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Considering the central role of narratives in the articulation of the self, processing experiences and conveying meaning, many scholars in marketing and consumer behaviours have tried to study the subject. This pool of multi-disciplinary studies has yielded fragmented literature resulting in ambiguity. Therefore there is a need for an article, which studies the extant literature comprehensively. Hence, this paper aims to pursue two objectives, to summarize prominent research studies in consumption narratives and to suggest directions for future research.

The paper reviews 25 key studies on consumption narratives and highlights their most important contributions, methods and findings.

As in consumer narrative research, the concept almost always has been borrowed from different domains, the findings suggest a concise definition to fill this gap. Also, to enrich the findings, three-level of consumption narratives are discussed.

This paper serves as a basis to comprehend the essence of consumption narratives in the consumption context, to understand the research gaps and provides directions for future research.

Considerando el papel central de las narrativas en la formulación de uno mismo, el procesamiento de las experiencias y la transmisión de significados, muchos académicos en marketing y comportamiento del consumidor han tratado de estudiar este tópico. Este conjunto de estudios de carácter multidisciplinar ha dado lugar a una literatura muy fragmentada y ambigua. Por tanto, se hace necesario un trabajo de investigación que estudie de menara exhaustiva la extensa literatura existente. En definitiva, este artículo persigue dos objetivos, resumir las investigaciones más destacadas sobre narrativas de consumo existentes en la literatura y sugerir orientaciones para futuras investigaciones.

Este artículo revisa 25 estudios clave sobre narrativas de consumo y resalta sus contribuciones, métodos y hallazgos más relevantes.

Teniendo en cuenta que en la investigación sobre narrativas de consumo el concepto ha sido casi siempre tomado de diferentes ámbitos, los hallazgos sugieren una delimitación conceptual más concisa para cubrir este vacío. Asimismo, para enriquecer los resultados se analizan tres niveles de narrativas de consumo.

Este artículo sirve de base para comprender la esencia de las narrativas de consumo en el contexto del consumo, entender las brechas de investigación que aún existen en este ámbito y proporcionar guías para futuras investigaciones.

考虑到叙事在自我表达、处理体验感受和传达意义方面的中心作用, 许多营销学者和消费者行为学者都试图对这一主题进行研究。由于研究成果横跨多个学科, 而导致文献支离破碎, 造成了歧义。因此, 有必要对现存文献进行综合研究。因此, 本文的研究目标有二, 一是总结当前消费叙事研究的主要成果, 二是为今后的研究指明方向。

本文回顾了关于消费叙事的25个主要研究, 并强调了它们最重要的贡献、方法和发现。

由于之前的消费者叙事研究中, 消费者叙事的概念几乎总是从不同的领域借用, 研究结果提出了一个简明的定义来填补这一空白。此外, 为了丰富研究结果, 本文还讨论了三个层次的消费叙事。

本文作为理解消费语境中消费叙事本质的基础, 来理解研究的差距, 为今后的研究指明方向。

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.

As an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen et al. (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019.

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education.

It has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive.

It provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research.

It is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach.

My feminist, narrative research privileges women’s voice. It comprises a cross‐cultural narrative analysis of 11 Mongolian and 11 Australian women’s stories of survival, recovery and remaking of self following domestic/intimate partner violence. With a major focus on narrative identity, I identified plots and themes of individual autobiographical narratives, as well as relevant canonical narratives (general stories of lives arising from dominant discourses in a particular culture). From these elements I created a meta‐narrative which constitutes the body of the research report. The strength of this narrative research method was to elicit narratives of women’s journeys through and beyond domestic violence. The research process involved myself as researcher, as well as participants themselves, bearing witness to and reflecting on the women’s stories. Particularly empowering for participants was hearing and responding to their own stories and the sharing of stories among participants. In this article I give an overview of my theoretical approaches and research methods, tell the story of conducting the research and give a brief summary of my findings and conclusions.

The purpose of this chapter is to make visible the similarities and differences among narrative, self-study of teacher education practices, and autoethnographic methodologies to generate clarity about when each methodology might be most appropriate. Using Margery Wolf’s (1992) A Thrice Told Tale as a heuristic to support our exploration, we look at a selected slice of data as if standing within each methodology. As we do that we consider ways that we might engage each methodology to push forward our thinking about powerful research. Our goal is to critically examine the processes that researchers use for the study and to explore the ways using particular methodologies in appropriate ways that can strengthen our thinking about professional knowledge.

This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.

The purpose of the paper is to explore the theory and approaches employed by a novice narrative researcher to open, work in, and close the narrative space. The paper reflects on this personal journey and aims to provide insight for other novices to successfully navigate the narrative space.

This paper draws on the experiences and emotions involved in undertaking narrative inquiry as a novice researcher. The paper focuses specifically on the challenges of opening, working in and closing the narrative space.

Through a critical and reflective discussion of approaches to narrative inquiry, the papers points to key theories, and approaches, which guide narrative research. In doing this, the diversity in interpretation and application of narrative research are noted as essential components of both its challenge and beauty.

The practical implications of this paper are linked to its utility in helping others reflect on their own practice and also providing insight and support to other novice researchers seeking to navigate the narrative space.

The paper provides a subjective interpretation and application of the theory underpinning narrative research and how it was used to guide the authors research into care leavers journeys into and through university.

Situated in scholarship on narrative and antenarrative, the purpose of this paper is to develop central assumptions of an (ante)narrative approach to collective identity research and to reflexively address the methodological questions such an approach raises for producing and analysing (ante)stories. (Ante)stories include proper stories with chronology and plot as well as antestories which are fragmented and incomplete.

Based on a concrete research project exploring collective identity as narratively constructed in negotiation between organizational insiders and outsiders, emphasis is placed on elements related to the production and analysis of (ante)stories. Challenges of the applied (ante)narrative methodology are addressed focusing on three central questions: where do (ante)stories come from? Whose (ante)stories are told? And whose storied constructions of collective identity are explored?

The (ante)narrative methodology allows for a broad approach to producing and analysing (ante)stories. Consequently, it provides a rich understanding of the narrative practice of constructing collective identity. However, it also raises questions relating to the role of the researcher in the analytic process.

Implications include the necessity of developing analytic methods that take the fragmented, incoherent and dynamic nature of storytelling into account as well as reflect the researcher as a co-teller. Moreover, it is suggested that there is a need for developing a set of alternative evaluation criteria to accompany such methods.

To present and reflexively discuss (ante)narrative as a research methodology within collective identity research.

The purpose of this paper is to develop a narrative framework for doing empirical research into business ethics and shows, through two examples, how the framework can be applied in practice in this context. The focus is on interview-based research.

A theoretical research based on literature review was conducted.

In the developed narrative framework, two main kinds of analysis are distinguished: an analysis of the narrative and a narrative analysis. An analysis of the narrative is a matter of classifying and producing taxonomies out of the data. The purpose of a narrative analysis is to construct a story or stories based on the data. Narrative analysis differs from the analysis of narratives in that the story does not exist prior to the analysis, but is created during the analysis.

The proposed narrative framework helps those doing empirical research into business ethics avoid simplistic “black and white” interpretations of their material, and helps them to show that ethical realities in the business world are often complex, various and multiple.

The paper offers a methodological framework for those doing qualitative research into business ethics which will increase the quality and rigor of their studies.

A value of the narrative approach is that the stories offer researchers an entry point to understanding the complexity of ethics and how people make sense of this complexity. The paper shows in detail how the methods presented can be used in practice in empirical research.

The purpose of this paper is to investigate the effect of gamification design elements of virtual corporate social responsibility (CSR) game on customers’ continuance intention to participate in social value co-creation and the mediation effect of psychological benefit.

Three scenario simulation experiments of the between-subjects design were conducted to examine the influencing mechanism of reward mechanism of virtual CSR game on customers’ continuance intention to participate in social value co-creation.

The findings indicated that: there are significant differences between the effect of behavior-based reward and result-based reward on customers’ continuance intention to participate in social value co-creation; the psychological benefit plays a moderating role between game reward mechanism and customers’ intention to continuously participate in social value co-creation; the game narrative mode plays a moderating role in the influence of game reward mechanism on customers’ intention to continuously participate in social value co-creation; the background for game placement moderates the interactions of game narrative mode and game reward mechanism on customers’ continuance intention to participate in social value co-creation, namely there is significant interaction of gamification design elements on psychological benefit and customers’ continuance intention to participate in social value co-creation.

This research has the following limitations. First, restricted by research conditions, the game scene, as the experiment material, can only be exposed to the participants in the form of text, thus customers’ psychological benefit (especially the entertainment experience) may be affected. Second, theoretical argument and literature support were not enough when the authors put forward the research hypotheses, due to the lack of research on the application of gamification in the CSR field. Third, considering the complexity, the authors took the psychological benefit as a unidimensional variable, in this research; it may be funnier to divide it into three variables. Finally, because the game design elements form into a virtual customer environment that jointly influences customers’ psychological benefit, the method of qualitative comparative analysis can be considered in future research.

It provides insights for marketers on the planning and design of a CSR strategy. The conclusions of this research have a certain guiding significance to the formulation of CSR strategy and the practice of social value co-creation. First, enterprises can apply gamification to the design of virtual CSR projects to promote customers’ continuance intention to participate in social value co-creation. Second, on the consideration of customers’ psychological benefit, enterprises should reasonably match such game design elements as game placement background, game narrative mode and game reward mechanism, when designing a virtual CSR game, so as to promote customers continuously participating in a virtual CSR project.

Virtual CSR projects are in fact the activities that enterprise co-create social value with their stakeholders. So, the research on customers’ continuous participation in virtual CSR projects is helpful for increasing social welfare.

This study confirms the effect of reward mechanism of a virtual CSR game on customers’ continuance intention to participate in social value co-creation from the perspective of customer psychological benefit. It also provides insights for marketers on the planning and design of a CSR strategy.

This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.