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This study investigates the effect of consumers' brand attitude changes according to the fashion film type. Furthermore, it examines the psychological mechanism by engagement and consumer fantasy proneness. This study is meaningful because it provides a more in-depth understanding of the use of fashion film as a means of consumer-oriented persuasion communication.

This research uses a 2(fashion film type: narrative vs non-narrative) × 2(consumer fantasy proneness: high vs low) mixed factorial design to test the hypotheses. ANOVA and the PROCESS macro mounted on SPSS was used to test hypotheses.

The group with high consumer fantasy proneness showed more changes in brand attitude when exposed to non-narrative than narrative fashion films, but the group with low consumer fantasy proneness showed no significant difference in brand attitude change according to the fashion film type. In addition, when consumer fantasy proneness is high, media and brand engagement for non-narrative fashion films increase sequentially, resulting in a greater change in brand attitude, whereas these psychological mechanisms do not work in groups with low consumer fantasy proneness.

Fashion brands should identify their respective target group when producing fashion films and choose differentiated narrative forms. In the case of pursuing a fantastic aesthetic value, the non-narrative type induces more attention and curiosity from consumers than the narrative type, which affects the feeling of a special bond or relevance with the brand.

This study has value in that it demonstrates the rationale for why a fashion brand needs to select a differentiated content structure according to the aesthetic value pursued when making a fashion film in branding work.

Strategy scholars have widely recognized the central role that narratives play in the construction of organizational identities. Moreover, storytelling is an important strategic asset that firms can leverage to inspire employees, excite investors and engage customers' attention. This chapter illustrates how advancements in computational linguistic may offer opportunities to analyze the stylistic elements that make a story more convincing. Specifically, we use a topic model to examine how narrative conventionality influences the performance of 78,758 craftsmen selling their handmade items in the digital marketplace of Etsy. Our findings provide empirical evidence that effective narratives display enough conventional features to align with audience expectations, yet preserve some uniqueness to pique audience interest. By elucidating our approach, we hope to stimulate further research at the interface of style, language and strategy.

Written in dialogue form, the benefits and equality of Universal Design vs. Differentiated Design taking into account individual student needs will be explored while integrating literature, research, and both K-12 and higher education experiences. The danger of a singular lens is highlighted as well as the need for educators to be lifelong learners. Both Universal Design and differentiation theories will be tested against and/or aligned with disability studies, multicultural education, critical pedagogy, democratic education, LGBTQ voices, and educational leadership.

The purpose of this phenomenological study is to explore leader identity development experiences of emerging adults at a large Midwest university and how retrospective family storytelling (Koenig Kellas, 2018) plays a role in the sense-making of the leader identity process. Through a unique, three-phase qualitative and narrative inquiry approach, this research further explores LID sense-making through retrospective family storytelling.

Qualitative phenomenology and narrative inquiry approach. Data collection consisted of three different data sets: (a) two semi-structured interviews, (b) leader artifacts and (c) journals.

The stories told by the emerging adults described how key messages influenced their identity within the context of leader identity development and their college experiences. Furthermore, a key finding in the narratives exhibited the stories emerging adults recalled in the sense-making of their leader identity centered on persevering, overcoming hardships and interpersonal connections and relationships. Findings from this research contribute to LID literature for leadership educators, researchers and practitioners in leader development.

The research presented in this article advances LID by using a narrative approach to explore the role of family narratives in identity development. Further, it approaches qualitative work with rigorous data collection and analysis processing using a cross-case analysis to develop leader identity archetypes. This study directly impacts those who work with emerging adult college students and supports the development of college student leaders.

In this study, the effects are investigated of brand and product storytelling on customer assessments of perceived attitude, quality, experience, recommendation and purchase intention based on narrative transportation theory within the domain of winery e-commerce.

In the research, two distinct constructs are introduced for brand and product storytelling, and multivariate analysis of variance is applied to analyze data collected from 391 respondents from the UK.

It is indicated in the study that embedding storytelling into elements, such as age verification screens on e-commerce sites, notably improves evaluations for both brands and products. Product storytelling broadly boosts customer appraisals in every evaluated aspect, while brand storytelling shows effectiveness in more limited cases. This suggests that narratives focused on products may have a wider appeal in enhancing the online customer experience.

This research underscores the strategic significance of balancing the focus between brand and product in crafting storytelling narratives for e-commerce contexts. It offers new insights into tailoring storytelling to meet individual consumer needs online, enriching the existing body of literature on storytelling’s application in digital commerce. Importantly, the study provides actionable guidance for wineries and other businesses aiming to enhance their online customer engagement through targeted narrative strategies.

In this chapter, we inquire into our ever-unfolding experiences as teachers and with teacher research participants in order to explore the complexities of curriculum making in teacher education. In doing so, we lay the foundation for understanding narrative inquiry as both theory and method as such, frame our work in this volume. Curriculum making, a term introduced by Joseph Schwab, reflects the dynamic process of learning in which the teacher, learner, subject matter, and milieu interact. Moreover, we think about the ways people make sense of themselves, identity-making, in the process of curriculum making. Through Derek’s experiences with Lee, a previous Grade five student, and Cindy’s work with Jesse, a research participant, we inquire into their curriculum making and identity-making. We argue that in schools, there are multiple curricula in the making, going beyond the formal notions of curriculum as grade-level standards or classroom objectives. In our inquiry process, we consider experiences in schools through Aoki’s understanding of curriculum-as-plan and lived curriculum. In his writing, Aoki noted that the lived experience of curriculum in schools is much more complex and varied than the planned curriculum that is meant for a generalized audience; students and teachers bring their lives with them into particular contexts that indelibly shape the ways that curriculum is lived out. As well, we think about the ways experiences and places shape teachers and researchers and the ways we see the world.

Scholars have examined the importance of culture in entrepreneurship since at least the 1970s. Lounsbury and Glynn (2001) gave these efforts new impetus by explicitly theorizing entrepreneurship as a cultural process. In the intervening 20 years, work in this area has proliferated. To date, however, this work has emphasized the positive aspects of cultural entrepreneurship almost exclusively. Not all episodes of cultural entrepreneurship are positive, though, and not all entrepreneurial stories have a happy ending. Acknowledging this, we develop a framework for investigating the dark sides of cultural entrepreneurship. We posit four pathways through which cultural entrepreneurship might lead to negative outcomes. Along one dimension, we distinguish false promises and harmful practices. The second dimension differentiates between negative outcomes and negative spillovers. We illustrate our arguments with real-world examples, and discuss how our framework signals new research opportunities related to corruption and wrongdoing, as well as the potential for cultural entrepreneurship research to focus on authenticity as well as legitimacy.

This qualitative study explores the acquisition of global mindset in business executives who engaged in short-term business travel. Global mindset is operationalized as actively seeking to engage and reflect upon perspectives and orientations that both complement and contradict one’s own worldview. The narratives of 16 global supply chain leaders who work for a multinational company were content-analyzed. The results indicate that short-term business travel provides the context for participant reflection on their development as global leaders. They describe their development as a continuous evolution over time that is focused less on becoming a cultural expert and more on being culturally responsive in order to build relationships and achieve business results. The findings suggest that companies could take steps to leverage the developmental opportunity that short-term business travel represents.

Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.

The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.

This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.