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The current study aims to examine the joint impact of consumers' need for status (NFS), celebrity's star power and consumer-celebrity image match on consumers' attitudes toward the celebrity endorsement.

A factorial design was employed to test the research model. Consumer-celebrity image match was manipulated, and consumers' NFS and celebrity's star power was captured using existing measurement scales. A total of 365 responses were collected via Qualtrics. Hayes's (2013) PROCESS procedure was used to analyze the data and test hypotheses.

Results indicate that consumers with high (vs low) NFS have more favorable attitudes toward the endorsed brand. More importantly, consumers high in NFS, in an endorsement where celebrity-consumer image matches, have more favorable attitudes toward the brand endorsed by a celebrity with more (vs less) star power. In contrast, in an endorsement where celebrity-consumer image mismatches, they react the same regardless of the endorser's star power.

This study offers suggestions to hospitality marketing professionals in strategically using celebrity endorsers in their marketing campaigns and strategies that allows firms to further formulate positive and enduring brand images while encouraging favorable consumer behaviors.

While most hospitality studies have focused on the traits of celebrity endorsers, little attention has been paid to the impact of consumers' characteristics on celebrity endorsement. This study advances the growing literature on hospitality celebrity endorsement by providing empirical evidence to delineate the relationship among celebrities, endorsed brands and consumers.

The purpose of this study is to explore how the phenomenon of academic professional development looks through the eyes of graduate students navigating the increasing complexity of postgraduate careers. This study pays particular attention to how current students navigate the interplay between their beliefs, intentions and behaviors when it comes to making choices regarding their engagement in professional development.

This is a qualitative study, based on a phenomenological analysis of seven in-depth interviews with advanced PhD students from the earth sciences college at a large, public, research-intensive university located in the mid-Atlantic area of the USA (Penn State).

Framed in the Theory of Planned Behavior, the findings of this study suggest that the interviewees varied across all aspects of Theory of Planned Behavior: in their beliefs about valued career paths, in their convergence or divergence from the departmental or institutional norms they perceived and in their sense of control over their career pathways. They all shared, however, a strong desire to successfully navigate the widening array of possibilities to achieve a range of personal and professional goals, but they often lacked the ability to align those intentions with actions related to professional development.

This study suggests that institutions may wish to rethink their positionality in the professional development of graduate students, moving away from centralized models of direct support and towards more indirect, informal and co-created means of exerting influence and building community.

Corporate crime is prevalent and imposes enormous costs on society, yet our understanding of its antecedents remains poor, especially in relation to executive characteristics. In this study, we examine the influence of CEO childhood social class on corporate crime. Using a unique data set of CEOs at the largest US corporations, we consider CEO childhood background and develop the argument individuals raised in middle-class families have a greater disposition to commit wrongdoing within the corporations they lead. Specifically, growing up middle-class leaves a lasting status-anxiety imprint, which increases the tendency to engage in corporate crime to preserve or enhance social status. Furthermore, we show two status-anxiety-minimizing factors – Ivy League education and membership in a prominent golf club – weaken the effect of middle-class upbringing on corporate crime. Our findings suggest childhood social class has significant explanatory power for executive behavior and corporate outcomes.

This study draws parallels between the Major and Johnson eras to reclaim a discursive space beyond the media and political battlefields to examine long-term systemic failure of government PR.

As part of a wider study into government communications from 1979 to date, this paper draws on evidence from government archives from the 1990s, as well as contemporary accounts, official documents, media accounts, memoirs and biographies, to examine the PR record of two Conservative administrations divided by three decades.

News management during the Major premiership is worth serious scrutiny, not just as an interlude between two media-friendly Prime Ministers, Thatcher and Blair, but in comparison to Boris Johnson's struggle to contain the news narrative between 2019 and 2022. Both administrations experienced terminal reputational crises during their closing years but their means of managing the news were counter-productive and damaging to public trust (65).

Does this failure in public communication illustrate a systemic dysfunction in government-media relations and, if so, what is the role of government PR in these circumstances?

This article uses a comparison between fixed and moving variables associated with two very different administrations to identify the causes of ongoing systemic failure in government communication.

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.

This study aims, first, to understand consumers’ perception of chefs as human brands (i.e. study one). Second, tests were run to assess the validity of a new conceptual model of the relationships between the factors of chef image, luxury restaurant image, both images’ congruity and consumers’ hedonic and novelty experiences and happiness and well-being (i.e. study two).

The first qualitative study involved using Leximancer software to analyse the data drawn from 43 interviews with luxury restaurant clients. In the second quantitative study, 993 valid survey questionnaires were collected, and the proposed model was tested using structural equation modelling.

The results reveal that consumers perceive chefs as human brands and the associated narratives include both performance- and popularity-based characteristics. The findings support the conclusion that individuals give great importance to chefs’ image and the congruence between chefs and their restaurant’s image. In addition, luxury restaurant image only affects novelty experiences, and both hedonic and novelty experiences have a positive effect on customers’ happiness and well-being.

This research focused on Portuguese luxury restaurants. The consumers’ happiness and well-being needs to be replaced by other outcomes to confirm if the model produces consistent results.

The results should help luxury restaurant managers understand more fully which pull factors are valued by their clients and which aspects contribute the most to their pleasure and welfare.

This study adds to the extant literature by exploring consumers’ perceptions of chefs as human brands and the role these chefs’ image play in customers’ luxury restaurant experiences and perceived happiness and well-being.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.