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This paper aims to provide an example of how to review information and social-marketing initiatives using financial well-being as a case point.

Literature review and content analysis is used. The audience, channel, message, and evaluation framework is applied. Existent financial well-being initiatives are identified and selected, and further described and analysed in terms of their audience, channel, message and evaluation. The message is further discussed according to the transtheoretical model of change.

Most financial well-being campaigns focus on a particular audience, use a multichannel approach to reach their audience, and report some evaluation, consistent with the audience, channel, message and evaluation framework. Message analysis shows that several initiatives address all processes posited by the transtheoretical model of change to trigger behavior change. Potential areas of improvement and boomerang effects are identified.

Initiatives enhance their effectiveness by using theory, using proper segmentation and channel(s) selection, creating messages based on the audiences’ readiness for change and incorporating evaluation.

Theoretical and practical insight regarding financial well-being initiatives has been achieved. Campaign designers can inspire from this example to conduct their own research and analysis of existent initiatives as one of the starting points in the process.

The purpose of this paper is to examine the role of social marketing programs in preventing drunk driving, and how protection motivation theory (PMT) can be used to create effective anti drunk driving communications.

Communication and program materials aimed at reducing drunk driving were identified and gathered from English‐language websites from the USA, Canada, UK, Australia, and New Zealand, and a qualitative review was conducted.

The review provides a description of the key themes and messages being used in anti drunk driving campaigns, as well as target population, campaign components, and sources of funding. A key facet of this review is the examination of the use of PMT in social marketing campaigns designed to prevent drunk driving.

The review presents social marketing campaigns aimed at preventing drunk driving in English‐speaking countries, and shows that PMT can be successfully used in this context. The paper provides a guide for future initiatives, as well as recommendations for social marketing practitioners.

This paper aims to examine social marketing programs aimed at preventing or moderating alcohol consumption among young consumers. It seeks to show how protection motivation theory can be used as a theoretical framework to create effective communications targeting young people.

Communication materials aimed at preventing or moderating alcohol consumption among young people were identified and gathered from web sites in five English‐speaking countries (USA, Canada, Australia, New Zealand, and the UK). A qualitative review of these materials was conducted.

A majority of the alcohol moderation/prevention campaigns targeting young consumers followed the tenets of protection motivation theory by focusing on the threat variables of severity and vulnerability. Some campaigns also focused on costs, as well as self‐efficacy and response efficacy.

Only English‐language materials and materials targeting young consumers have been considered, so findings cannot necessarily be generalized to other languages or countries.

Future youth alcohol moderation/prevention initiatives should include self‐efficacy messages, to increase confidence among young people that they are able to carry out the recommended actions.

The review presents a comprehensive examination of initiatives aimed at preventing/reducing alcohol consumption among young consumers, and shows how protection motivation theory can be successfully used in this context.

The present study has been designed with the aim to determine whether there are differences in individual entrepreneurial orientation (IEO) between students, doing their major in business studies and the ones whose areas of study are science, technology, engineering, and mathematics (STEM).

The theoretical research methods comprise the review of secondary sources to build a sound theoretical framework for the research activities. The empirical research method is a survey in Latvia and Poland applying non-parametric inferential statistical methods as well as linear regression analysis to investigate which factors and components contribute to EO orientation development among different groups of students, and, thus, verify the research hypotheses.

The yielded research results demonstrate that there are significant differences between business and STEM students when they analyze their IEO. It turned out that STEM students obtain significantly lower scores for risk-taking and innovation but higher for proactiveness. Additionally, it was detected that the chosen field of study affects students’ perception of educational support, thus, influencing their innovation, proactiveness, and risk propensity characteristics.

In this research, the authors focused on exploring IEO among business and STEM students in Latvia and Poland, hence the findings cannot be one-to-one applied to other countries.

The topicality of the theme is determined by the fact that changes in external environment require higher educational institutions (HEIs) in Latvia and Poland to foster their entrepreneurial ecosystems and re-master study programs both for business and STEM students as well as conduct projects that include students, academic staff, and business representatives – the transformation is necessary to create positive attitude towards entrepreneurship among the students and help them to consider entrepreneurial career path later.

Factors and components which contribute to IEO development among different groups of students are under-researched in the Baltic countries, experiencing systemic transformation. The authors believe that universities can use the analysis of their students’ IEO to allocate their resources in a better way, adjust curricula to the real needs of students and facilitate entrepreneurship.