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1 – 10 of over 32000This chapter presents insights about prospective students’ information experience when using social media to support their decision-making concerning which university to attend…
Abstract
This chapter presents insights about prospective students’ information experience when using social media to support their decision-making concerning which university to attend. When choosing a university, prospective students experience different ways of using information, engaging with a variety of sources, which have changed rapidly from traditional print and mass media, exhibitions and road shows, to the Internet and university websites. Increasingly, prospective students use information via diverse social media platforms where they can engage, participate and collaborate as information users on the social web. As a result, their information experience is expanding beyond information seeking to engagement with social media and participation in a dynamic online community.
Drawing on a literature review and my own research, I demonstrate that prospective students’ information experience involves collaboration, engagement and communities via social media. I present findings that contrast prospective students’ dynamic and wider multidimensional information experience of the social web, with static and unidimensional information seeking of traditional sources. In particular, I demonstrate that prospective students can now ‘experience’ the university and seek peer advice by collaborating in online communities. In this way, they gain tangible as well as intangible university information.
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Caroline O. Ford, Bradley E. Lail and Velina Popova
Earnings management is a common term in the academic community and is likely understood by managers and professional investors, but how the large community of non-professional…
Abstract
Earnings management is a common term in the academic community and is likely understood by managers and professional investors, but how the large community of non-professional investors interprets this term is less clear. We examine non-professional investors’ attitudes toward earnings management and their resulting investing behaviors using a 2 × 2 mixed design. We manipulate investor role (prospective vs current) between participants and the method of earnings management within participants. We believe that different investment goals (prevention vs promotion) between current and prospective investors should lead to different investing behaviors. Consistent with our expectations, we find that current investors are more likely to maintain an equity than prospective investors are to invest in the same opportunity. Further, the consistent link between investors’ attitudes and actual investment behavior is only present for prospective investors. The prevention goal drives the current investors to maintain their investment, while the prospective investors remain more objective and focus on a goal of promotion. Importantly, prior research examining investor attitude toward earnings management has failed to link investors’ attitudes with actual investing decisions; our study attempts to fill this void by examining attitudes toward earnings management as well as subsequent investment behavior.
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Purpose – The chapter describes how teacher preparation programs can design effective off-campus clinical programs. Information provided is applicable to clinical practicums…
Abstract
Purpose – The chapter describes how teacher preparation programs can design effective off-campus clinical programs. Information provided is applicable to clinical practicums, capstone experiences, and to individual course assignments at the undergraduate and graduate levels.
Methodology/Approach – The author describes the foundational components involved in designing a high-quality off-campus clinical-based program. These components include selecting and building a partnership with an off-campus site, using forms, fees, space, and materials, engaging families, aligning assignments to course content, grading, supervision, and acquiring funding.
Practical implications – In addition to the foundational components involved in designing an effective off-campus clinic, the chapters describes a university-based model that uses two different off-campus clinical-based experiences that support community-based programs and local area schools.
Social implications – The chapter addresses the need for teacher preparation programs to build partnerships with off-campus community-based programs to better prepare teachers to meet the literacy demands of all students, particularly students living and learning in urban communities.
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The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way…
Abstract
Purpose
The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables.
Design/methodology/approach
Cross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro.
Findings
Family social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education.
Research limitations/implications
This study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way.
Practical implications
Universities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities.
Originality/value
The study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.
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This study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three…
Abstract
Purpose
This study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three consecutive academic years.
Design/methodology/approach
Students who had recently taken undergraduate program admission indicated how useful communication channels were in providing the information about university studying. Seven communication channels were examined: open/information day, admission talk, campus visit, education fair, admission website, social media and summer activities. The students were asked to complete an online survey at the beginning of an academic year. In the survey, they were asked to indicate the usefulness of each of the communication channels using a five-point Likert scale with the descriptors: 1 = not useful, 2 = slightly useful, 3 = somewhat useful, 4 = useful, 5 = very useful. If students did not have any usage experience with a communication channel, they were asked to choose “no experience.” There were 1798, 1735 and 1961 students at a university in Hong Kong participating in the study in academic years 2019/20, 2020/21 and 2021/22, respectively.
Findings
The pandemic has transformed the landscape of the university's ways of marketing channels to communicate with prospective students. The top useful channel of information for students during the pandemic was admission website, followed by social media and then open/information day. Before the pandemic, open/information day was the most useful channel of information for students and then admission website; the least useful one was social media channel. Significant differences were revealed in the usefulness rating on open/information day and social media channel among the three academic years.
Originality/value
The findings facilitate educational managers to determine the appropriate marketing and recruitment strategies for connecting with prospective students under dynamic context in the era of new normal. They helped identify where to focus the marketing efforts to achieve the most impact in particular under budget constraints.
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Linda Cardoso, João Pedro Da Ponte and Marisa Quaresma
To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK…
Abstract
Purpose
To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.
Design/methodology/approach
Following a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.
Findings
The results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.
Originality/value
This study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.
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Dungchun Tsai and Hsiao‐Ching Lee
The purpose of the paper is to examine perceptions of unfairness and accompanying cognitive and emotional outcomes exhibited by present versus prospective customers when faced…
Abstract
Purpose
The purpose of the paper is to examine perceptions of unfairness and accompanying cognitive and emotional outcomes exhibited by present versus prospective customers when faced with targeted promotions. The targeted promotions were designed to be alternatively advantageous or disadvantageous to the targeted group.
Design/methodology/approach
An experiment was conducted with a two (customers categories: present /prospective customer) × two (inequality conditions: advantaged/disadvantaged condition) between‐subject design. A total of 104 valid questionnaires were completed with a minimum of 24 participants per cell.
Findings
Present customers perceive higher unfairness than prospective customers when faced with disadvantaged conditions. However, perceived unfairness was not significantly different when faced with advantaged conditions. Further, perceived unfairness cognitively and affectively influences purchase intentions through perceived value and negative emotions.
Practical implications
Although prospective customers are price‐sensitive, targeted promotions should favor present customers instead of prospective customers to lower the perceived price unfairness of present customers. In addition, when relatively low prices are necessary to attract prospective customers, firms should create a type of “segmentation fence”, where present customers are exposed as little as possible to special offers designed to attract prospective customers.
Originality/value
This research contributes to three streams of literature. The first is related to perceived reference price unfairness, focusing on self/other comparisons (present versus prospective customers) rather than self/self comparisons. The second contribution is related to the outcomes of perceived price unfairness. The mediating effect of perceived value (i.e. cognitive outcomes) and negative emotions (i.e. affective outcomes) between perceived price unfairness and purchase intentions is examined concurrently. The third contribution is that this research raises echoes with the perspective of customer relationship management.
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C.S. Agnes Cheng, Su‐Jane Hsieh and Yewmun Yip
The purpose of this paper is to examine whether the choice of accounting treatment of transition obligation under SFAS 106 affects the value of firms, and also whether the quality…
Abstract
Purpose
The purpose of this paper is to examine whether the choice of accounting treatment of transition obligation under SFAS 106 affects the value of firms, and also whether the quality of earnings is improved after the implementation of SFAS 106.
Design/methodology/approach
Different regression models were employed on a sample of 50 immediate recognition firms and 50 matched prospective recognition firms. Chow test is also used to investigate the quality of earnings before and after the implementation of SFAS 106.
Findings
In spite of the significant difference in impact on earnings from the choice of treatment of transition obligation, the accounting choice has no significant impact on the total value relevance of earnings and book value. When immediate recognition method is applied, investors ignore the one‐time charge of transition obligation, and rely more on book value in the valuation of a firm. However, when prospective recognition method is applied, both earnings and book value are value‐relevant in the adoption year and also in the subsequent year. In addition, the paper finds that the implementation of SFAS 106 improves the value relevance of earnings.
Research limitations/implications
Results are limited by the accuracy of the models used to measure value relevance of earnings and book value of equity.
Practical implications
Results may have implications for managers' choice of accounting treatment, and the evidence seems to support accrual basis over cash basis on earnings measurement.
Originality/value
The paper uses the value relevance approach to analyze the impact of SFAS 106 on the quality of earnings and book value of equity.
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Alicia R. Crowe, Todd S. Hawley and Elizabeth W. Brooks
In this study we explored prospective social studies teachers’ memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any…
Abstract
In this study we explored prospective social studies teachers’ memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any, their apprenticeships of observation taught them about teaching. Analysis of interviews with these prospective teachers indicated they talked about five ways of being a social studies teacher: an information giver, a content knowledge expert, a “character”, a caring, committed teacher, and “powerful.” After discussing these five ways of being a social studies teacher we present implications for teacher educators interested in building upon prospective teachers' initial conceptions of powerful social studies teaching and learning.
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John A. Aloysius, Ankur Arora and Viswanath Venkatesh
Retailers are implementing technology-enabled mobile checkout processes in their stores to improve service quality, decrease labor costs and gain operational efficiency. These new…
Abstract
Purpose
Retailers are implementing technology-enabled mobile checkout processes in their stores to improve service quality, decrease labor costs and gain operational efficiency. These new checkout processes have increased customer convenience primarily by providing them autonomy in sales transactions in that store employee interventions play a reduced role. However, this autonomy has the unintended consequence of altering the checks and balances inherent in a traditional employee-assisted checkout process. Retailers, already grappling with shoplifting, with an estimated annual cost of billions of dollars, fear that the problem may be exacerbated by mobile checkout and concomitant customer autonomy. The purpose of this paper is to understand the effect of mobile checkout processes in retail stores on cybercrime in the form of shoplifting enabled by a technology transformed the retail environment.
Design/methodology/approach
The authors conducted an online survey of a US sample recruited from a crowdsourced platform. The authors test a research model that aims to understand the factors that influence the intention to shoplift in three different mobile checkout settings − namely, smartphone checkout settings, store-provided mobile device checkout settings, and employee-assisted mobile checkout settings − and compare it with a traditional fixed location checkout setting.
Findings
The authors found that, in a smartphone checkout setting, intention to shoplift was driven by experiential beliefs and peer influence, and experiential beliefs and peer influence had a stronger effect for prospective shoplifters when compared to experienced shoplifters; in a store-provided mobile devices checkout setting, experiential beliefs had a negative effect on shoplifters’ intention to shoplift and the effect was weaker for prospective shoplifters when compared to experienced shoplifters. The results also indicated that in an employee-assisted mobile checkout setting, intention to shoplift was driven by experiential beliefs and peer influence, and experiential beliefs had a stronger effect for prospective shoplifters when compared to experienced shoplifters.
Originality/value
This study is the among the first, if not first, to examine shoplifters’ intention to shoplift in mobile checkout settings. We provide insights into how those who may not have considered shoplifting in less favorable criminogenic settings may change their behavior due to the autonomy provided by mobile checkout settings and also provide an understanding of the shoplifting intention for both prospective and experienced shoplifters in different mobile checkout settings.
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