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This paper aims to examine what type of messaging on Twitter is most effective for helping move social marketing beyond focusing on personal changes to find out what messages help turn members of the public into vocal advocates for these organizations’ social changes. Social marketing scholarship has regularly focused on how organizations can effectively influence changes in awareness and behaviors among their targeted audience. Communication scholarship, however, has repeatedly shown that the most influential form of persuasion happens interpersonally. As such, it is imperative that organizations learn how to engage audiences and facilitate the discussion about organizational messages between individuals. Social media provide platforms for such conversations, as organizational messaging can be shared and discussed by individuals with others in their networks.

Through a content analysis of 3,415 Twitter updates from 50 nonprofit organizations, this study identifies specific types of messages that are more likely to get stakeholders retweeting, archiving and discussing the organizations’ messaging through regression analysis.

Messages focusing on calls-to-action and community building generated the most retweets and Twitter conversation; however, they were also the least used strategies by nonprofit organizations.

Research has regularly examined the types of messages sent out by nonprofit organizations on Twitter, but they have not tested those messages against measures of engagement. This study pushes the understanding of social media communication to the next level by analyzing those message categories against metrics provided by Twitter for each tweet in the sample.

This study aims to examine food tourists’ engagement in positive and negative electronic word-of-mouth (eWOM) by considering the following questions: Do satisfied customers engage in advocacy, and do dissatisfied customers make the same effort to spread their negative experiences? Which restaurant experience attributes influence eWOM behavior? What demographic and psychographic characteristics contribute to advocacy?

Using data from an online survey of 456 consumers with restaurant experience in the tourism context, this study applied simultaneous Tobit estimation to examine the research hypotheses.

Engagement in negative eWOM because of poor experiences was stronger than engagement in positive eWOM because of positive experiences. Food taste was a critical attribute for both positive and negative eWOM. Authenticity was influential for positive eWOM only, and value was influential for negative eWOM only. Atmosphere, service and location were found to be insignificant, indicating that they are ‘indifferent’ factors for eWOM in the food tourism context. Female customers were more active in negative advocacy, while Generation Y customers were more active in positive advocacy. Food involvement was significantly related to both positive and negative eWOM.

The results of this study provide useful marketing and service insights for restaurant managers in the digitally connected world, enabling them to formulate services based on factors critical for restaurant eWOM in the tourism context.

To fill a gap in the current literature in the era of digital marketing, this study takes a comprehensive yet industry-specific perspective on eWOM engagement by examining demographic factors and the food involvement of consumers as well as restaurant experience attributes. By investigating both positive and negative eWOM, this study presents meaningful practical and theoretical implications.

The purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community context and advocate for issues of equity.

This qualitative multi-case study took place over the 2017–18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection.

This article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment.

Despite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice.

The purpose of this paper is to look beyond the data and findings of a joint practitioner-research project to illustrate how joint practitioner-research can influence practice and stimulate meaningful partnership working from the bottom up within a social care setting. The impact of this integrated approach to practice and learning can enable improved outcomes for people.

The authors outline the research and explore the reflective process underlying the project including the subsequent phase of implementation. This examines what the authors, as practitioner-researchers, understood from the practice, heard from carers and fellow workers, and learnt from each other.

The authors consider the project in the wider context of evidence-based practice. Key enablers and challenges are identified to the production of joint practitioner-research and more broadly to outcomes for carers. The authors also examine the reflective process of joint working between individuals and the impact this can have on facilitating integrated working, at both a practice and service level.

The learning from this project evidences the value of meaningful joint working between practitioners and the impact this can have at different levels of integration. It also looks beyond the practitioner-research project to the stages of implementing findings and planning for ongoing joint working. It is therefore pertinent to many organisations looking to integrate and orientate towards a focus on outcomes for people.

Information is the most valuable commodity in the world, but everyone does not have equal access to information. Lack of equal digital access is an information access desert. Libraries should be public spaces to meet the digital needs of the community. Due to socio-political neglect, urban and rural public libraries cannot always meet patron needs. There is a pattern where urban libraries are either closed or cannot meet the demands for digital access until gentrification when upper class people move in and demand new libraries with sufficient digital access. Rural libraries suffer a similar fate with insufficient digital access to meet the economic and educational needs of their communities. Information access deserts identify a crucial issue for equal access to all regardless of economic status.

This chapter examines the limitations of the Western world view in Australia and its influence on the built environment. The dominant narrative of colonialism has disregarded alternative ways of being in the world, resulting in a lack of inclusivity for First Nations peoples. To address this issue, there is potential in embracing an alternative world view through design thinking and co-design to develop more culturally and environmentally suitable places through holistic ways of understanding the world to influence future design strategies for knowledge dissemination. This chapter’s contribution is in promoting an alternative perspective that can challenge the dominant world view and create more inclusive and culturally sensitive spaces that reflect the diversity of the community. This is particularly relevant in the current political climate, where there is a growing advocacy for change and a motivation to look to other cultural perspectives, such as those of First Nations peoples. It calls for a paradigm shift in how we think about and synthesise architecture in Australia. This chapter advocates for the acceptance and engagement with First Nations peoples’ world views, particularly in the fields of architecture, design and places that focus on cultural records.

The purpose of this paper is to examine the reasons for the gradual extinction of reading scholarship in Library and Information Science (LIS) departments and to identify three problematic areas accounting for its dropping prestige: paradigmatic conflicts, the influence of the corporate university and low awareness of the potential of reading research. It also proposes possible solutions to each problem.

Close reading and analysis of an extensive selection of sources with novel conceptualization and critical perspectives.

The information science paradigm, which has dominated LIS, is not sufficient to accommodate reading research. The information science model has a detrimentally restrictive effect on reading scholarship. Library science, which should be considered an autonomous discipline rather than an appendix of information science, is more conducive to the study of reading. Non-specialization-based academic hiring to increase values-based diversity in LIS through a larger influx of reading scholars is advocated.

Reading scholarship, unduly deemed “old-fashioned”, or euphemistically “traditional”, is one of the most potent areas of academic inquiry, to which LIS scholars are perfectly positioned to make a unique contribution. Reading research in LIS has great merit irrespective of its connection to information and technology; a set of evaluative questions to determine the quality of reading scholarship is introduced. Using a case study, the paper illustrates the potential of reading research for interdisciplinary connections, community partnerships and the enrichment of LIS education and professional practices. An honest look at one of the most exciting academic fields, regrettably neglected by LIS.

The purpose of this paper is to introduce a new customer segmentation model for the social casino industry. The key contribution of this model is the introduction of original psychographic/taste data, including a player emotions scale.

The data for this research are based on player feedback from 22 countries, with evaluations of the top 100 social casino titles (apps). The new segmentation model splits the industry into distinct customer groups based on spending patterns, behavioral dimensions and attitudinal dimensions.

The results provide insight into game mechanics, social dynamics, player emotions, spend, price sensitivity, loyalty and other elements that impact monetization. Critical behaviors and preferences of social casino players that will help companies better understand and connect with their target customers are described.

This is the first study to develop a rigorous segmentation model of social casino games based on behavioral and psychographic data.

This chapter considers the reasons for appointing external leaders to higher education institutions, and how to support and retain them. Outsiders can bring a particular set of skills that can be valuable to modern higher education institutions and which are complementary to the skillsets of ‘expert’ academic leaders. The success of injecting ‘otherness’ into institutions is an active and ongoing process if the benefits sought after are to be realised. Three scenarios are given particular attention: being recruited from a different sector; being recruited to a higher education institution in another country and arriving in the sector having followed a very different career path. For each scenario, factors are identified that can enable a positive impact and contribution. Some of the unintentional and unforeseen barriers that can hamper such leaders having the desired impact are also identified.

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.