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This paper aims to investigate the paradox of whether prestigious goods help or inhibit a consumer’s social affinity. The goal of this research is to explore whether pursuit of prestigious goods increases consumers’ social affinity or decreases their social affinity, and, more importantly, to understand the mechanisms that drive this process.

Three laboratory experimental studies and a social network study are conducted to show that consumers hold inconsistent beliefs about the social implication of prestigious goods.

In Study 1, the authors showed that prestigious goods evoked stronger social affinity for the self than for the other. In Study 2, the authors showed that people evaluated themselves high in social affinity when they brought a prestigious wine to a party compared to when they brought a cheaper, generic wine, but evaluated others low in social affinity when they brought the same prestigious wine. In Study 3, the authors showed the mediating effects of social image and boastfulness on social affinity. Study 4 utilizes social network study to further validate previous findings in a field setting.

For high-end retailers, the authors suggest framing their promotional messages to explicitly highlight how owning prestigious goods will benefit them (i.e. social image). It is important that these retail managers (and salespeople alike) make it more salient on how their prestigious goods socially benefit the consumer (the self). Thus, it is important to get consumers to think about how a prestigious item looks on them and not on others. However, marketers must be prudent when constructing these messages, as the link between prestigious consumption and network development is merely perceptual.

The findings demonstrate that consuming prestigious goods increases social affinity via positive social image for the self. When evaluating others, the authors demonstrate that consuming prestigious goods decreases social affinity via boastfulness. In sum, owning prestigious items may seem beneficial socially to the self, but people have negative perceptions (boastfulness) of those who own the same prestigious goods. Hence, there seems to be a discrepancy in how the authors evaluate themselves versus how they evaluate others with the same prestigious goods.

The purpose of this study, accordingly, is to not only offer insights about Arab international students’ stress management and adjustment mechanisms while abroad but also bring to light the extent to which these digital citizens’ use of social media networks reinforces their citizenship values and preserves their national identity during the COVID-19 global health crisis.

The researcher adopted the descriptive approach, which is the appropriate scientific method for this type of research studies, grounded on an examination of the reality or phenomenon, depending on its quantitative analysis and its accurate description by means of collecting data, using the measurement tool of questionnaire to identify the role of social media in relation to citizenship during the COVID-19 global health crisis.

Jordanian exchange students heavily rely on social media during the pandemic, choosing Facebook as their most favorable choice during the pandemic to connect with family and friends near and far, while choosing WhatsApp as the most favorable choice for promoting citizenship values during the pandemic, with an average willingness to actually discuss citizenship through social media. The findings affirm results and conclusions of previous studies about the crucial role of social media in international students’ cross-cultural experiences, especially during stressful events like the COVID-19 global health crisis.

Unfortunately, and even before the outbreak of the COVID-19 global health crisis, Arab international students, including exchange students, are already underrepresented in studies of international students’ adjustment and stress management in hosting countries (Farrugia et al., 2017; Meleis, 1982). This marginalization, or partial exclusion, of Arab international students’ experiences abroad should alert scholars of missed research opportunities that should alter existing knowledge about international students, especially when we realize, for example, that Arab international students showed the highest stress level among international students – including Asians who, according to previous studies, usually struggle the most (Bai, 2016:103).

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

This study demonstrated that women EMBA graduates experience broadened perspectives. They “think more broadly”, “understand more comprehensively” and report the “life changing” outcomes expected by their sponsoring organizations. The focus was on the development of women managers from specialist perspectives to a more integrated generalist perspective. Personal development, and career development literatures provided the theoretical basis for this study. Data were collected using invited essays, and semi‐structured interviews. Evidence of change appeared in the essays and the interviews. The essays indicated graduates experienced increased confidence, cognitive flexibility, and broadened perspectives. The interviews indicated: greater self‐determination, more flexible approaches to roles, greater value of self and time, more process‐oriented, increased understanding of self and others, the meaning of success was competence, and that competence was valued over political gamesmanship.

To explore the Fundamental Attribution Error (FAE) bias as a potential impediment to organizational learning and to develop a conceptual model for practitioners and scholars to consider.

Our methodology includes a review and adoption of concepts from social cognition, organizational psychology, and learning theory to examine the role of FAE bias in organizational learning.

FAE bias is characterized by providing implicit support for fostering employee cynicism and resistance behaviors and facilitates ongoing cognitive cycles that hinder collaborative learning and knowledge sharing.

By understanding the role of FAE bias in organizational learning, leaders can develop strategies to mitigate the negative impact of FAE bias on organizational learning dynamics and enhance a social cycle that can improve the organization's learning culture.

This viewpoint highlights that FAE bias in the workplace can lead to a breakdown in how individuals process emotions (affect), actions (behavior) and thoughts (cognition) in social scenarios, exacerbating employee cynicism and resistance, which in turn undermines effective collaboration, communication and the overall social fabric essential for organizational learning.

This viewpoint presents a novel perspective by linking FAE bias directly to cognitive cycles that can impede organizational learning processes through cynicism and resistance behavior, which we propose should be proactively considered by organizations leveraging learning as a key management strategy.

Demonstrates that EMBA graduates experience broadended perspectives. They “think more broadly”, “understand more comprehensively” and report the “life changing” outcomes expected by their sponsoring organizations. Focuses on the development of managers from specialist perspectives to a more integrated generalist perspective. Personal development and career development literatures provided the theoretical basis for this study. Data were collected using a triangulation design. Methods included survey, invited essays, and interviews. Evidence of change appeared in the surveys, 85 per cent of the comments indicating changes on the personal dimension. Essays indicated that graduates experienced increased confidence, cognitive flexibility, and broadened perspectives. Interviews indicated: greater self‐determination, more flexible approaches to roles, greater value of self and time, more process oriented, increased understanding of self and others, the meaning of success was competence, competence was valued over political gamesmanship, and disappointment with how employers used their talents after graduation.

Research on what leads to or detracts from persistence among Black female students is scant and inconsistent in terms of systematic inquiry. Little is known about these women's perspectives on the specific challenges they face that result in either their persistence or departure. Despite the dearth of information, the extant literature on college students can provide some insight. Our understanding of the phenomenon of persistence among Black female students attending PWIs was informed by a conceptual framework incorporating: (a) Social Integration; (b) Student Involvement; and (c) Black Feminist Epistemologies. Together these paradigms help explain the environmental and psychosocial factors that contribute to understanding Black female involvement in college and provide a framework for situating our study in the larger context of the Black female college experience.

An increasing array of policies have been suggested to combat rising obesity. Regardless of the policy intervention that is selected each comes with a cost in the form of imposition on the public purse, or regulative restrictions on business or individuals. Consequently, potential opposition makes it critical to garner sufficient public support for whichever policy is selected. The purpose of this paper is to explore the ability of attributional framing for the causes of obesity (framed around locus of control and controllability) to increase support for a range of policy interventions designed to reduce obesity.

Using an online panel, the authors manipulate the perceived cause of obesity along the internal/external locus and controllability/uncontrollability dimensions to assess whether attribution of causes of obesity can influence support for policy interventions that either encourage positive behaviour or discourage negative behaviour.

The authors find that framing the causes of obesity to emphasise internal/external locus and controllability/uncontrollability has significant and predictable effects on policy support for men but not for women. In this American study, they show that men are more open to persuasion because their views on the causes of obesity are less firmly held than women.

Highlighting the external and controllable causes of obesity was the most effective, suggesting that emphasising the role of the food industry in obesity can garner public support amongst males for a broad range of policy types. The limited effectiveness with women suggests that media focus be directed at male-oriented channels and outlets.

The authors show that, at least amongst men, attribution framing can be used as a tool to increase support for policy interventions to prevent obesity.

This monograph looks at the growing use of the outdoors for management development on both sides of the Atlantic. The author suggests the term “Outdoor Development” to describe a systematic use of outdoor activities which incorporate process reviews and the application of experiential learning methods.

This paper is a shared endeavour between client (Caroline) and therapist (Anne) which aims to examine the use of poetry in the construction of meaning in Cognitive Behavioural Psychotherapy (CBP).

The paper is a narrative account of the early stages of therapy and the role poetry played in developing an effective therapeutic relationship and in shaping the CBP formulation, which guides treatment. The text is illustrated with examples of poetry and song lyrics that have been used to construct meaning in the therapy and the authors' own reflections on this process. The paper begins with a brief outline of the theoretical principles of CBP and then moves on to discuss the use of metaphor as part of the therapy and its role in the development of a productive therapeutic relationship.

The paper provides a reflective narrative from the perspective of client and therapist and invites the reader to consider making links between the science of evidence based practice and the artistry necessary and inherent to the practice of CBP.

The interacting cognitive subsystems model (Teasdale and Barnard, 1993) from cognitive science is introduced as a theoretical rationale to provide an account of the efficacy and effectiveness of poetry in this context. This is the first time an evidence based theory from cognitive science has been used as the basis for an account of the utility of poetry in constructing meaning in CBP.