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Drawing on an organizational learning perspective, this paper examines the effect of levels of foreign market involvement (intensity and geographic spread) on internationalization outcomes recognizing that the moderating influence of entry-mode learning potential is not well documented in the literature on small- and medium-sized enterprises (SMEs).

The sample includes 180 SMEs evenly selected from three industries: biotechnology, software and clothing (60 firms in each industry). The sampled firms employ less than 250 employees and are equally distributed between three developed economies and three emerging economies. All were engaged in foreign business.

The authors find that there is a direct relationship between levels of foreign market involvement and internationalization outcomes. Entry-mode learning potential moderates the relationship between intensity of foreign market involvement and internationalization outcomes but not the relationship between geographic spread and internationalization outcomes.

This study reveals several new insights that help explain the pathway through which foreign market involvement activities are translated into internationalization outcomes.

The authors conclude that the positive relationship between intensity of foreign market involvement and internationalization outcomes is strengthened when SMEs also use an entry mode with a higher learning potential than exporting only.

The production of the ‘good life’ or the ‘less bad-life’ (Berlant, 2007, 2011), especially among generations of the Marcos dictatorship and the Epifanio de los Santos Avenue revolutions (henceforth, EDSA revolutions) in the Philippines, is animated by the ‘mobility imperative’ (Farrugia, 2016). The mobility imperative includes processes that encourage or demand mobility (Farrugia, 2016) for individuals and institutions. It figures in various ‘systems of practice’ (Levitt, 1998, 2001) among families in migrant-sending communities, government and corporations that magnify how migration is the ticket to better life (McKay, 2012) or its glorification as a heroic act (de los Reyes, 2013, 2014). Among the generations of the Martial Law and the EDSA revolutions, therefore, the ‘good life’ is hinged upon departure as professionals (e.g. nurses and engineers), workers in elementary occupations (e.g. construction and domestic workers) or mail-order brides or pen pals. Put simply, the good life in these generations is a function of remittances.

This chapter examines how the contemporary generation of young people construct the ‘good life’ in differential and new terms (de los Reyes, 2023; McKay & Brady, 2005) from previous generations. Using interviews and vision boards of left-behind children (15–18 years old), it argues that left-behind children critically appraise the ‘mobility imperative’. The chapter shows that there is a growing imagination of alternatives to the migration-induced good life among left-behind children, and therefore, they gradually refuse the ‘mobility imperative’. For them, the aspired good life consists of potentially being employees or entrepreneurs in their own villages and living a life with their own families (de los Reyes, 2019, 2020).

Paedophilic individuals are a highly misunderstood and stigmatised group, with the general public tending to equate paedophilia with child sexual abuse. Given that paedophilia is often conflated as a psychiatric/mental health disorder and an extreme violent offence, the current study examined whether the stigma towards paedophilic individuals is related to negative associations with severe mental illness and extreme violence. The authors also used the terror management theory (TMT) to provide further insights into why paedophilia is so highly stigmatised.

A sample of 126 participants was split into one of six conditions and provided punitive and moral character judgements, as well as salience of death thoughts. Conditions were divided into three main stigma conditions (paedophilia vs schizophrenia vs homicidal ideation), which were further divided into two conditions (offending vs non-offending).

Results showed that judgements were harsher in the offending conditions than the non-offending conditions. Results also showed that the stigmatisation of paedophilic and schizophrenic individuals may be mediated by terror management processes. These findings suggest that paedophilia is believed to be associated with severe forms of mental illness where an individual is not able to control their own state of mind.

Thus, addressing perceptions of dangerousness towards individuals with severe mental illness is a crucial step towards developing effective strategies to help reduce such stigma.

As one of the first studies to use TMT in this way, the current study provided much-needed insight into an important and under-researched area using available methods for such a sensitive topic.

This study is a radical interactionist analysis of family conflict. Drawing on both a negotiated order perspective and Athen's theory of complex dominative encounters, this study analyzes the role that domination plays in conflicts among intimates. As the family engages in repeated conflicts over roles, the family also engages in negotiations over the family order, what role each party should play, interpretations of past events, and plans for the future. These conflicts take place against a backdrop of patriarchy that asymmetrically distributes power in the family to determine the family order. The data from this study come from a content analysis of mothers with substance use problems as depicted in the reality television show Intervention. The conflicts in these families reveal that these families develop a grinding family order in which families engaged in repeated conflict but also continued to operate as and identify as a family. These conflicts are shaped by and reinforce patriarchal expectations that mothers are central to family operation. The intervention at the end of each episode offered an opportunity for the family to engage in a concerted campaign to try to force the mother into treatment and reestablish the family order.

This study aims to propose increasing the number of dimensions around current intergenerational influence (IGI) construct and renaming it to intergenerational brand influence (IGBI). This research describes the development and validation of the items comprising the dimensions of this new construct.

This study performed a literature review to identify potential dimensions for IGBI based on previous research about IGI. Analysis of items used to measure IGI was conducted to establish a set for each dimension. A structured, self-administered survey was used. Item reduction, measure validation and regression analysis were conducted to measure the predictive validity of the instrument. Moreover, three separate studies were conducted to develop and validate IGBI construct.

IGBI quantifies the various interactions that contribute to intergenerational brand transfer. The interactions could be classified according to one of the five IGBI dimensions: communication, recommendation, observed behavior, good impression and co-shopping with parents.

IGBI recognizes the relevance of influence behaviors such as children observing their parents buy a brand, children participating in shopping and children attempting to develop a good impression through brand loyalty. The first two behaviors indicate the importance of brands advocating purchase behavior as a family activity. The measure of good impression suggests that consumers use brands to maintain family connections, which should be considered a pertinent brand strategy.

This study develops the aforementioned five IGBI dimensions that describe the interactions between parent–child consumers that result in brand transfer.

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.