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This personal reflection piece relates my experience of vulnerability as a researcher when doing ethnographic fieldwork with journalists. Drawing on my empirical and emotional experience, I show the way the encounters in the field made me feel vulnerable and challenged my identity as a researcher. The chapter also introduces the way my self-disclosure in various ways as a fellow imperfect human being – a.o. regarding motherhood – was an important way to build relationships with the research participants and gain their trust. By doing so, this reflective commentary seeks to contribute to a better understanding of the articulation between researcher identity, fieldwork, and vulnerability.

The scholarly conversation about insider and outsider positionality in observational research is long, rich, and often contentious. Debates about the benefits and challenges of studying sites where researchers share insider identities with participants, in particular, have yielded insights about power, inequality, and the uniquely relational character of observational research. In this chapter, we enter this conversation by relating our experiences with outsider-ness and insider-ness while studying social movements. We draw on two ethnographic case studies of social movement organizations within higher education settings. We identify some of the challenges faced while qualitatively studying identity-based movements embedded within institutions, specifically (1) being mindful of and negotiating the impact of researcher identity and how it relates to those of the subjects; (2) determining one's level of participation within the movement being studied; and (3) securing research approval and access to data. We offer suggestions for how researchers might think through these challenges in their own work.

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

Identity is a disputed concept. A clear-cut, unitary definition of identity is impossible as it “bears a multivalent, even contradictory theoretical burden” (Brubaker & Cooper, 2000, p. 8). Existing literature shows that teacher identity or teacher professional identity is defined differently. In some cases, there is no definition at all. This chapter summarizes how research on teacher identity evolved in the last two decades. A total of 33 papers on teacher identity were reviewed. To analyze the data, we developed a conceptual framework on teacher identity based on the reviewed papers. In reviewing the literature, we found four lines of studies that have attracted more attention from educational researchers: (1) research on factors shaping teachers' professional identities, (2) studies highlighting the tensions and crises in teachers' professional identities, (3) approaches and models to the construction of teachers' professional identities, and (4) research on students' and beginning teachers' identities. Two different conceptions of teacher identity were found in these lines of research: strong and soft approaches. Strong conception of identity emphasizes sameness over time or across persons. Soft or weak conception of teacher identity, in contrast, is based on the premise that identity is flexible and unstable over time and across persons. Most of the research adopted the soft conception. Thus, the strong conception of teacher identity was understudied. Hence, we do not know what counts as the core professional values or meaning in strong conception of teacher identity. Relying on general pedagogy, we propose a framework based on moral, aesthetic, and rational foundations for developing a strong conception of teacher identity.

This paper argues for the need to use multiple sources and methods that respond to research challenges presented by new forms of war. There are methodological constraints and contention on the superiority given to positivist and interpretivist research designs when doing fieldwork in war situations, hence there is a need to use integrated data generation techniques. The combined effect of severe limitations of movement for both the researcher and researched fragmented data because of polarized views about the causes of the war and unpredictable events that make information hard to come by militate against systematic, organised and robust data generation. The purpose of this paper, therefore, is to make fieldwork researchers understand significant research problems unique to war zones.

This research was guided by the postmodernist mode of thought which challenges standardised research traditions. Fieldwork experiences in Cabo suggest the need to use the composite strategies that rely on the theoretical foundation of integrative and creative collection of data when doing research in violent settings.

The fieldwork experiences showed that the standardised, conventional and valorised positivist and ethnographic research strategies may not sufficiently facilitate understanding of the dynamics of war. There should not be firm rules, guidelines or regulations governing the actions of the researcher in conflict. As such, doing research in violent settings require reflexivity, flexibility and creativity in research strategies that respond to rapid changes. Research experiences in Mozambique show the need to use blended methods that include even less structured methodologies.

Fieldwork experiences in Cabo challenges researchers who cling to standardised research traditions which often hamper awareness of new postmodernist mode of thought applicable to war settings. It is essential to study the nature of African armed conflicts by combining creativity and flexibility in the selection of research strategies.

Researchers who work in partnership with older adults in participatory studies often experience various advantages, but also complex ethical questions or even encounter obstacles during the research process. This paper aims to provide insights into the value of an intersectional lens in participatory research to understand how power plays out within a mixed research team of academic and community co-researchers.

Four academic researchers reflected in a case-study approach in a dialogical way on two critical case examples with the most learning potential by written dialogical and via face-to-face meetings in duos or trios. This study used an intersectionality-informed analysis.

This study shows that the intersectional lens helped the authors to understand the interactions of key players in the study and their different social locations. Intersections of age, gender, ethnicity/class and professional status stood out as categories in conflict. In hindsight, forms of privilege and oppression became more apparent. The authors also understood that they reproduced traditional power dynamics within the group of co-researchers and between academic and community co-researchers that did not match their mission for horizontal relations. This study showed that academics, although they wanted to work toward social inclusion and equality, were bystanders and people who reproduced power relations at several crucial moments. This was disempowering for certain older individuals and social groups and marginalized their voices and interests.

Till now, not many scholars wrote in-depth about race- and age-related tensions in partnerships in participatory action research or related approaches, especially not about tensions in research with older people.

Based on object–object congruity, this study aims to clarify the driving factors and antecedent mechanism of tourists’ willingness to purchase intangible cultural heritage (ICH)-souvenirs.

This study used a five-point Likert scale to collect data and proposed a structural equation model to explore this issue.

ICH-inheritor/souvenir-congruity is positively related to tourists’ purchase intention for ICH-souvenirs and perceived authenticity; perceived authenticity and brand identity play a chain mediating effect between ICH-inheritor/souvenir-congruity and the purchase intention for ICH-souvenirs.

This paper excludes individual, situational and cultural factors, ignoring the possible moderating roles of these factors. This treatment simplifies the feasibility of the present study but might lead to the deviation between the results of the current research and the actual outcomes.

The retailers of ICH-souvenirs should encourage the ICH-inheritors to endorse and promote their products while creating. They could tell a good story about their experience or create entertainment experiences for tourists through hand-in-hand teaching.

This study explores the driving factors and antecedent mechanism of tourists’ purchase intention for ICH-souvenirs from the third perspective of image congruity theory, namely, object–object congruity.

品：形象一致性与品牌对游客购买意向的影响

基于客-客一致性, 本研究旨在厘清游客购买非物质文化遗产纪念品的影响因素与驱动机制。

本研究利用5点式Likert量表收集数据, 并提出了一个结构方程模型来探讨这个问题。

非遗传承人/纪念品一致性正向显著影响非遗纪念品的购买意愿和本真性感知; 本真性感知和品牌认同在非遗传承人/纪念品一致性和非遗纪念品购买意愿之间起着链式中介作用。

本研究从形象一致性理论的第三个视角（客-客一致性）, 探讨了游客购买非遗纪念品的影响因素与驱动机制。

本研究进一步证明了客-客一致性的有效性和合理性, 拓宽了形象一致性理论的外延。

非遗纪念品的零售商应鼓励非遗传承人在创作的同时代言和推广他们的产品。他们可以讲述自己的经历, 或者通过手把手教学为游客创造娱乐体验。

本文排除了个人、情境和文化因素, 忽略了这些因素可能的调节作用。这种处理简化了当前研究的可行性, 但可能导致当前研究结果与实际结果之间的偏差。

la influencia de la consistencia de la imagen y la marca en la intención de compra de los turistas

Resumen

Basado en la congruencia objeto-objeto, el presente estudio busca esclarecer los factores impulsores y el mecanismo antecedente sobre la disposición de los turistas a adquirir recuerdos del PCI.

El presente estudio utiliza una escala de Likert de cinco puntos para recopilar datos y plantea un Modelo de Ecuaciones Estructurales (MEE) para estudiar este asunto.

La congruencia entre el heredero/recuerdo del PCI se relaciona de forma positiva con la intención de compra de recuerdos del PCI por parte de los turistas y con la autenticidad percibida; la autenticidad percibida y la identidad de marca ejercen un efecto mediador en cadena entre la congruencia entre el heredero/recuerdo del PCI y la intención de compra de recuerdos del PCI.

El presente estudio explora el mecanismo antecedente de la intención de compra de los turistas de recuerdos de PCI a partir de la tercera perspectiva de la teoría de congruencia de la imagen (la congruencia objeto-objeto).

El presente estudio justifica la validez y racionalidad de la congruencia objeto-objeto, extendiendo la teoría de la congruencia de imagen.

Los minoristas de los recuerdos del PCI deben fomentar que los herederos del PCI respalden y promocionen sus productos al mismo tiempo que los crean. Ellos pueden contar sus propias experiencias o crear experiencias entretenidas para turistas mediante la enseñanza mediante ejemplos.

El presente documento no tiene en cuenta los factores individuales, situacionales y culturales e ignora el posible papel moderador de estos factores. Dicho tratamiento simplifica la viabilidad de este estudio, aunque podría dar lugar a una desviación entre los resultados de la presente investigación y los resultados reales.

This study aims to investigate the influences of two facets of Vietnamese consumers' cultural identities (i.e. global and national) on their intent to consume Korean lifestyle products and services via attitudes toward Korea. The difference between generations (Generation Z vs. X) is examined.

Data are collected through an online survey firm. The participants are Vietnamese consumers residing in Vietnam, varying in age from teens to those in their 50s (n = 500). The collected data are analyzed by SPSS 21.0 for the descriptive statistics, frequency analysis, and reliability analysis. AMOS 21.0 is employed for confirmatory factor analysis and structural equation modeling (SEM) analysis.

This study reveals that global identity affects Vietnamese consumers' attitudes toward Korea and their intent to consume Korean lifestyle products and services. Results show that only global identity affects attitudes and behavioral intention toward Korea among generation Xers, while national identity has no effect. For Generation Z (Gen Z), both global and national identities have a positive effect on attitudes toward Korea, which also increases the intent to consume Korean lifestyle products and services.

Measuring individuals' global and national identities will allow brands and retailers to better understand international consumers of various generations and develop global marketing strategies.

This study bridges gaps in the literature on globalized consumption in a non-Western context by identifying how consumers in emerging markets become involved in cross-cultural consumption.

This chapter explores how industrial PhD students are engaged in authentic leadership processes while coping with challenges through self-leadership. The authors illustrate how self-leadership can be a helpful approach to managing the leading-and-being-led dilemma. They argue that self-leadership is a process of goal achievement in collaboration with key stakeholders and, therefore, an important aspect of authentic leadership. The authors identify four aspects of self-leadership that influence authenticity: roles, resources, relations and results. Kringelum, Mortensen and Holmgren call for research into the emergence of self-leadership and authentic leadership, the leadership capabilities required and the double-sidedness and dilemmas inherent in such emergences across different contexts.

Research management and administration (RMA) is a globally emerging field, but it is not yet established in Romania. The chapter analyses what are the formal expectations regarding RMA in the Romanian research system, and how these tasks are resolved on the ground. First, policy documents and informational packages of the major research funding calls are examined. Second, interviews are conducted with research project leaders, who undertook projects in different research organisations (state financed or private universities, state financed research institutions, or private foundations) in Romania. The interviews focussed on the challenges project leaders experienced in the grant seeking and implementation process, and on how they see the institutional and policy environment they work in.

In the concluding parts of the chapter, concrete policy recommendations are formulated that could help in resolving the research management related challenges, and in establishing RMA as a profession in the country.