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Children’s sensory involvement refers to the degree to which children engage their senses, such as sight, touch, taste, smell and hearing, in their interactions with the environment. In the context of parents' purchase decisions, children’s sensory involvement pertains to how children's sensory involvement influences the purchasing decisions made by their parents. The aim of this study was to evaluate the effect of children's sensory involvement on parents’ purchase decisions considering the mediating role of the parent’s attitude.

In this study, a structured questionnaire survey was conducted with parents of children aged 7–12 in Isfahan, Iran. The sample consisted of 210 parents, aimed at elucidating the relationship between variables. Structural equation modeling (SEM) was employed to analyze the relationship between variables.

Results showed a significant relationship between children’s sensory involvement and parents’ purchase decisions, children’s sensory involvement and parents’ attitudes and parents’ attitudes and purchase decisions. It was concluded that children’s sensory involvement could indirectly influence the parents’ purchase decisions considering the mediating role of parents' attitudes.

In today's business landscape, it is imperative for organizations to discern the multitude of factors influencing consumers' purchasing decisions. Among these, family dynamics play a substantial role, with children often exerting a strong influence on their parents' buying choices. Despite the acknowledged importance of this dynamic in existing literature, the specific impact of children's sensory involvement on parental purchasing decisions remains largely unexplored. Therefore, this paper aims to fill this gap in the literature by shedding light on the role of children's sensory involvement in shaping parental buying behaviors.

This study aims to investigate the influence of CEO’s only-child status on corporate social responsibility (CSR) practices. It seeks to extend the understanding of upper echelon theory by examining unexplored CEO characteristics and their impact on CSR decisions.

The paper uses manually collected CEO family information and Chinese Stock and Market Accounting Research data as a basis to examine the influence of CEOs’ early-life experiences on their engagement in CSR activities. The study applies attachment security theory from developmental psychology and uses upper echelon theory, particularly focusing on CEOs’ only-child status. A comparative analysis of philanthropic donations between CEOs who are only children and those who have siblings is conducted. The study also examines the moderating effects of corporate slack resources and CEO shareholdings.

Preliminary findings suggest that CEOs who are only children are more likely to engage in CSR compared to their counterparts with siblings. However, the difference in donation amounts between the two groups tends to attenuate with decreased slack resources and increased CEO shareholdings.

To the best of the authors’ knowledge, this research represents the first attempt to investigate being the only child in one’s family and the CSR-related decision of CEOs, which extends the upper echelon theory by introducing the family science theory into the management domain.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This study aims to investigate how entrepreneurial anxiety develops during the entrepreneurial intention stage in a developing country such as Bangladesh, where doing business has long been a challenge, and examine how individuals manage their entrepreneurial anxiety. Indeed, understanding how anxiety is formed when individuals decide to start a business has been a challenge, because such a decision is influenced by both individual and contextual factors.

This study applies thematic analysis to examine how individuals experience and react to entrepreneurial anxiety in a developing country context when they make a decision to start a business using data from 30 in-depth semistructured interviews with 20 aspiring and 10 active entrepreneurs. All participants are Bangladeshi nationals.

Consistent with earlier studies, the findings of this study revealed that entrepreneurial anxiety is regarded as a type of distress, doubt, fear, uneasiness and worry. Moreover, 11 distinct sources of entrepreneurial anxiety were identified, suggesting that some individuals develop problem-focused coping strategies to stay firm on their decision to start a business as planned, whereas others procrastinate.

The findings add new dimensions to the theory of entrepreneurial anxiety and offer practical implications for aspiring entrepreneurs, policymakers, parents and society as a whole.

This study contributes to an underexplored area of emotion in entrepreneurship by conceptualizing how entrepreneurial anxiety develops during a specific stage of the entrepreneurial process, that is, entrepreneurial intention.

This chapter discusses the extension of legal equality between male and female citizens in four states in North Africa – Tunisia, Egypt, Morocco and Algeria – through one specific lens: A married woman's legal capacity to initiate and obtain divorce without the husband's consent. Building on the works of Stein Rokkan and Reinhard Bendix on the expansion of citizenship to the ‘lower classes’, it is argued that amendments in divorce law by introducing in-court divorce for women, in addition to out-of-court divorce, is a significant institutional change that extends legal equality between men and women. The introduction of in-court divorce expands female citizenship by bolstering woman's juridical autonomy and capacity in state law. Changes in divorce laws are thus part of state centralization by means of standardizing rules that regulate family law through public administrative institutions rather than religious organizations. Two questions are addressed: First, how did amendments in divorce laws occur after independence? Second, in which ways did women's bolstered legal capacity in divorce have a spill over effect on reforms in other patriarchal state laws? Based on observations on sequences of change in four states in North Africa, it is argued that amendments that equalize between men and women in divorce should be seen as a key driver for reforms in other state laws, that reduce legal inequality between male and female citizens. In all four states, women's citizenship was extended in nationality law and criminal law after amendments in divorce law gave women unilateral legal power to exit a marital relationship.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This secondary source case is based mainly on legislative documents (that tracked the initiation and progress of the Parental Rights in Education bill that later became an Act), corporate documents (published by The Walt Disney Company) and news articles from publications such as The New York Times and Bloomberg. All sources are cited in the case narrative and as end notes.

In April 2022, The Walt Disney Company and its CEO, Robert Chapek, were at the center of a controversy over the company’s opposition to the State of Florida’s Parental Rights in Education bill. The bill, dubbed “Don’t Say Gay” by its critics, prohibited instruction on sexual identity and gender orientation in the state’s elementary schools. The controversy stemmed from Disney’s initial non-reaction to the bill and its later strident opposition and call for its repeal. Chapek was pressured by negative media publicity and employee disgruntlement on the one hand and adverse economic consequences for opposing the bill by the state’s Governor, Ron DeSantis. Chapek and the Board had to respond to the political threats to Disney’s economic well-being while appeasing its employees and other stakeholders who wanted the company to be a corporate champion in diversity, equity and inclusion.

The case is best suited for advanced undergraduate or graduate leadership, strategic management and marketing courses. From a leadership and strategic management perspective, the case is well-suited for demonstrating the evolving expectations of leaders and corporate social responsibility, as well as the concepts of issue framing and nonmarket management. Instructors may also leverage the case in marketing courses (e.g. brand management), as CEO activism (i.e. messaging and practice) is one characteristic of brand activism (Animation Guild, 2022).

The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.

This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.

The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.

Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.

By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

The psychological foundations of consumers’ reasons for product choices are analyzed in the field of marketing. The purpose of this research is to identify the implicit reasons for white meat consumption in the UK and Turkey.

In the scope of the means-end chain theory, in-depth interviews were conducted with individuals, and the reasons for consumers’ product preferences were revealed by moving from concrete to abstract.

It has been determined that the white meat consumption of Muslims in the UK is primarily shaped by their religious approach. In Turkey, on the contrary, both consumption patterns and reasons for preference are changing. It has been found that white meat consumption is associated with values such as security needs, satisfaction with life, self-fulfillment and happiness.

This research has contributed to the marketing literature by examining consumers’ implicit consumption reasons for white meat in the context of religion and culture.

Marketing strategies should focus on building trust in halal certification, particularly in the UK. Brands should associate their promotion strategies with feelings of security and happiness, which are associated in the minds of consumers.

This study is a new study in terms of revealing the connotations of consumers about consuming chicken and fish and showing the implicit needs that the brands can emotionally associate with.