Search results

Teaching wine tasting online is challenging, even given the curated digital tools of the Wine and Spirit Education Trust, a highly renowned online wine certification system is used. This paper aims to initially explore wine experts’ opinions about online wine education and subsequently examine the feasibility of customizing wine appreciation lexicons for Chinese learners.

A two-study multimethod approach was adopted. Study 1, a two-stage Delphi study, was conducted with 17 wine experts representing a number of countries, using a mix of closed/open-ended questions in an online survey. Data was collected in a market study in Study 2, conducted at agricultural markets in Thailand (pilot test) and China. Dialogues with market sellers were undertaken, evoking mental imagery of wine descriptors to explore the relevance of traditional versus local aromas and flavors in describing wine.

Findings concentrate on three main areas: general advantages/disadvantages of online wine education, reactions toward asynchronous/synchronous methods of wine tasting and, finally, the feasibility of customizing a wine appreciation lexicon for Chinese learners.

The study presents novel insights into the role of online wine education in China.

The purpose of this study is to show that as technologies expand the personalization capabilities of advertisers and that intrusive ad formats online and in mobile contexts raise privacy and control concerns, this emerging area requires better understanding.

The model tests antecedents and outcomes of advertising intrusion based on surveys of 170 respondents and structural equation modeling. Personalized mobile ads, privacy concerns and perceived vulnerability heighten intrusion, leading to resistance behaviors like avoiding ads and negative brand attitudes.

The findings offer several practical implications for marketers targeting youth to balance relevance with transparency in personalized communications to avoid irritation that damages brand perceptions and relationships. The authors believe the article contributes uniquely to the literature at the intersection of interactive marketing technologies, privacy concerns and adolescent consumers – an impactful yet understudied demographic. The rigorous methodology also advances knowledge of advertising intrusion phenomena.

As with all research, it is important to recognize the limitations of this work that can be taken advantage of in future avenues of research. Firstly, the authors did not consider demographic variables, such as gender, and psychographic variables (lifestyle, personality, etc.), as factors that may influence advertising intrusiveness. Secondly, the authors limited the consequences of intrusion to the variable resistance over time, since several consequences can be studied in this context. Further investigations may remedy those limitations by integrating additional variables into the models, as well as resistance proxies. Besides, a new path for research would consider a breakdown of the age range of teenagers, i.e. the beginning, the middle and the late teenage years.

The discoveries from this study have significant implications for marketers and organization. The authors therefore recommend that companies commit to creating value through personalization and implement techniques to reduce consumers’ privacy concerns “personalizing mobile advertising involves several important aspects including choosing the right target market, sending users relevant and wanted information and creating personalized advertising contents” (Wang et al., 2019). One way forward, in an environment that will be even more connected in the future, is for companies to request only the data that is relevant and necessary for the smooth running of their business and to integrate privacy practices into their operations.

This research can contribute to the development of a theory on the role of advertising intrusion in shaping adolescent behavior. The research model has enabled us to deduce the impact of personalization on the perception of an advertising intrusion, providing us with information on the importance of elements provided by the company, such as the importance of the characteristics and beliefs of the adolescent consumer, i.e. perceived privacy concerns and risks, in deciding whether or not to participate in personalization. The conclusions of the study therefore highlight the need for companies to adapt their marketing strategy to remain consistent with new expectations, i.e. to conceive personalization and privacy as two consubstantial issues.

The paper tries to investigate the impact of applications of the resource-based view (RBV) theory in the management field to improve the firm’s profitability. Global firms are innovating and adopting new technology, paving the way to improve their performance.

We have adopted RBV in management practices such as marketing, strategy, finance, and human resources.

RBV has gained researchers' attention with the growing competitive world and new challenges to retaining customers and achieving their pre-defined targets. We attempt to identify the issues related to the usage of RBV in management.

Using RBV in management may help researchers create a competitive mindset and be prepared for uncertain challenges in the business world.

This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.

This framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.

We provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.

The research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.

The practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.

The social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.

While qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.