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Universities are increasingly encountering high levels of national and international competition. In order for universities to continue with their business success and expansion, they have relied on developing and maintaining a differentiated brand identity by improving their branding strategy. The purpose of this paper is to examine the antecedents of students’ identification with the brand of public universities in Iran.

Sampling was done in multiple stages. In the first stage – using stratified sampling – students were recruited from distinct degree programs and universities based on the Iranian national demographic proportions. In the second stage, convenient sampling was used within each degree program category. For data collection, the interviewer distributed questionnaires among students regardless of age and gender. The number of questionnaires distributed in each university (i.e. the sample size in each university) was determined using the number of students in the country and percentage of students at each university.

The results showed support for the hypothesized positive relationship between brand identification and the antecedent factors including prestige, interorganizational and intraorganizational competition. On the other hand, the results showed no significant relationship between brand identification and the antecedent factors including distinctiveness and memorable experience. Outcomes (i.e. word-of-mouth, active engagement and loyalty) of brand identification were also tested and their relationships with brand identification are supported.

This study was conducted in the higher education sector in one cosmopolitan Iranian city (i.e. Tehran) to which Iranians from other cities travel to for studying. Thus, the results of this survey include a variety of sub-cultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of students’ identification with the brand of public universities across different nations using a cross-cultural approach.

A study of the antecedents of students’ identification with the university brand can provide a guide for universities to manage their brand and marketing strategies. Managers of higher education institutions can take important steps in establishing a link between students and university brands. Managers can highlight interorganizational competitions. The authors recommended universities publicize and honor students’ success in academic competitions on the university website, via ceremonies dedicated to the student winners, and using print banners that identifies their name and achievement, among other mediums. Additionally, competitions can be promoted among students through professors and motivational speeches from recognized leaders.

Results revealed that brand prestige of public universities positively affects students’ identification. This study highlights the importance of national and international rankings of universities and the sensitivity of students to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university. Additionally, this study showed that brand distinctiveness of public universities does not significantly affect students’ identification with the university brand. Further examination is recommended to help explain this finding and a cross-cultural comparison will assist in this endeavor.

In this information era, innovation is among the most important factors for an organization to increase its performance. In this chapter, it is explored how to improve the business innovation in organizations effectively by using suitable management strategies in an emerging economy selected as Turkey. Among many strategies set and implemented for the ease of innovation, in this chapter, it is revealed that some have more direct and efficient effects. Among these strategies and practices there exist, strategic and innovative human resource management, goal setting for innovation, supporting employee creativity, empowering employees for innovation, developing effective organizational communication, leading for innovation, building an innovative organizational culture and establishing teams for innovation. These practices are derived from the selected Borsa Istanbul (BIST) Companies in Turkey. Strategies of five companies which are indexed in BIST30 and BIST Sustainability Index, and additionally, which are all candidates of innovation leader in their sector, were taken as examples reflecting the innovative atmosphere in Turkey.

The purpose of this paper is to provide a framework for guiding social innovation in service (SIS), defined as the creation of novel, scalable and sustainable market based service offerings that solve systemic societal problems.

This research provides a review and synthesis of transdisciplinary literatures to establish a basis for the conceptual framework proposed for SIS.

It is argued that the primary unit of an SIS is the service firm and that there are micro-, meso-, and macro-level actors and enablers in the ecosystem that can help bring about SIS. Examples from the hospitality and tourism industry are used to demonstrate key points.

Benefits of an SIS to companies include growth through new markets and innovative value offerings, sustainable supply chains in production, building consumer value and trust in the company/brand, attracting and retaining talent and being proactive in including social and environmental measures of success in customer metrics and company financial reporting.

This paper contributes to the social innovation and service literature by: offering a new, scientifically supported view of an SIS; providing managers with a framework to guide social innovation within their service firm and for the benefit of their company and its stakeholders; and directing service scholars to research issues necessary to advance SIS.

This study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.

The two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.

The study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.

These findings point some practical implications for enhancing the effectiveness of the two school types and further research.

There is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students’ names as a means to gaining awareness of their students’ home culture, language and personal stories.

This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals.

The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student.

This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds.

Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student’s heritage culture, history, language and the unique lived experiences of their students.

Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students’ names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others.

This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.

The purpose of this paper is to focus on two internal organizational factors in college football teams (team powerfulness and team reputation) and their combined relationship on game attendance. Authors aim to validate new data published by Wall Street Journal (WSJ) and NCAA websites; and to develop a new conceptual model to examine the interaction effect of team powerfulness and team reputation on game attendance.

This study relies on secondary data collected from the WSJ’s “College Football’s Grid of Shame” publication and the NCAA official website. Data for 123 US college football teams are collected representing 13 conferences for seasons 2010–2014. Multi-level regressions are utilized for statistical analyses.

Results reveal that not only team’s powerfulness is required for more public attendance to games, but also team reputation strengthens this relationship. In other words, team reputation plays an important role in increasing games’ attendance. Team reputation alone does not bring more attendees to games.

This paper studies the relevance of team reputation in the field of sports management. This paper argues that in order to achieve superior financial benefits in college football games, it is important to properly manage team powerfulness and its legal and ethical behavior. In this way, a positive reputation can leverage game attendance to a larger extent.

This chapter differentiates stress from generalized anxiety, discussing the nature and prevalence of each among college students. The chapter then delves into generalized anxiety in detail, covering instruments that measure generalized anxiety, cultural considerations associated with generalized anxiety and the causes, consequences, prevention and treatment of generalized anxiety among college students. The next section of the chapter focuses on social anxiety among college students, similarly addressing its defining characteristics, prevalence, cultural considerations, causes, consequences, prevention and treatment. The final section of the chapter follows a similar structure in discussing posttraumatic stress disorder (PTSD) among college students. Throughout the chapter, attention is devoted to neurotransmitters and brain structures that are involved in anxiety and its treatment through antianxiety medications. Case examples are used to help bring theoretical concepts and research findings to life.

The paper attempts to empirically examine the difference in the foreign direct investment (FDI) – private investment relationship between developed and developing countries over the period 2000–2013.

The paper uses the two-step GMM Arellano-Bond estimators (both system and difference) for a group of 25 developed countries and a group of 72 developing ones. Then, the PMG estimator is employed to check the robustness of estimates.

First, there is a clear difference in the FDI – private investment relationship between developed countries and developing ones. Second, governance environment, economic growth and trade openness stimulate private investment. Third, the effect of tax revenue on private investment in developed countries is completely opposite to that in developing ones.

The paper is the first to provide empirical evidence to confirm the dependence of FDI – private investment relationship on governance environment. In fact, contrary to the view (arguments) in Morrissey and Udomkerdmongkol (2012), the paper indicates that FDI crowds out private investment in developed countries (good governance environment), but crowds in developing countries (poor governance environment).

This paper seeks to provide guidance on specific ways by which organizations can overcome resistance by matching readiness strategies with forms of resistance.

The paper summarizes literature on resistance to change and readiness to change, leading to the development of specific recommendations for reducing resistance through specific readiness strategies.

Resistance, though common, may be more effectively managed if specific readiness strategies are matched with requisite sources of resistance.

The paper provides guidance on addressing primary sources of resistance by matching them with specific elements proposed by Armenakis et al. that lead to readiness for change.

The synthesis of literature related to creating readiness for change and resistance to change leads to a resistance to change typology, including three domains. While these domains have been addressed in change literature, the paper further expands on these domains by offering potential sources of resistances within each domain. This should lead to future research that explores these domains and sources within each domain in greater depth.