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Brand awareness is a pivotal, but often neglected, aspect of consumer-based brand equity. This paper revisits brand awareness measures in the context of global brand management.

Drawing on the method of Laurent et al. (1995), this cross-sectional longitudinal study examines changes in brand awareness over time, with sample sizes of approximately 300 whisky consumers per wave in three countries: United Kingdom, Taiwan and Greece.

There is consistency in the underlying structure of awareness scores across countries, and over time, extending the work of Laurent et al. (1995). Results show that a relevant operationalisation of brand awareness needs to account for the history of the brand. Furthermore, the nature of the variation of brand awareness over time interacts with a brand’s market share.

When modelling the impact of brand awareness researchers need to consider two factors – the brand’s market share and whether a more stable or volatile measure is sought. This avoids mis-specifying the country-level contribution of brand awareness.

Global brand managers should be wary of adopting a “one size fits all” approach. The choice of brand awareness measure depends on the brand’s market share, and the desire for higher sensitivity or stability.

The paper provides one of the few multi-country investigations into brand awareness that can help inform global brand management.

The purpose of this research is to analyze brand competition in China using the Duplication of Purchase (DoP) law, with important implications for understanding Chinese buyer behavior in comparison with Western buyers. Discovered in the Western markets, the DoP law holds across a variety of product categories.

Multiple sets of new data are examined to extend past research in the application of the DoP law in Chinese buying behavior. This study draws on panel data and self-reported data, utilizing bootstrapping to identify partitions where excess sharing occurs.

This paper finds the DoP law holds across six categories (two personal care, two impulse categories and two durables), as well as over multiple years. Brands in China share customers with other brands in line with the market share of the competitor brand. There were few partitions where brands shared significantly more customers than expected. Partitions occur due to the same umbrella brand or ownership, and geographic location.

Areas for further research include extended replication in other categories, investigating partitions and whether a different consumer path to purchase occurs in China.

DoP can be applied across a wide range of categories in China to understand market structure. New entrants to China can use this approach to understand a category from a consumer behavior perceptive. DoP provides guidelines for marketers to identify competition and allocate resources appropriately.

This research provides a comprehensive, unparalleled examination across six very different categories of brand competition in China. This gives confidence in the robustness and generalizability of the results.

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of “hard to get at” people, struggling with workload and access issues.

An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not.

A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive.

The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non‐mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time‐poor, full‐time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills.

A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high‐quality product is high; however, this is counter‐balanced by the re‐usability and outreach of the approach.

Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.

Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.

This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.

Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.

The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.

This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.

While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

People who have used mental health services in Scotland have the lowest employment rates of all working ages, despite a national programme for mental health and well‐being that provides significant investment in anti‐stigma initiatives and employment support services. This paper qualitatively identifies barriers to employment from the perspectives of people who have experienced mental health issues by conducting in‐depth focus groups with 20 people who have experienced mental health issues undertaken through collaborative research involving people who have experienced mental health issues alongside practitioners and academics. Researchers who have experienced mental health issues instigated and determined the direction, execution and dissemination of the study. The findings add to the growing evidence base outlining the complex and interlinked barriers to employment which include previous experience of workplace discrimination, financial uncertainty, disclosure concerns, quality of jobs available and the potential of work at times to worsen mental health conditions. Despite this, most participants expressed hopefulness and resilience. Many wanted paid work and outlined practical steps that employers can take in terms of recruitment and retention. However, participants also stressed the equal importance of voluntary work and not just as a step to paid employment. A multiple‐perspectives approach provides important insights into the complex and sensitive policy area of mental health and employment. Meaningful involvement of people who have used mental health services should be a central aspect of further research that aims to understand and address these barriers. This study has shaped the development of a national service user research consortium in Scotland.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common curricular resources depict an American icon with a complicated past.

In this paper, the author conducted a content analysis of biographies and expository compilations featuring Sanger. The entire data pool were sampled and analyzed.

The trade books, particularly the biographies, historically represented Sanger in most categories. Sanger's international direct action and eugenics were two misrepresented areas. Expository compilations, with more limited space than biographies, contained more omissions and minimized or vague depictions of key areas. Findings did not appear dependent upon date of publication.

This study explores an icon of America's free speech battles and birth control rights at a time when culture wars are shaping current events. No researchers have previously explored Sanger's historical representation within trade books.

The research focusing on the social impacts of events on communities has reached a level of critical mass and this paper aims to synthesise the literature, including the research methods used and analytical techniques that have been employed in order to provide a platform for future research in this important area.

The key method used is a literature review of all the available academic research into the social impacts of events on communities and the development of a model for future research.

After reviewing the social impact literature, the paper finds that one negative social impact, in particular, has the potential to undermine the key positive impacts that events can deliver for a host community. This impact, which is collectively known as anti‐social behaviour (ASB) incorporates behaviour such as drunken, rowdy and potentially life and property threatening behaviour.

The consequences of the impact of ASB are so serious, partly because it is an impact which the media often highlight, can seriously tarnish the image of an event in the eyes of the local community and reduce their pride in the destination. Community tourism leaders need to manage this impact in order to maintain resident support. The paper concludes with a model for future research into the social impacts of events on communities, focusing on the role that ASB plays in residents' perceptions of events.

This paper provides a review of the literature on social impacts to date and is a resource for researchers in the area. In addition, the paper highlights the role that ASB plays in aggravating negative perceptions of tourism in communities and the need for a more in‐depth understanding of ASB.