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To investigate the psychological mechanism of observational learning in the online retailing context, the purpose of this paper is to show how the psychological distance between consumers and products affects modes of observational learning.

Five experimental studies are conducted to test the hypotheses.

The findings show that which modes of observational learning are adopted by consumers is affected by consumers’ psychological distance. Specifically, when the psychological distance between consumers and products is proximal, consumers tend to adopt the termed adequate observational learning mode by considering the interaction of information about popularity and the breadth of appeal of a product to make purchase. However, when the psychological distance is distal, consumers would consider information of popularity and breadth of appeal separately without considering the interaction, termed as inadequate observational learning mode. The observed relationship between psychological distance and observational learning mode could be explained by the construal level.

This research advances the observational learning and psychological distance literature by investigating the psychological mechanism behind observational learning modes. Limitations include the use of scenario-based experiments to test the hypotheses, investigation of a single product attribute (i.e. breadth of appeal) and assessment of popularity information by sales volume alone.

The current research provides a deeper understanding of consumer observational learning modes, which can help online retailers to develop effective product strategies and marketing tactics and, finally, achieve stronger competitive positions.

The present research contributes to the literature by examining the psychological mechanism involved in observational learning. This research distinguishes adequate and inadequate observational learning modes from the perspective of psychological distance.

Drawing on the social learning theory, the purpose of this paper is to examine the antecedents and consequences of users’ excessive online social gaming. Specifically, the authors develop a model to propose that observational learning and reinforcement learning mechanisms together determine excessive online social gaming, which further foster adverse consequences.

The model is empirically validated by a longitudinal survey among users of a popular online social game: Arena of Valor. The empirical data are analyzed using component-based structural equation modeling approach.

The empirical results offer two key findings. First, excessive online social gaming is determined by observational learning factors, i.e. social frequency and social norm, and reinforcement learning factors, i.e. perceived enjoyment and perceived escapism. Second, excessive online social gaming leads to three categories of adverse consequences: technology-family conflict, technology-work conflict and technology-person conflict. Meanwhile, technology-family conflict and technology-work conflict further foster technology-person conflict.

This study contributes to the literature by developing a nomological framework of excessive online social gaming and by extending the social learning theory to excessive technology use.

Social commerce has brought about a significant transformation in consumer experience due to diverse factors. As a result, users often find themselves prone to impulsive buying behaviour when exposed to such an environment. Prior research was limited to demonstrating the expanding influence of celebrities on social media and the linkage between social engagement and impulse buying context. Furthermore, the impulse buying tendency of consumers on social media in the context of celebrity posts has yet to be validated. This paper aims to assess the influence of consumer awareness, consumer trust and observational learning on the latent state-trait (LST) theory regarding celebrity posts on impulse buying tendencies.

The empirical research builds on a sample survey involving 750 students from the “Big Four” economics universities in Hanoi. The proposed model was analysed using a partial least squares structural equation modelling technique.

The authors find that consumer trust and observational learning from celebrity’ posts positively affect impulse buying tendency. Yet celebrity influence awareness directly impacts trust in celebrity’ posts rather than directly impacting impulse buying tendency. Perceiving the importance of interactive and authentic posts by a celebrity in influencing consumers’ purchase behaviour on social media, this research offers valuable insights for stakeholders in the digital celebrity sphere of communication and marketing.

Perceiving the importance of interactive and authentic posts by a celebrity in influencing consumers’ purchase behaviour on social media, this research offers valuable insights for stakeholders in the digital celebrity sphere of communication and marketing.

From a theoretical perspective, this expands the applicability of the LST theory in social commerce to promote impulse buying tendencies. Second, this contributes to the literature on the emerging phenomenon of social media celebrities, as existing literature does not clarify their influence on impulse buying behaviour. Third, this research applies the concept of observational learning in online shopping through key features of social media platforms, namely, likes, shares and comments, to investigate their influence on the impulse buying tendency of consumers. Concerning managerial implications, the authors propose practical recommendations for practitioners, particularly those involved or interested in the commercial services industry and social media marketing (namely, celebrities and partner companies).

The purpose of this paper is to investigate whether indirect police contacts through observational learning models impact students’ trust in the police and their perceptions of police bias.

The study is based on a survey at two public universities in the mid-western and southern regions of the USA (921 out of 1,089 responses were retained for this study). The empirical analysis relied on a principle component factor analysis and a multivariate regression analysis.

Results show that three observational learning models (live, verbal, and symbolic) significantly influence perceptions of the police. In particular, the symbolic model is significant regardless of students’ direct and indirect contact experiences with the police.

This study is the first to examine the modeling effects on attitudes toward the police applying the classic social learning theory developed by Albert Bandura. The results highlight the importance of indirect police contact experiences in shaping young citizens’ perceptions of the police.

Previous research on negotiation skills has focused mostly on the negotiation itself and tactics used when bargaining, while little research has examined the process by which people become effective negotiators. The purpose of this paper is to develop an initial model from an intra-organizational perspective to outline the factors that contribute to the development of negotiation skills and behaviors by employees.

This conceptual paper relies on prior research and existing theory to focus on the types of developmental and learning experiences and processes that lead to the acquisition of three specific types of key negotiation skills and behaviors.

Distributive, integrative, and adaptable negotiation skills are developed most effectively via different learning and development activities, respectively. Additionally, unique individual difference and situational variables could contribute to particular negotiation behaviors, either directly or via an interaction with developmental experiences.

The paper proposes a model for future testing in which results can provide support for tailored/customized training and development of employee negotiation skills. Providing the correct people with the correct tools in the correct manner is always desirable by practitioners.

This proposed holistic model provides new insights, structure, and suggestions for more research on factors that lead to negotiation skill development and exhibition of effective negotiation behaviors. This paper goes beyond description of negotiation tactics and addresses the various negotiation contexts and the unique skills needed for each. Most importantly, the paper addresses how those skills are uniquely and most effectively developed.

Negotiation is a ubiquitous part of work-life. As such, negotiations do not occur in a vacuum, which means that we often find ourselves negotiating again and again, in a variety of situations, with varying degrees of success and failure. By taking every opportunity that presents itself, we can learn and develop our negotiation skills further as a result of our cumulative negotiation experiences – especially the more difficult ones. To date, the literature on negotiation and learning from failures has yet to be integrated. In pursuit of this goal, this chapter will firstly, identify the characteristics or specific aspects of a negotiation that could be a setback or failure, and secondly, integrate failures and setbacks into a systematic approach in which we can learn effectively from these setbacks, in which the author applies the literature on learning from failure to specific negotiation setbacks.

The purpose of this paper is to explore the nature of leadership learning in the entrepreneurial context, by building a dynamic learning perspective of entrepreneurship. It draws on contemporary leadership literature to appreciate entrepreneurial leadership as a social process of becoming located in particular contexts and communities.

Through qualitative phenomenological interviews with nine entrepreneurs the lived experience of learning to lead is explored. The principles of interpretative phenomenological analysis (IPA) are utilised to analyse the data and enable inductive theory‐building.

The findings illustrate situated leadership patterns and relationships unique to the entrepreneurial context. A number of significant structural and experiential factors are identified that both shape and restrict the development of leadership practice in small ventures. Specifically, the limited opportunities for leadership enactment and observation, the dominance of the business as the crucible for leadership learning, the influence of the family and the low salience of leadership are highlighted.

In appreciating the leadership learning task that nascent entrepreneurs are faced with it is vital that further research delves deeper into the varying levels of “leadership preparedness” brought to new venture creation. From a policy perspective, there is significant value in enabling entrepreneurs to engage in meaningful dialogue, critical reflection and purposive action with their peers through the creation of leadership “learning networks”.

The research demonstrates leadership learning processes and pathways that are significantly different to those experienced by managers in the employed context. In so doing, this article represents the first systematic attempt to apply a learning perspective to the subject of entrepreneurial leadership.

This study aims to test the role of branded content marketing on YouTube in brand building and explicates the mechanism through which brand content influences brand loyalty and purchase intentions.

This study uses a quantitative, Web-based, three-step randomized intervention design and recruits YouTube users through the Amazon Mechanical Turk (n = 925).

Post-intervention results (n = 596) show that consumers’ repeated exposure to branded content facilitates their social learning processes. Consumers derive value from the relevant content and subsequently form more favorable brand attitudes, greater brand loyalty and heightened purchase intentions. Brand loyalty mediates the effect of perceived brand content value on purchase intentions.

This study’s findings support the advantages of investing in the creation and dissemination of valuable brand content through a brand’s own social media channel(s). While informative content and entertaining content can both drive brand loyalty, high product-involvement brands are advised to emphasize on informative content to precipitate brand–consumer attachment. Low product-involvement brands, on the other hand, are advised to feature more enticing and captivating content to stimulate consumer devotion.

This study reveals the positive impact of branded content marketing within social media on consumers’ brand attitudes, brand loyalty and purchase intentions. It also explicates the mechanism through which content marketing influences brand evaluation and purchase intentions by coordinating consumer learning and value derivation.

The purpose of this paper is to investigate the institutions involved in providing experience to entrepreneurs in China and analyzed the types of experience they provide. Moreover, the abilities of related organizations to shape experience were analyzed.

By using a multiple case study method, this qualitative study examined various entrepreneurial experience providers (namely incubator, entrepreneurship training institution, franchise store, entrepreneurship training network, and family business experience transfer) to understand the experience types and their supplying competencies.

On the basis of the types of entrepreneurial experience and the criteria for entrepreneurial competency assessment, the study results showed that the primary providers in China are the Start Your Business (SYB) program, incubators, and family businesses. Furthermore, for-profit social training organizations provided less experience than did governmental or private ones. The five providers mainly provided “know-what” entrepreneurial experience. Among the providers, family businesses and SYB offered experience that was conducive to entrepreneurial learning.

Entrepreneurs are the subjects of entrepreneurship education, while this study mainly focused on analyzing the experience supplying competencies. Thus, future studies should explore the required abilities that are developed during entrepreneurship for various learners.

This study interpreted how to achieve Chinese mass entrepreneurship and innovation strategy in the context of the low development of entrepreneurship higher education. To improve their competencies in providing experience, providers must focus on developing proper curricula, effective transfer methods and teacher resources, and incorporating entrepreneurship education.

On the basis of social learning theory and human capital theory, this study developed a set of criteria for the assessment of the ability of entrepreneurial experience providers. This study analyzed how related institutions enhanced entrepreneurial experience, thereby expanding the relevant learning channels and providing options for entrepreneurs to accumulate experience in China.

The purpose of this paper is to provide a model that can explain how organizations may retain their executives’ tacit knowledge in the organization especially during the succession period. The proposed model takes into consideration three critical contexts that may assist in improving the knowledge flow during the transition period, namely, motivation context, transition context and ability context.

This paper presents a conceptual framework that emphasizes the importance of the will and skill of two parties involved in succession, i.e. the predecessor and successor, as well as the context of the succession. To this end, the paper advances a set of propositions that explain how these different contexts affect the quantity and quality of the knowledge acquired by the successor at the end of the succession period.

This paper advances a theoretical model that describes the antecedents and moderator of job-specific knowledge acquired during executive succession.

This paper presents a theoretical model that explains knowledge flow during the transitory period of succession. It emphasizes the importance of the motivation and ability of the partners involved while taking into consideration the context of succession.

This paper contributes considerably and in a practical manner to managers in general and to human resource managers in particular. It draws the attention of concerned managers to check the motivation of both successor and predecessor in experiencing the transition, explain to the successors the job description of the position to direct their attention to learn specific knowledge and equip both parties involved in the succession with the needed skills.

This paper advances a new concept termed as accelerated engaged tacit knowledge acquisition. This concept complements other perspectives of knowledge flow and learning and takes into consideration the specific context of executive succession.