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1 – 4 of 4Aysen Bakir, Jessica Castonguay and Jeffrey G. Blodgett
This study aims to examine the effects of character body size, subject body size and product type on female adolescents’ attitudes toward the character. Given prior research…
Abstract
Purpose
This study aims to examine the effects of character body size, subject body size and product type on female adolescents’ attitudes toward the character. Given prior research showing that adolescents identify more strongly with those whom they view as similar to themselves, it is possible that heavy and obese adolescents will react more favorably to plus-size ad characters.
Design/methodology/approach
Two studies were conducted, one with females aged 12–14 and a second with females aged 15–17. Based on their body mass index, subjects were classified as of small/average size or overweight/obese. Ads featured either a thin, average-size or plus-size character, and promoted either a healthful or an unhealthful snack item.
Findings
In general, small/average size female adolescents responded more favorably toward thin characters, whereas their overweight/obese counterparts responded more favorably toward plus-size characters. Moreover, subjects’ responses were not moderated by the nutritional value (healthful vs unhealthful) of the product being advertised.
Research limitations/implications
To effectively promote healthy foods to overweight/obese adolescents, it may be advantageous to incorporate plus-size characters. Additional research is needed, however, to determine whether this approach can effectively influence brand attitudes and consumption behaviors.
Social implications
As obesity rates continue to rise, it has become vitally important to encourage healthier food choices among youth. To develop effective communication strategies, marketers need to better understand how young consumers respond to various advertising cues.
Originality/value
To the best of the authors’ knowledge, this is the first study to examine the effect of character size and subject size on female adolescents’ attitudes toward the character.
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Gita Gayatri, Yusniza Kamarulzaman, Tengku Ezni Balqiah, Dony Abdul Chalid, Anya Safira and Sri Rahayu Hijrah Hati
This study aims to examine the perceptions and evaluations of Muslim COVID-19 survivors and health workers regarding the halal, business and ethical attributes of hospitals during…
Abstract
Purpose
This study aims to examine the perceptions and evaluations of Muslim COVID-19 survivors and health workers regarding the halal, business and ethical attributes of hospitals during their interactions related to COVID-19 treatment.
Design/methodology/approach
Descriptive qualitative research with semi-structured online interviews was used to gather insights from COVID-19 survivors and health workers who treated COVID-19 patients. The findings were then compared with existing literature on hospital services and Sharia attributes.
Findings
The study found that patients and health-care workers in hospitals are concerned about whether the hospital follows Sharia law, the quality of health-care and hospital services and the ethical conduct of hospital staff. This is especially true during the COVID-19 pandemic, when patients are more anxious about religious conduct and the afterlife.
Research limitations/implications
Hospitals need to address halal attributes in all aspects of their services for Muslim patients and business attributes such as standard health-care quality, service quality and ethical attributes. Participants indicated that when these needs are met, they are more likely to revisit the hospital and recommend it to others.
Originality/value
This study contributes to understanding the expectations of Muslim patients regarding hospital services that meet Islamic ethical and business requirements. Using the COVID-19 pandemic as a case study broadens the understanding of how to better serve Muslim customers.
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Fred Awaah, Andrew Tetteh and Dorcas Adomaa Addo
This study aims to examine the effects of cyberbullying on the academic lives of Ghanaian university students. It also establishes whether cyberbullying victims, perpetrators…
Abstract
Purpose
This study aims to examine the effects of cyberbullying on the academic lives of Ghanaian university students. It also establishes whether cyberbullying victims, perpetrators, victim-perpetrators and bystanders differed in their thoughts on the effects of cyberbullying on students’ academic lives.
Design/methodology/approach
This study is anchored on Bandura’s theory of triadic reciprocal determinism and Abraham Maslow’s theory of needs. This study uses a cross-sectional survey design and quantitative approach to collect the data from 1,374 students from three public universities. The authors use descriptive statistics and ANOVA techniques to analyse the data.
Findings
The results show that the effects of cyberbullying on academic life are difficulty concentrating on studies, difficulty studying in groups and difficulty assessing important academic information online. There is also a statistically significant difference among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the effects of cyberbullying on students’ academic lives.
Originality/value
This research contributes to the literature on cyberbullying in the Ghanaian tertiary education environment. Even though the impact of cyberbullying on academics in Ghanaian universities may seem minimal, it is still imperative that it be checked, as it is significant enough to disrupt effective academic work. Thus, this study adds to the existing literature on cyberbullying from a developing country perspective.
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Anne Sliwka, Britta Klopsch, Janina Beigel and Lin Tung
This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the…
Abstract
Purpose
This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.
Design/methodology/approach
Employing a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.
Findings
During the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.
Practical implications
The deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.
Originality/value
This paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.
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