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The authors provide a general framework of behavior under asymmetric information and develop indices of diligence, objectivity and quality by an analyst and analyst firm about a studied firm, and relate them to the accuracy of its forecasts. The authors test the associations of these indices with time.

The test of Public Information versus Non-Public Information Models provides the index of diligence, which equals one minus the p-value of the Hausman Specification Test of Ordinary Least Squares (OLS) versus Two Stage Least Squares (2SLS). The test of Objectivity versus Non-Objectivity Models provides the index of objectivity, which equals the p-value of the Wald Test of zero coefficients versus non-zero coefficients in 2SLS regression of the earnings forecast residual. The exponent of the negative of the standard deviation of the residuals of the analyst forecast regression equation provides the index of analytical quality. Each index asymptotically equals the Bayesian ex post probability, by the analyst and analyst firm about the studied firm, of the relevant behavior.

The authors find that ex post accuracy is a statistically and economically significant increasing function of the product of the indices of diligence, objectivity and quality by the analyst and analyst firm about the studied firm, which asymptotically equals the Bayesian ex post joint probability of diligence, objectivity and quality. The authors find that diligence, objectivity, quality and accuracy did not improve with time.

There has been no previous work done on the systematic and objective characterization and joint analysis of diligence, objectivity and quality of analyst forecasts by an analyst and analyst firm for a studied firm, and their relation with accuracy. This paper puts together the frontiers of various disciplines.

As Ratnam makes clear, a cultural–historical perspective on teacher/faculty excessive entitlement is indispensable if we are to use this concept to work with, rather than undermine, education practitioners. In this chapter, a networked relational model of activity is proposed as a tool for understanding excessive entitlement from a cultural–historical activity theory (CHAT) perspective, so that the transformative potential of both entitlement and the modeling of it may be harnessed. The networked relational model, which represents CHAT activity systems as a hand-draw or painted network of relationships between actors and artifacts, allows its creators, in their capacity as researchers or academics, to use it as an imaginative artifact in the Wartofskian sense. That is, by representing activity systems of academic performance as networks of interacting entities, the emergence of excessive entitlement can be traced to, and perhaps mitigated through the relationships that they represent. In this regard, the why, what, and how artifacts proposed by Engeström are taken up as useful means for enhancing the functioning of the networked relational model not just as a tool for analyses of entitlement but also a means for envisioning alternative countercultures into being.

Research into the dark side of online brand-managed communities (OBCs) and, specifically, consumer-to-consumer (C2C) conflicts within this context are scarce. This paper aims to explore the different forms of C2C conflicts in OBCs, measure their direct impact on observing consumers and brands and investigate their appropriate moderation by exclusively focusing on two actors: brands versus consumers.

This research adopts a sequential exploratory approach. First, the authors capture different forms of C2C conflict via netnographic observations of five brand-managed communities. Second, the identified forms of C2C conflict are used in an online experiment to examine their impact on OBCs’ social and commercial outcomes. Third, further two online experiments were used to assess how brand versus consumer conflict moderators impact perceived credibility and conflict de-escalation.

The authors uncover three prominent forms of C2C conflict based on whether conflict occurs between supporters, non-supporters or outsiders of the OBC. The authors further show that these affect consumers’ engagement behaviours and emotional responses, while brands suffer from diminished credibility and could be targets of unfavourable electronic word-of-mouth. Finally, for managing C2C conflict, the findings confirm that brands are perceived as more suitable, while under certain conditions consumers can also be viewed as appropriate moderators.

This research used a range of participant self-selected brands and is limited to brand-managed (as opposed to consumer-managed) communities on Facebook. While beyond the scope of this paper, the dynamics for consumer-managed communities may differ.

This article offers guidance to marketing practitioners on the different nuances of undesirable consumer interactions in brand-managed communities on social media, their impact on customer engagement and brand perceptions and when/whether brands or consumers may be suited to moderating these.

This paper makes novel contributions to the literature on consumer (mis)behaviours and OBC management. The findings are among the first, to the best of the authors’ knowledge, to examine the direct social and commercial consequences of C2C conflicts and to provide comparative insights into the appropriateness of two different moderators in OBCs.

This article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.

A narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.

Many mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.

Implications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.

This article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.

The purpose of this paper was to examine consumer perceptions of aesthetic attributes of textile-based assistive devices (ADs) and the language used by consumers to express those perceptions and concerns. Previous investigations of user feedback for ADs have largely focused on functional attributes rather than aesthetics.

An interpretivist research philosophy was selected to investigate the meaning behind consumer perceptions and to understand their viewpoints on the aesthetic dimensions of ADs. Using product reviews for two ADs sold on Amazon.com as data, the researchers conducted qualitative data analysis through coding and interpretation of meanings behind reviews to determine consumers’ perceptions related to their ADs.

The authors identified consumer concerns linking to aesthetics evidenced as a multisensory integration of visual, tactile and olfactory cues. Consumer-preferred language used to address aesthetic preferences was found to supplement the literature. Aesthetic considerations were found to be impactful on avoiding stigma and encouraging or discouraging continued use of the devices.

Findings may contribute to the development of textile-based ADs with improved aesthetics to enhance user experiences. New ways of using consumer language to interpret user needs may assist in future research and design practice for consumer products.

The use of consumer product reviews as a rich source of user data is discussed in this paper. As previous research on assistive technology has largely focused on functionality, results of this analysis offer insight into consumers’ aesthetic judgments related to ADs and bring a sensory perspective to the research area.

A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.

Quantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.

The authors conclude that Australian universities have taken an evidence-based approach to leadership education.

More work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

Using elements of Bourdieu’s (1986) capitals framework as an underpinning conceptual architecture, this paper theorises the role of symbolic capital in resourcing a specific example of socially entrepreneurial behaviour.

This paper relies on data collected via a qualitative variant of the critical incident technique.

The analysis resulted in three focal themes: power (a dynamic of cooperation rather than domination), age (youth as a means of legitimation) and temporality (as both lever and conduit).

These themes further current understanding of socially entrepreneurial behaviour and potentially catalyse additional questioning and investigation specific to the construct of symbolic capital in this context.

The insights offered in the paper may assist those tasked with supporting success (policymakers and practitioners) in the social entrepreneurship domain.

Relatively little is known about the operationalisation of capitals in the context of social entrepreneurship, and even less about symbolic capital specifically. Particular emphasis is given to moving beyond a focus on the simple mechanics of capital exchange and conversion.

The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.

The aim of this paper is twofold. First, it seeks to understand how different forms of anthropomorphism, namely verbal and visual, can enhance or detract from the subjective well-being of consumers and their co-creation behaviors whilst collaborating with artificial intelligence (AI) service agents. Second, it seeks to understand if AI anxiety and trust in message, function as primary and secondary consumer appraisals of collaborating with AI service agents.

A conceptual model is developed using the theories of the uncanny valley and cognitive appraisal theory (CAT) with three hypotheses identified to guide the experimental work. The hypotheses are tested across three experimental studies which manipulate the level of anthropomorphism of AI.

Results demonstrate that verbal and visual anthropomorphism can assist consumer well-being and likelihood of co-creation. Further, this relationship is explained by the mediators of anxiety and trust.

The empirical results and theorizing suggest verbal anthropomorphism should be present (absent) and paired with low (high) visual anthropomorphism, which supports the “uncanny valley” effect. A moderated mediation relationship is established, which confirms AI anxiety and trust in a message as mediators of the AI service agent anthropomorphism-consumer subjective well-being/co-creation relationship. This supports the theorizing of the conceptual model based on the “uncanny valley” and CAT.

The purpose of this study was to analyze the effectiveness of simulation learning techniques within both face-to-face and online courses. The specific objective for this study was to answer two questions: (1) What are the specific benefits the simulation learning component adds to the course(s)? (2) How do students perceive the usefulness of the simulation learning component to their prepared readiness to enter the industry?

An open-ended survey was administered at the end of the course to conduct a content analysis of student perspectives of the incorporation of cloud-based, educational simulation learning into educational courses. A discussion of the students' perspective of the SIM labs benefits, ease of use and perceived usefulness of this trending learning component has been reviewed, along with the comparison of the online and face-to-face viewpoints.

Some of the identified successes were the ability to collaborate between online and face-to-face classes. Another was the ability to incorporate the application and decision-making components of the textbook into their virtual position of the simulation (SIM) learning lab from an owner's/general manager's perspective. Finally, the SIM labs provided the instructor with a measurable tool to have students compete in a healthy environment.

Valuable insights were gained into the student's perspective and helped in needed adjustments to better utilize this type of active learning. By studying a specific simulation learning component of this type of electronic learning (e-learning,) valuable contextual explanations to support the other types of active learning techniques mentioned above can be gained.