measure participants’ neural activity, two within-subject experiments were conducted to test the effectiveness of advertising using EEG. Independent factors, as defined by Krugman (1971), were three national brand ads differentiated by their level of effectiveness (high/low) associated with recall and arousal.

Results from Study 1 largely support Krugman’s original findings, in that an inverse relationship is observed among brain waves (beta, theta and alpha) across multiple exposures and levels. Meaning, similar patterns of activation and dissipation occur regardless of ad type or frequency. Findings from Study 2 were successful in accomplishing what Krugman originally could not by distinguishing between the ads utilizing an event-related potential (ERP) design.

This study demonstrates that a single neuromarketing approach can be used in multiple ways to provide richer insight while adding value during the research process. At the very least, the re-inquiry is an informative act associated with the theoretical relevance of using EEG measurement in marketing research.

While e-commerce has been widely cited as the new marketing frontier, thus necessitating the need to deliver seamless shopping experiences across various online channels to achieve success, very few firms have the well withal to clearly tie customer experience investments to marketing outcomes. Theoretically speaking, the understanding of the drivers and outcomes of online shopping experience especially group behavior is imprecise. Therefore, this paper aims to investigate the drivers and outcomes of online shopping experience (OSE).

A combination of netnography and conversation analysis was used on a pool of qualitative data generated from the Facebook page of a leading online retailer that has online presence in 11 African countries.

Two broad categories of OSE under seven drivers and five distinct behavioral outcomes of OSE emerged from the study. The two categories of OSE drivers, though unique, widely fit into the existing frameworks of OSE. The study also indicates that shoppers seize other shoppers’ reviews as a suitable platform to engage in a wide range of behaviors.

The main theoretical implications include the following: complaint handling is not only a behavioral construct but also a stimulator/driver of online shopping experience; consumer behavior is stimulated more by cognitive drivers; trust is an outcome of OSE which leads to not only electronic word of mouth but also external response to service failure; and shoppers perceive external response to service failure as the last resort and this last resort can be activated by regrets and poor internal response to service failure. The major limitation of this study is that the proposed conceptual model was not empirically tested. Future research is required to validate the model.

The managerial implications of the findings are that in addition to providing superior shopping experience through enhancing the drivers of OSE identified in this study, online retailers must work assiduously to reduce incidents leading to service failures and promptly undertake service recovery actions whenever service failure occurs. Online retailers especially those operating in emerging markets will therefore benefit from their service recovery investments if they proactively install processes that enable them to promptly and satisfactorily recover failed services.

This paper contributes to service science research by proposing a unique belief-attitude-intention model of the drivers and outcomes of OSE on a relatively underexplored field. The proposed conceptual model advances the stimulus-organism-response framework, theory of planned behavior, satisfaction theories and shopping behavior literature in several directions.

Social networks provide convenient communication and connection among people, and they have become essential in college students' lives. However, problems also come along with increasing concern about trust and privacy issues. This research attempts to investigate the trust and privacy perceptions of university students when using social networks for learning purposes.

This paper investigated the differences in trust and privacy perceptions between undergraduate (UG) and postgraduate (PG) students through an online survey with 96 subjects in Hong Kong. The authors used the Mann–Whitney U test to compare the differences between the responses provided by UG and PG subjects.

The authors found that both PG and UG students were generally satisfied with the use of social networking sites (SNSs) for learning. However, PG subjects used SNSs more for learning and were more willing to exchange with classmates than UG and PG perceived higher value of SNSs than UG students. The authors also found a relative lack of privacy awareness of UG students.

Based on the study’s findings, the authors made some recommendations about the application of SNSs for learning purposes. The authors also suggest universities provide more guidance and training to students on the privacy issues of SNSs.

Even though some previous studies have focused on studying privacy and trust issues on SNSs, studies that aim at university students in the context of Asia–Pacific are rather limited, especially university students' own trust and privacy perceptions on using SNSs for learning purposes.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2020-0042

The purpose of this paper is to offer a road map for carrying out field-level ethnography, focussing on the inter-organizational space collectively constructed and shared by communities of organizations.

The argument is developed through a critical and integrated review of relevant literature.

Field-level ethnographic work requires researchers to define the field they are exploring, locate their specific research site within it, capture the field through ethnographic practices that take into account the unique characteristics of this local field as a social phenomenon, and deploy various conceptualizations of inter-organizational spheres in order to enrich their analysis and interpretations.

This paper offers practical insights for practitioners of field-level ethnography.

As organizations are open-systems that reside and take part in much broader, inter-organizational spaces, the author makes a case for going beyond the more common practice of carrying out ethnographic field work in a single organization, to doing field-level ethnography. The paper discusses various theorizations of the inter-organizational sphere, suggest how to carry field-level ethnography in practice, and note its peculiar challenges.

Tender price remains an imperative parameter for clients in deciding whether to invest in a construction project, and it serves as a basis for tender price index (TPI) manipulations. This paper aims to examine the factors affecting tender price in the construction industry.

Based on the literature review, nine independent constructs and one dependent construct relating to tender pricing were identified. A structured questionnaire survey was conducted among quantity surveyors in Ghana. Partial least squares structural equation modelling (PLS-SEM) examined the influences of various constructs on tender price development (TPD) and the relationships among TPD and TPI.

Results showed that cultural attributes, client attributes, contractor attributes; contract procedures and procurement methods; consultant and design team; external factors and market conditions; project attributes; sustainable and technological attributes; and TPI have a positive influence on tender price, whereas fraudulent attributes exert a negative influence.

The findings offer construction professionals broader understanding of factors that affect tender pricing. The results may be used in professional decision-making in the pricing of construction projects, as they offer clearer causal relations between how each construct will influence pricing.

This study adds to the body of construction pricing knowledge by establishing the relationships and degree of influences of various factors on tender price. These findings provide a valuable reference for practitioners.

This bibliography is not comprehensive; it is restricted to books which are both readily available at the present time, and which, in the experience of the compiler, have been found to offer most practical help to the technical author.

The purpose of this paper is to chronicle the participation of the Colorado State University Libraries in a campus‐wide teaching program sponsored by the campus center for teaching and learning, and discusses the opportunities provided by such participation for academic librarians in general.

The author uses a case study approach to explore one academic library's participation in a campus‐wide teaching program sponsored by the institution's center for teaching and learning. The aim of the article is to demonstrate how the program works, and to discuss the potential for similar programs at other libraries.

The library's participation in a campus‐wide teaching program has strengthened ties with the campus center for teaching and learning; improved the instructional skills and knowledge of faculty and professional staff; and highlighted the importance of teaching and learning within the library.

The author presents a blueprint for instructional collaboration with the campus center for teaching and learning, and suggests that such programs will greatly benefit reference and instruction librarians.

This article will benefit reference and instruction librarians who seek to improve their teaching skills. Relatively few articles have investigated collaborative relationships between libraries and centers for teaching and learning in which librarians participate as students.

Do these reference requests sound familiar? “I need to know what has happened on this day in history. Can you help me?” Or, “I'm doing a paper on Thornton Wilder. He was born on 17 April. Can you tell me who else was born on that day?” Or, “Are any national or regional anniversaries coming up next Friday?” These questions call for a special type of reference work—a book of days. A book of days (or day book) lists important events that have occurred on each day of the year throughout history, and is arranged by month and day. These works often include not only historical, cultural, and literary events, but also the dates of the births and deaths of notable people, commemorative days of saints, and special anniversaries. A book of days, for example, can reveal that historians Will and Ariel Durant were married in New York City Hall on Halloween in 1913, or that Hart Crane and Ernest Hemingway were born on the same day in 1899 (21 July). This article will review some of the more useful books of days that are often found in reference collections—works that are uniquely suited to answer questions about each day of the year.

Drawing from seminal research on organizational buying behavior (Johnston, 1979; Johnston & Bonoma, 1981), we use a case study format to explore the impact of the Internet and internationalization on today's industrial procurement processes. Interviews with senior managers of an industrial distributor reveal several key insights regarding the impact of the Internet on buyer–supplier interactions and the importance of global sourcing. Based on these exploratory findings, implications for future research are offered.

There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.