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The purpose of this study is to examine the effects of brand origin (BO) misperception (hereafter BOM) or non-identification on brand equity. Besides, the current study investigates the moderating role of brand strength in the relationship between BOM and brand equity.

The current study adopted a 4 (BO identification: favorable BOM vs adverse BOM vs non-identification vs correct identification) × 2 (brand strength: strong vs weak) between-subjects design. A total number of 547 participants performed assessments on the automotive brand. The current study selected three strong brands and three weak brands for tests. In the experiment, respondents had to associate the brand with its country of origin. The assignment of BO conditions was based upon respondents' natural responses provided. ANOVA was used for data analysis.

The results indicate that as compared to correct BO identification, BOM (either adverse or favorable) or non-identification exerts a more negative impact on brand equity. Moreover, the study demonstrates that brand strength moderates the effect of perceived BO on brand equity.

This study provides empirical support to the notion that BOM is detrimental to brand equity. Specifically, when adverse BOM occurs, a strong brand suffers more from the negative consequences resulted than a weak brand does. Conversely, when consumers misattribute the BO to a country with a stronger image than its real origin (i.e. favorable BOM), the resulting negative effect is reversed. Moreover, the non-identification of BO hurts the brand equity of both strong and weak brands.

This paper aims to examine the moderating role of customers’ regulatory focus on the relationship between progress level of goal pursuit and customers’ consumption behaviors in a retail setting.

Data were collected from a loyalty program organized by a retail store selling cosmetic and skincare products. Loyalty program participants were given member cards endowed with different progress levels, and their consumption behaviors during the program period were tracked. Regulatory focus of program participants was also assessed.

Regression results show that prevention-focused customers are inclined to spend more money, accumulate more stamps and achieve more additional rewards when progress level is high rather than low. This pattern is reversed for promotion-focused customers.

Future research may investigate the underlying mechanism by testing potential mediators. Researchers may also test the model in non-retail settings such as service industries.

The findings provide insights to firms regarding when and how to motivate customers with different regulatory orientations in loyalty programs.

This study examines the joint effect of regulatory focus and progress level on people’s consumption behaviors. The model was tested using actual consumption data collected in a retail setting.

This paper aims to compare the learning outcomes of gaming simulation and guided inquiry in sustainability education on plastic waste management. The current study targets the identification of success factors in these teaching approaches.

This study used a quasi-experimental design with undergraduate participants who were randomly assigned to an eight-hour sustainability education class using either gaming simulation or guided inquiry. Pre- and post-tests on students’ knowledge, attitudes and intended behavior were conducted, followed by individual interviews to provide more detailed reflections on the teaching approach to which they were assigned.

In terms of knowledge acquisition and behavioral changes, the quantitative results suggested that the pre-/post-test in-group differences were significant in both groups. More importantly, a significant positive attitudinal change was observed in the gaming simulation group only. In the interviews, participants attributed effective knowledge acquisition to active learning element in class, while the characterization of cognitive dissonance triggered in the gaming simulation induced subsequent affective changes.

Activities in this program can be applied or modified to accommodate differences in other similar programs. The findings can also provide indicators to designs of similar programs in the future.

This paper explores plausible factors (ideology and implementation) that contribute to successful sustainability education programs. Through comparison between gaming simulation and guided inquiry, elements for effective education for sustainable development learning in the pedagogical designs are discussed.

This paper presents the findings based on a survey conducted to examine the status and extent of the use of computer‐based technology (CBT) to support “quality”, including such aspects as quality control, quality assurance and quality management, in Hong Kong. Five main categories of CBTs, namely decision support systems (DSSs), group support systems (GSSs), executive information systems (EISs), expert systems (ESs) and artificial neural networks (ANNs), in support of quality are surveyed. The survey findings indicate that CBT usage to support quality in Hong Kong is low, particularly ESs and ANNs. This is partly due to a lack of awareness regarding the potential of CBTs in supporting quality among their potential users, and partly because of a lack of availability of suitable software to support their use. This paper represents a first attempt to examine the real‐life use of CBTs in support of quality. Based on the research findings, we have identified several opportunities for further research and suggested a number of research directions for CBTs to support “quality”in practice.

The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning.

This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis.

The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context.

This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.

Internal control systems are critical to an organization's efficiency and promotes the adherence to norms and rules. The purpose of this study is to evaluate the impact of internal control systems on banking industry effectiveness.

Data were collected from 15 commercial and 20 rural banks. The hypothesized relationships were supported by the data. A structural equation modeling was applied in testing the conceptual model and hypothesis. Confirmatory factor analysis was conducted to establish validity and reliability of the dimensions.

The results show that organizational effectiveness was significantly impacted by three dimensions of internal control systems: control activities, control environments and risk assessment. However, the impact of monitoring of control on organizational effectiveness was not significant. The results also show a nonsignificant impact of information and communication on organizational effectiveness.

Since the current study concentrated on the banking sector with its distinct characteristics, the generalizability of the conclusions may be limited.

The study's findings may aid decision-makers and stakeholders in the adoption, designing and implementation of proactive internal control system to enhance operational efficiency, effectiveness and competitive advantage.

The study advances the literature by empirically evidencing that internal control systems impact organizational effectiveness.

The purpose of this paper is to examine the effects of different dimensions of instructional leadership on student learning in Hong Kong secondary schools, whose broader institutional contexts are critically characterized by high accountability policy environments.

This study utilizes standardized test scores collected from (n=2,037) students in 42 secondary schools and data collected from key staff's perceptions of leadership practices, to investigate two dimensions of instructional leadership, which are conceptually interdependent but distinctive – i.e. instructional management and direct supervision of instruction. A cross‐level interaction analysis of hierarchical linear modeling was employed to investigate the effects of the two dimensions of instructional leadership on student learning.

Leadership practices focused on instructional management were found to enhance student learning by boosting the positive effect of students’ attachment to their school on academic achievement. In contrast, leadership practices related to direct supervision of instruction were found to undermine student learning by weakening the positive effect of student perceptions of school attachment on academic performance when other school‐ and student‐level characteristics are held constant.

The paper reveals the contrasting effects of instructional leadership as a multi‐dimensional construct which is central in the current education reform agenda, rooted in accountability‐oriented policy of Hong Kong. It draws a number of implications for principal instructional leadership in Hong Kong Schools as they deal with demands for external accountability.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This paper aims to facilitate researchers, academicians and entrepreneurs gain insights on the social entrepreneurship concept and future research opportunities in the context of the Asia-Pacific countries (APAC).

The diversity of social entrepreneurship phenomenon visible in 101 journal publications was reviewed and analyzed to identify research perspectives and opportunities, with special focus on papers published on the APAC context between 1998 and 2015. The keywords for search were “social entrepreneurship”, “social enterprises”, “social entrepreneur” and the names of all countries in APAC.

The study identifies three prominent themes in need of more research in the APAC countries: contextual, institutional and personal factors surrounding social entrepreneurship; usage of market orientation by social enterprises to generate economic and social value; and impact of social entrepreneurship education on generating talent pool for social enterprises.

During the review on the social entrepreneurship concept, it was felt that most research originated from both sides of the Atlantic rather than the APAC. Interestingly, no review was found on research published on social entrepreneurship as perceived and practiced in APAC. Therefore, this paper would be of particular value to any researcher who would conduct social entrepreneurship research in the Asia-Pacific context. Asia-Pacific offers immense scope for empirical research for theory generation and theory testing in different contexts.