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A fear appeal is a communication tactic designed to scare people into adopting desired behaviors (e.g. wash hands to avoid contracting COVID-19). While it is generally acknowledged that fear appeals can be persuasive at motivating behavior, this paper aims to identify how to optimally identify how to optimally frame the focal threat to increase their effectiveness as well as to uncover additional underlying processes.

The authors conducted four experimental studies.

This research validates that exposure to fear appeals can strongly motivate behavior. However, this study shows that this effect is moderated by threat specificity. Specifically, this study demonstrates that people are more motivated to engage in behaviors that facilitate threat avoidance after exposure to a personally relevant threat that represents a nonspecific (e.g. aging appearance) rather than a specific outcome (e.g. wrinkles). This effect is mediated by perceptions of assimilation (versus contrast) to the focal threat. This study reliably shows the effect across three threat domains (i.e. aging appearance, weight gain, illness) and for different behaviors.

Theoretically speaking, this study contributes to the fear appeal literature by identifying a new type of message framing that has the potential to increase fear appeal’s persuasive power, and uncovering a distinct mechanism by which fear appeals impact behavior. Practically speaking, the findings confirm that fear appeals have the potential to help marketers mobilize consumer behavior, especially when the communication highlights a nonspecific rather than specific threat.

The purpose of this study is to examine the potential of integrating material from the arts into postgraduate curricula to deepen students’ engagement with marketing phenomena. The authors assess the use of arts-based activities, within a broader critical pedagogy, for encouraging imaginative and analytical thinking.

The authors devised two learning activities and an interpretive method for studying their value. The activities were an individual essay connecting themes in song lyrics to marketing, and a group photography project. These were applied, within a broader, critical approach, in postgraduate modules on sustainability, ethics and critical marketing. Data collection comprised diaries kept by the teachers, open-ended feedback from students and students’ assignments.

Students showed high levels of engagement, reflexivity and depth of thought, in felt experiences of learning. Their ability to make connections not explicitly in the materials, and requiring imaginative jumps, was notable. Several reported lasting changes to their behaviour. Some found the tasks initially intimidating or, once they were more engaged, stressful or saddening.

This adds to scholarship on management education by showing the usefulness of an arts-based approach towards a transformative agenda.

It offers a template of how to draw from the arts to strengthen critical engagement upon which marketing teachers can build. It also contains practical advice on the challenges and benefits of doing so.

The authors provide evidence that this approach can enhance sensitivity and reflexivity in students, potentially producing more ethical and sustainable decisions in future.

The pedagogical interventions are novel and of value to lecturers seeking to enhance critical engagement with theory. An empirical study of an attempt to integrate arts into teaching marketing represents a promising direction, given the discipline’s creative nature.