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While the extant literature establishes that creativity in advertisements enhances ad effectiveness, developing creative advertisements is costly and creativity perceptions are subjective varying from person to person. Therefore, it is important to study the factors that influence the creativity assessments of consumers. Accordingly, this paper aims to investigate the impact of thinking style on creativity assessments of advertisements.

Five studies (two surveys and three experiments) demonstrate that individuals with higher levels of analytic thinking style perceive creative advertisements as more creative. This result holds for a self-reported thinking style scale (Studies 1, 2 and 3) as well as for primed thinking styles (Studies 4 and 5) and for different product categories/ads (coffee in Study 1, furniture store in Study 2, and juice in Studies 3, 4 and 5).

The findings show that analytic thinkers perceive the same creative advertisement as more creative than holistic thinkers. In addition, the advanced creativity perception due to analytic thinking reflects positively on managerially important variables (willingness to pay a premium: Study 1, attitude toward ad: Study 2 and Study 4 post-test).

To the best of the authors’ knowledge, this research is the first to investigate an individual difference, namely, thinking style, that impacts creativity judgments, which in turn enhances advertising effectiveness.

Previous research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.

This paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.

The authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.

This paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.

The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.

Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.

Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

The paper draws upon autoethnographic accounts from two academic staff in a private higher education institution (HEI) in London, UK who try to make sense of their teaching and learning practices during the pandemic. Even though studies have looked into the impact of Covid-19 on teaching and learning and on students, this paper reflects on the experience of lecturers with a focus on their emotional labour and stressors during remote teaching and working.

This is a small case study of two colleagues from a small private institution in London, UK, which is based on autoethnography. The authors draw on personal notes, emails and other written artefacts alongside our memories of our lived experiences of the pandemic.

The authors’ reflections focus on the need for institutional collegiality as avenues to network and collaborate beyond institutions which have been limited (despite the increased interactions online) and the need to acknowledge emotional labour while providing spaces for staff to discuss their everyday experiences. The authors argue for a renewed importance for creating a sense of community during times of uncertainty and beyond. If these structures are put into place, the conditions to support teaching and learning will also strengthened.

There is a dearth in research which discusses emotional labour and the importance of community and collegiality on campuses and in the new way of working remotely. This paper adds to the empirical basis of such research and hopes to encourage others to share their experiences of emotional labour in the academy.

The authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning allows them to become aware of the overlaps in skills required to succeed between the two sites of learning.

This case study of a self-managed learning module uses a workshop methodology to understand the ways 61 undergraduate business management apprentices in the UK navigate the boundaries between work and learning and develop skills across both domains.

The authors' findings suggest that degree apprentices do not always perceive the two sites as overlapping in terms of what skills are required and how learning takes place. However, WBL modules have the potential to make them aware of how one informs and reinforces the other. Students identified teamwork, communication and reflection as necessary at the workplace and in their studies. They also viewed learning agility at critical, especially in the time of coronavirus disease 2019.

The paper adds to the existing literature exploring how WBL learning can help minimise the gap between the classroom and the workplace by adding the analysis of the case study. Those interested in developing modules which embed theory and practice can benefit from the discussion on how such modules enable students to reflect on the crossover between the two sites, not only on degree apprenticeships but higher education degrees broadly.

This paper aims to identify two boundary conditions (consumption motive and claim set-size) affecting the effectiveness of an advertisement’s creativity.

Across two experiments, the authors find support for hypotheses using both hedonic vs utilitarian products (Study 1) and hedonic vs utilitarian decision goals within the same product category (Study 2).

Creativity is more effective for an advertisement when the consumption motive is utilitarian (vs hedonic). Further, using a larger claim set-size within an advertisement increases (decreases) the effectiveness of advertisement creativity for those with hedonic (utilitarian) consumption motives.

This research contributes to the creativity literature by showing when creativity matters depending on the consumption motive and claim set-size. In addition, this research expands the utilitarian vs hedonic consumption literature by highlighting another way in which these two motives differ. Finally, this study expands the claim set-size literature by demonstrating that the effects of claim set-size depend on both consumption motive and features of the ad (i.e. its level of creativity).

These findings help marketers manage their advertising budget more effectively and efficiently knowing when advertisement creativity matters and thus when to invest in creativity.

The present research is the first to explicitly study boundary conditions for when ad creativity matters and shows that creativity matters more (i.e. enhances persuasiveness of the ad and attitudes toward the ad) when the consumption motive is utilitarian, especially when ads have small claim set-size. Additionally, creativity matters for hedonic consumption contexts if the advertisement has a large claim size.

Public service announcements (PSAs) are frequently used tools to try to change attitudes and behaviors on social issues, including texting and driving, which has been social problem for over a decade. However, the effectiveness of such PSA campaigns often meet with varying degrees of success, suggesting changes to current anti-texting and driving campaigns are needed. This study aims to examine how to design more effective anti-texting and driving PSA campaigns by identifying the elements of existing campaigns that have the strongest impact on attitude change.

In total, 682 respondents from Amazon’s Mechanical Turk participated in an online study in which they evaluated 162 real-world anti-texting and driving ads. Respondents evaluated the ads on various ad elements (i.e. type of appeal, source of emotion, discrete emotions and perceived creativity), as well as their attitudes toward the issue after seeing the ad.

PSAs that use emotional (vs rational) appeals, evoke emotion through imagery (vs text) and/or use fear (vs disgust, anger or guilt) result in the largest changes in attitude. In addition, more creative PSAs are more effective at changing attitudes.

Overall, the results provide useful information to social marketers on how to design more effective anti-texting and driving campaigns.

This paper aims to demonstrate how and why holistic thinking mitigates the negative impact of large assortments on satisfaction.

Five between-subject experiments demonstrate the mitigating role of holism on choice overload across a variety of contexts.

While large assortments create overload feeling, holistic thinking mitigates the negative impact of overload feeling on satisfaction for both chronic (Studies 1a and 1b) and decision-specific (Studies 1b and 1c) holistic thinkers, as well as those who adopt a more holistic thinking style because of the decision goal (Study 2) or incidental priming (Study 3).

This paper introduces a new moderator of choice overload effects – holistic thinking – and shows how it mitigates the negative indirect effect of assortment size on satisfaction. This paper contributes to the literature on assortment size effects and shows that even when assortment size increases overload feeling, this negative impact of assortment size can still be reduced.

Marketers with large assortments can reduce the negative impact of overload feeling and increase satisfaction by promoting the hedonic features of the products and encouraging holistic thinking. Similarly, consumers can reduce the negative impact of overload feeling by approaching their consumption more holistically either because of their individual traits or situational factors.

This research contributes a new moderator to the choice overload literature: holistic thinking. In doing so, it adopts a broader consideration of the decision-making process underlying overload effects and pinpoints how (i.e. by which path) holistic thinking mitigates the negative impact of large assortments.

This paper aims to examine the factors leading to and resulting from procrastination under high price uncertainty and provide recommendations for how managers can reduce consumer procrastination, thus decreasing consumer regret, anger and retaliatory behaviors.

Hypothesized relationships were tested through two scenario-based experiments using student samples. Data was analyzed using general linear model, path analysis and Wald chi-square test.

Long time limits, price uncertainty and price consciousness, all increase the likelihood of procrastination. Prestige seeking reduces procrastination, but only when time limits are short. When one delays a purchase and later the price of the item gets increased or one makes a purchase and later the price gets further reduced, procrastination and purchase decision both equally can lead to anger, which then increases the probability of exit, voice or word of mouth (WOM); however, procrastination has a much stronger impact than deciding to purchase on self-responsibility and regret, which in turn increases negative WOM.

This paper provides a greater understanding of antecedents and consequences of procrastination as well as the drivers of retaliatory behavior. Further, the findings highlight differential consequences of consumer regret and anger on consumption behaviors.

This paper provides practical suggestions for reducing consumers’ procrastination through leveraging the effects of purchase time limit and price uncertainty in general, and more specifically, for prestige-seeker and price conscious consumers. The findings provide evidence for a silent path from procrastination to retaliation and highlight the importance of possible remedies or interventions by the companies to mitigate consumer emotions resulting from procrastination.

To the best of the authors’ knowledge, this research is the first to apply temporal motivation theory in the context of consumer behavior under price uncertainty, and examine consequences of consumer procrastination in terms of thoughts, feelings and retaliatory behavior.

The purpose of this paper is to explore how academic and public libraries support entrepreneurial researchers and, in doing so, demonstrate impact and share best practices.

The authors discuss their own experiences as academic and public business librarians who support entrepreneurs. They do so by revealing the main services they provide to this unique user group and presenting examples from their own institutions. They also present what is done at other libraries by way of a literature review and an informal survey.

After navigating the landscape of business librarian support of entrepreneurs, many commonalities were found among the types of support offered. Most libraries in this study collaborate with a business incubator, center for entrepreneurship, office of economic development or small business development center in some fashion. Numerous outreach and networking efforts were found that had positive effects on the local and national economies. Although public and academic libraries have different base user groups, both types of libraries serve current and potential entrepreneurs, as well as students, who are looking for similar data in the same kinds of resources.

Although specific examples can be found in the literature, little has been published that provides an overview of the entrepreneurial services and resources provided at numerous libraries of different types as well as resulting impact. This paper fills this gap and should provide new ideas to librarians of all kinds wishing to reach entrepreneurs.