Search results

In this study, we develop understanding of factors that shape the propensity of market incumbents to collaborate in response to the threat posed by new market entrants. We are particularly interested in instances when a market's competitive structure becomes unsettled by new entrants who engage in nonconforming strategic tactics. In such situations, we propose two factors – strategic similarity among competitors and market-share instability – will systematically shape competitors' collaborative response to new entrants. To test our theory, we use data on strategic tactics and collaborative dynamics in the US airline industry from 1989 to 2010. We demonstrate that greater strategic similarity among a market's incumbents increases the likelihood of cooperation in response to the threat of a nonconforming new entrant, while greater market-share instability reduces cooperative response. Through this study, we extend existing understanding of the contextual circumstances under which established competitors recognize their mutual interests and band together.

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.

To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.

The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.

The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

Low-fit brand extensions offer several potential benefits, yet their success is challenging. Building on construal level theory, this study aims to investigate how different advertising appeals can improve the evaluations of low-fit brand extensions through two different processes (cognitive and affective).

Two experiments were conducted with US consumers. Study 1 used a 2 (extension fit: high, low) × 2 (ad appeal: abstract, concrete) between-subjects design. Study 2 applied a 2 (brand associations: promotion, prevention) × 2 (ad appeal: promotion, prevention) between-subjects design. Multivariate analyses and follow-up means comparisons were used to analyse data.

Study 1 found that an abstract ad appeal is more effective for promoting low-fit brand extension because it improves the perception of fit. Study 2 showed promotion vs prevention ad appeals lead to better evaluation of low-fit brand extensions when matched with parent brand associations (promotion vs prevention) in terms of construal level. This matching effect is underpinned by processing fluency.

Ad appeals can influence low-fit brand extension evaluation by influencing the perception of fit (cognitive process) or processing fluency (affective process). Future research could consider different ad appeals and other construal related factors to generalise these findings.

Marketers can design different ad appeals to effectively advertise low-fit brand extensions. These findings can guide managers in the development of effective advertising strategies.

This research offers a new perspective on how ad appeals can enhance low-fit brand extension evaluation.

This study aims to gain a comprehensive understanding of adolescent’s experiences of individual school social work counselling in Swedish elementary schools.

The study encompasses interviews with 16 adolescents about their experiences of individual counselling with school social workers (SSWs). The data was analysed using conventional content analysis.

The main result was the adolescents’ desire “to navigate to shore” to speak freely about their whole lives with a professional SSW and find a “ safe haven,” […] where a trusting professional cared for and comforted them in counselling. The counselling contact contributed to increased knowledge about oneself. The results reveal the importance of the SSWs paying attention and listening to the adolescents’ narratives. The creation of a coherent life narrative enables to finally end counselling and “Cast off.”

The results highlight the importance of Swedish SSWs focusing on individual counselling sessions with adolescents to provide a setting for growth.

This paper aims to unveil the general nature of virtual chat groups in multi-ethnic societies like Nigeria towards knowing whether and how diversity inclusiveness codes of conduct are encouraged and managed among virtual chat group participants.

Data in this research was collected via five virtual focus groups of five to eight discussants each and was complemented by virtual field surveys. Responses were validated through verification of registered personal mobile phone numbers. Each design was implemented to cover Nigeria’s six geopolitical zones. The research was broadly framed – according to the uses and gratification theory, social inclusion hypothesis and utilitarian theory of ethics.

The research shows how virtual chat groups can enhance understanding of diversities. However, virtual chat-group outcomes are better managed if anticipated gratifications are predictable and based on the utilization of stated conduct codes.

Given Nigeria’s vast population, the sample size for this study is not adequate nor systematic enough towards generalizations. However, the diverse background of focus group discussants enhances the vista for understanding inclusive virtual chats in diverse societies. Moreover, the instruments of research data collection were validated.

This research points out that virtual chat groups’ codes of conduct are most effective when participants can anticipate collective gratifications. However, firmness and fairness in the implementation of code of conduct principles are essential for long-term virtual group chat sustenance.

Code of conduct principles are essential for the long-term virtual chat group sustenance. When this is achieved, some of the social problems of Nigeria may be solved, and the social, ethnic and religious differences may not hinder the proper development of the country.

The research exposes the nature and role of virtual chat group communication inclusivity codes of conduct amidst participants’ demographic diversity.

The purpose of this paper is to explore the different contextual and psychological determinants of organisational resilience (OR) in the context of global mobility in multinational enterprises (MNEs). Banking upon the conservation of resources theory, this paper studies how and when reattachment to work (RTW), work engagement (WE) and two types of presenteeism lead to OR. Further, in the backdrop of the post-pandemic world of work, this paper also conceptualises the conditional effects of trait resilience (TR), organisational support (OS) and expatriation type (ET) on the aforementioned linkages.

This paper develops a conceptual framework that depicts various antecedents of OR in MNEs. Several testable propositions are also offered alongside the model’s moderated mediation and moderated moderation relationships.

The conceptual framework depicts the causal relationships between RTW and OR, such that Flexible RTW increases OR through higher WE and functional presenteeism under the conditional influences of TR, OS and ET, whereas rigid RTW decreases OR through lower WE and dysfunctional presenteeism under the conditional effects of TR, OS and ET.

To the best of the authors’ knowledge, this paper is the first of its kind that explores the psychological and contextual antecedents of the OR of MNEs and offers numerous testable propositions. The nexus of unique relationships presented in the conceptual framework bridges a crucial gap in the literature that explores the complexities of the post-pandemic workplace in the context of global mobility.

This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.

Intentionally exposing students to diverse perspectives in a controlled environment.

We posit that the severity and frequency of these issues can be mitigated through focused efforts.

Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.