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Coercive control (which is a form of intimate partner violence [IPV]) is a significant public health concern affecting millions of people throughout the world. Whilst exposure to IPV in childhood and adolescence has been shown to contribute to the intergenerational transmission of IPV, this alone does not explain IPV. A range of bio-psycho-social factors contribute to IPV which includes exposure to peer influence on social media platforms, whereby research has shown this online expression of views and opinions can change off-line behaviour. This has extended to not only purchasing products but also influencing attitudes in relation to illegal behaviour such as sexual harassment and sexual assault. The purpose of this study was to explore what young people are being exposed to online, through social media, surrounding coercive controlling behaviour.

According to Fazel et al. (2021), real-time social media data can provide important information about trends in public attitudes and attitudes towards events in the news. This study used data from Twitter to explore what adolescents are being exposed to online surrounding coercive and controlling behaviour. The data was subsequently analysed using reflexive thematic analysis.

Three overarching themes were found in relation to coercive control: the Educator; Gaslighter; and the Comedian. Two of these were forms of secondary victimisation.

Social media provides a powerful platform through which people’s attitudes and behaviours may be influenced both positively and negatively in relation to socio-political issues (Lozano-Blasco et al., 2022). The implications of the findings in this study are discussed with recommendations for how social media platforms could be supported to act prevent them from being used as a tool to facilitate the distribution of hate speech in relation to IPV and instead be used as a platform for psycho-education.

Previous research in this field has tended to focus on the impact of IPV and the prevalence rates of IPV in young people, but not on the different types of information young people may be exposed to surrounding relationships on social media platforms.

The influence of electronic word-of-mouth (eWOM) information, such as online reviews, on consumers’ decision making is well documented, but it is unclear if online reviews still matter in post-purchase evaluation and behaviours. The purpose of this paper is to examine the extent to which online reviews (aggregate rating (AR) and individual reviews (IR)) influence consumers’ evaluation and post-purchase behaviour by considering the valence congruence of online reviews and consumption experience (CE).

Following social comparison theory and relevant literature, the authors conduct an online experiment (pre-test: n=180; main study: n=347). The authors rely on a 2 (CE valence) ×2 (AR valence) ×2 (IR valence) between-subjects design.

Congruence/incongruence between the valences of CE, AR and IR affects consumers’ post-purchase evaluation at the emotional, brand and media levels and review-writing behaviour. In comparison to aggregated rating, IR are more important in the post-purchase stage. Similarly, consumers have a higher eWOM-writing intention when there is congruence between the valences of CE, AR and IR.

The authors demonstrate the importance of service providers continually monitoring their business profiles on review sites to ensure consistency of review information, as these influence consumers’ post-purchase evaluation and behaviours. For this reason, the authors illustrate the utility of why media owners of review sites should support the monitoring process to facilitate the engagement of both businesses and customers.

The authors break new ground by empirically testing the impact of online review information post-purchase seen through the theoretical lens of social comparison. The approach is novel in breaking down and testing the dimensions of post-purchase evaluation and behavioural intentions in understanding the social comparison elicited by online reviews in the post-purchase phase.

The existing mashup literature paid little attention to the actual adoption and diffusion of mashups in an organizational context. As more and more organizations are engaged in mashup initiatives, more research efforts focussing on the mashup use and adoption issues from the organizational perspective are needed to ensure that organizations can receive the maximum benefits from their mashup initiatives. Two studies are conducted to increase the understanding of the use and adoption issues with social media mashups. The paper aims at discussing these issues.

The paper first used a text mining approach to analyze relevant posts on blogs and messages in a major online mashup forum in order to understand the current status of social media mashup as well as representative themes and issues with social media mashups in general. Subsequently, the paper reviewed a number of social media mashup sites created by higher education institutions (HEIs) in the USA.

The paper identified some representative themes and issues with social media mashups in general. The paper also identified the approaches that were used to design the interface of social media mashup sites by HEIs. Based on the two studies, this paper provides recommendations and insights to guide social media mashup development and adoption in an organizational context.

This is the first article to discuss the use and adoption of social media mashups in organizational environments. This paper can be used as a starting point to motivate other researchers to further explore the diffusion of social media mashups in different industries. This paper also helps organizations improve their social media mashup initiatives.

Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs.

This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software.

Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs.

This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented.

This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours.

It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries.

This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.

The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students’ self- and paid-employment intentions. Specifically, the paper aims to examine the effect of paid-employment intention on the relationship between EE and self-employment intention.

This paper reviewed extensively related literature on EE, entrepreneurial intentions and the theory of planned behaviour (TPB). The detailed literature review undertaken formed the basis for the development of the conceptual framework.

It is found that undergraduate students have two opposing employment intentions within them, namely, self- and paid-employment intentions. The two employment intentions interact and have a tendency to dominate each other, and consequently lead to different employment behaviours. The dominant employment intention determines whether a graduate will exhibit self- or paid-employment behaviour. This confirms that graduates are faced with two career paths or choices, namely, self- and paid-employment.

It is not an empirical paper. Thus, the conceptual framework needs to be further empirically tested. More specifically, the proposition that undergraduate students’ paid-employment intentions moderate the impact of EE on their self-employment intentions needs to be empirically validated.

This paper provides some insightful and practical implications for the government and the policymakers in the education sector, particularly in tackling the menace of graduate unemployment and its associated problems. It provides an insight into the problem of graduate unemployment. The government and the policymakers should initiate enlightenment programmes that will reorient undergraduate students away from having the mentality of securing paid-jobs after graduation. Equally, undergraduate students should be enlightened about the difficulties in securing paid-jobs and the benefits of being a self-employed graduate.

It is the first to explore the moderating effect of undergraduate students’ paid-employment intentions on the relationship between EE and their self-employment intentions. Therefore, it makes a valuable contribution to the existing literature on EE and entrepreneurial intentions. It further strengthens the TPB by applying it to explain how undergraduate students’ paid-employment intentions could neutralise the impact of EE on their self-employment intentions.