Search results

Few studies have explained how and when consumers are willing to engage in online brand-related activities (COBRAs). This study examines the role of brand love in a consumer’s decision to engage in online brand-related activities, considering the mediating effect of attitudinal brand engagement and the moderating effect of brand value on this relationship.

The study analysed data from 404 Spanish consumers using structural equation modelling and the PROCESS package in SPSS to test hypotheses, including mediation and moderation effects.

The study expands on previous research by revealing the mediating role of brand attitudinal engagement in the relationship between brand love and COBRAs and the moderating role of brand value in the relationship between brand engagement and COBRAs. The results show that online consumers who feel brand love from an online store are likelier to be engaged with the brand. This predisposes them to comment on, share, and create content related to the company or brand. Furthermore, consumers who attribute a high value to the brand are likelier to engage in brand-related online activities.

This study offers valuable insights into mechanisms to encourage consumers to generate content, known as user-generated content, to the extent that the tools for developing this content are the same.

至今, 很少研究嘗試去探討消費者為何或於何時會樂意去參與與品牌相關的在線活動。本研究擬探討品牌摯愛對消費者會否決定參與與品牌相關的在線活動所扮演的角色; 研究方法是透過分析態度品牌參與的中介效應和品牌價值在上述品牌摯愛與參與在線活動之間的關聯上所起的調節效果,以求達至研究目的。

研究人員收集來自404名西班牙消費者的數據,並以結構方程模型和SPSS裏的模組PROCESS,去檢測有關的假設,包括就中介效應和調節效果的假設。

研究揭示了態度品牌參與在品牌摯愛與COBRAs 之間的關聯上所扮演的中介角色,研究亦揭示了品牌價值在品牌參與與COBRAs之間的關聯上所扮演的調節角色; 就此而言, 本研究拓展了從前學者探討有關的領域。再者,研究結果顯示,如果消費者從網上商店產生品牌愛慕的話,他們會投入這個品牌; 這使他們更有可能去評價有關的公司和品牌,以及去分享和創建關於公司和品牌的內容; 而且,若消費者視品牌本身擁有高度價值的話,他們會更易於參與與品牌相關的在線活動。

本研究提供了寶貴的啟示,使我們更了解驅使消費者去創造內容 (即用戶生成內容) 的機制,以至生成這些內容的工具均儘相同的地步。

This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula.

The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed.

Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with self-assessment integration of sustainability in education and curricula.

The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula.

This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans.

An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study.