Search results

This paper aims to examine the strategic implications of stakeholder engagement in emerging economies.

The author examines a range of current theories that address the question of “why corporate morality pays”, most notably instrumental stakeholder theory. The focus is not on theoretical validity but the institutional assumptions that underpin the theory. It then compares these assumptions with the reality in emerging economies to challenge the universality of the theory.

Existing interpretations of stakeholder theory and corporate social responsibility (CSR) are heavily influenced by the west and developed countries. Only when firm‐stakeholder interactions are overwhelmingly rule‐governed will developing a trustworthy and cooperative relationship with stakeholders result in competitiveness.

A warning to CSR managers and multinational corporations that pursue competitive advantages in emerging economies such as China and India.

A new, critical approach to rethink stakeholder management in a cross‐border/cultural context.

Keywords search is intuitive, simple to use and convenient. It is also the de facto input interface for textual and multimedia retrieval. However, individuals often perform poorly when faced with exploratory search tasks that are common during learning, resulting in poor quality searches. The purpose of this paper is to examine how adolescent learners search and select videos to support self-learning. The findings allow for the identification of design concepts of video retrieval interface and features that can facilitate better exploratory searches.

Participants were assigned two customized video search tasks. The think-aloud protocol is used to allow participants to verbalize their actions, thoughts and feeling. This approach offered rich insights to the participants’ cognitive processes and considerations when performing the search tasks.

This study identified five themes for exploratory video search behavior: selection of internet resources, query formulation/reformulation, selection of the video(s) for preview, getting acquainted with the video content, and making a decision for the search task. The analysis of these themes led to a number of design concepts, ranging from supporting exploration of topics to better interaction with metadata.

The findings can inform future development of dedicated video retrieval systems interfaces that seeks to facilitate effective exploratory searches by learners.

This study contributes by suggesting design concepts for video retrieval system developers to support exploratory video searches.

As independent travel has become increasingly popular in recent years, factors influencing users’ attitudes and behaviors should be explored. Besides, the rise of video platforms like YouTube, Bilibili and TikTok has led to the flourishing of user generated content (UGC), among which travel vlogs have become convenient and essential references for tourists before and while they travel on their own.

This research used quantitative analysis through a survey designed for young people, as most vlog viewers are in those age groups, to explore the attitudes and perceptions of vlog preference, attitudes and cognizance of travel vlogs among different gender, guided by the decision-making theory and preference theory with 455 participants.

Survey results showed that both genders have common choices regarding travel vlog preference, attitudes, sharing and cognizance. Yet, gender differences appear in some cognition of travel vlogs and specific preferences, such as information searching habits, trusty travel and information sources.

Existing studies focus on the influence of platforms on users, but scant studies focus on user perceptions of vlogs as a new information carrier for young people in East Asia, especially regarding gender differences, which is crucial in media-based marketing. This research provides practical suggestions to marketers and vloggers to attract and engage different genders of young people and theoretical implications on decision and preference theories.

Integrating the uses and gratifications (U&G) theory, the notion of information richness and personal epistemology framework, the purpose of this research is to propose and empirically validate a framework which specifies Internet users' urge to click clickbaits.

The hypotheses in the proposed framework were tested using a between-participants experimental design (N = 204) that manipulated information richness (text-only vs. thumbnail clickbaits).

Curiosity, perceived enjoyment and surveillance were significant predictors of the urge to click. In terms of information richness, the urge to click was higher for thumbnail vis-à-vis text-only clickbaits. IEB (IEB) moderated the relation between the gratification of passing time and the urge to click.

This paper represents one of the earliest attempts to investigate Internet users' urge to click clickbaits. Apart from extending the boundary conditions of the U&G theory, it integrates two other theoretical lenses, namely, the notion of information richness and personal epistemology framework, to develop and empirically validate a theoretical framework.

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.

This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.

The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.

The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.

This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.