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We take Cumulative Prospect Theory (CPT) seriously by rigorously estimating structural models using the full set of CPT parameters. Much of the literature only estimates a subset of CPT parameters, or more simply assumes CPT parameter values from prior studies. Our data are from laboratory experiments with undergraduate students and MBA students facing substantial real incentives and losses. We also estimate structural models from Expected Utility Theory (EUT), Dual Theory (DT), Rank-Dependent Utility (RDU), and Disappointment Aversion (DA) for comparison. Our major finding is that a majority of individuals in our sample locally asset integrate. That is, they see a loss frame for what it is, a frame, and behave as if they evaluate the net payment rather than the gross loss when one is presented to them. This finding is devastating to the direct application of CPT to these data for those subjects. Support for CPT is greater when losses are covered out of an earned endowment rather than house money, but RDU is still the best single characterization of individual and pooled choices. Defenders of the CPT model claim, correctly, that the CPT model exists “because the data says it should.” In other words, the CPT model was borne from a wide range of stylized facts culled from parts of the cognitive psychology literature. If one is to take the CPT model seriously and rigorously then it needs to do a much better job of explaining the data than we see here.

The recent proliferation of preprints could be a way for researchers worldwide to increase the availability and visibility of their research findings. Against the background of rising publication costs caused by the increasing prevalence of article processing fees, the search for other ways to publish research results besides traditional journal publication may increase. This could be especially true for lower-income countries.

Therefore, the authors are interested in the experiences and attitudes towards posting and using preprints in the Global South as opposed to the Global North. To explore whether motivations and concerns about posting preprints differ, the authors adopted a mixed-methods approach, combining a quantitative survey of researchers with focus group interviews.

The authors found that respondents from the Global South were more likely to agree to adhere to policies and to emphasise that mandates could change publishing behaviour towards open access. They were also more likely to agree posting preprints has a positive impact. Respondents from the Global South and the Global North emphasised the importance of peer-reviewed research for career advancement.

The study has identified a wide range of experiences with and attitudes towards posting preprints among researchers in the Global South and the Global North. To the authors' knowledge, this has hardly been studied before, which is also because preprints only have emerged lately in many disciplines and countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2023-0181

This paper aims to demonstrate that Facebook likes affect outcomes in nonprofit settings. Specifically, Facebook likes influence affinity to nonprofits, which, in turn, affects fundraising outcomes.

The authors report three studies that establish that relationship. To examine social contagion, Study 1 – an auction field study – relies on selling artwork created by underprivileged youth. To isolate signaling, Study 2 manipulates the number of total Facebook likes on a page. To isolate commitment escalation, Study 3 manipulates whether a participant clicks a Facebook like.

The results show that Facebook likes increase willingness to contribute in nonprofit settings and that the process goes through affinity, as well as through Facebook impressions and bidding intensity. The total number of Facebook likes has a direct signaling effect and an indirect social contagion effect.

The effectiveness of the proposed mechanisms is limited to nonprofit settings and only applies to short-term effects.

Facebook likes serve as both a quality signal and a commitment mechanism. The magnitude of commitment escalation is larger, and the relationship is moderated by familiarity with the organization. Managers should target Facebook likes at those less familiar with the organization and should prioritize getting a potential donor to leave a like as a step leading to donation, in essence mapping a donor journey from prospective to active, where Facebook likes play an essential role in the journey. In a charity auction setting, the donor journey involves an additional step of bidder intensity.

The approach the authors study is shown effective in nonprofit settings but does not appear to extend to corporate social responsibility more broadly.

To the best of the authors’ knowledge, this study is the first investigation to map Facebook likes to a seller’s journey through signals and commitment, as well as the only investigation to map Facebook likes to charity auctions and show the effectiveness of this in the field.

This chapter explores the extent to which female public relations (PR) practitioners perform professionalism in the workplace by interrogating and examining their professional behaviours. Using an ethnographic approach, where the researcher is immersed in the field, it uncovers the lived experiences and behavioural responses of women working in PR agency environments in the United Kingdom and enables a rich description of professional behaviours to emerge.

Fawkes argues that research into roles in PR ‘has tended to assess roles using management rather than sociological theory’ (2014, p. 2). That is not to say that all PR research adopts the same paradigmatic stance. Several scholars have encouraged the development of a research agenda rooted in social theory. Holtzhausen called for a move away from what she termed the ‘modernist approach to organizations’ (2002, p. 251), which focuses on management discourse, and encouraged instead a focus on the postmodern concept of discourse, where meaning is constructed and conveyed through social and institutional practices.

In seeking to discover the ‘lived experience’ of female practitioners, this chapter locates professionalism in the context of their behaviours and enables individuals to articulate their understandings of the relationship between performance and professionalism. Using Goffman's (1959) work on social encounters as performances in conjunction with Foucauldian discourse and Feminist theory, this chapter explores the three stages of performing professionalism – preparation, performance and reception – through the eyes of women working in PR agencies in the United Kingdom to explore their lived experience and determine how gender affects their performance of professional behaviour.

This study aims to use the dual-continuum model of mental health to explore mental health in Australian construction apprentices from the perspective of key stakeholders in the apprenticeship model. In particular, this study explored how construction apprentices, Vocational Education and Training (VET) teachers, industry employers and mental health workers understood the construct of mental health, factors associated with the dimension of psychological distress/symptoms of mental illness, and factors associated with the dimension of mental wellbeing.

This study used an exploratory qualitative research design. Data from 36 semi-structured interviews were analysed using thematic analysis. Participants comprised 19 Australian construction apprentices, 5 VET teachers, 7 industry employers and 5 mental health workers.

In total, 14 themes were generated from the data set. Participants across stakeholder groups reported a limited understanding about mental health. Participants cited a range of negative personal, workplace and industry factors associated with psychological distress/symptoms of mental illness, but only reported a few factors associated with mental wellbeing.

To the best of the authors’ knowledge, this study is one of the first to use the dual-continuum model of mental health to explore the mental health of Australian construction apprentices, and to explore the factors associated with both dimensions of this model from the perspective of key stakeholders in the Australian construction apprenticeship model.

Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.