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Existing research on product design has found that a design’s complexity is an important antecedent of consumers’ aesthetic and behavioural responses. This paper aims to shed new light on the relationship between design complexity and perceptions of design quality by taking the effects of consumers’ naïve theories into account.

The hypotheses of this paper are tested in a series of three experiments.

The findings from three studies show that the extent to which consumers prefer more complex product designs to simpler ones depends on the extent to which they believe that the complexity of a design is indicative of the effort or of the talent of the designers involved in the design process. These competing naïve theories, in turn, are triggered by contextual information that consumers have at their disposal, such as the professional background of a designer or the brand that is associated with a particular design.

This research was limited to a design's complexity as the central design element and to the effects of two naïve theories. Future research may also take other design factors and consumer heuristics into account.

This research reveals that the extent to which managers may successfully introduce both complex and simple designs may depend on the reputation of a company’s designers and the prestige of a brand.

This research examines design complexity from a novel theoretical perspective and shows that the effect of design complexity on perceptions of design quality is contingent on two specific naïve theories of consumers.

In many industries, customers are offered the opportunity to revise their initial decision in return for a superior but more expensive service option, a selling technique that is typically referred to as upselling. Drawing on the research on customers’ service experience, cognitive effort, decision justification, and goal framing, the purpose of this paper is to conceptualize upselling as a two-stage decision process where the process of making the first decision (i.e. deciding on an initial service option) affects the final decision (i.e. the decision for or against the upsell offer).

First, qualitative interviews were conducted both with customers as well as managers. Moreover, in two experimental studies, different scenarios depicted an upsell situation that is common in many service encounters. After choosing a hotel room or rental car for reservation, participants were confronted with differently framed arguments to induce a shift toward an enhanced but more costly version of the initially chosen service option.

The qualitative interviews reveal that upselling is a common practice in many companies and that the manner in which the upsell is communicated has a considerable influence on its effectiveness. The first experimental study finds that the cognitive effort that customers expend in the initial choice moderates the effect of upsell messages using different goal frames. The second experimental study shows that customers are only affected by different goal frames when they feel responsible for the outcome of the final decision.

The findings provide a number of useful guidelines for designing upselling strategies and may also be used to segment a firm’s customer base. On a more general level, this research also raises managers’ awareness of the sequential nature of upselling decisions and the customer’s intrinsic need to justify an upsell choice.

The studies contribute to the literature on customers’ service experience and upselling strategies. Upselling is conceptualized as a two-stage process in which customers’ experience in one phase influences their behavior in later stages. The underlying psychological mechanisms of this effect are also highlighted by referring to customers’ need to justify service choices to themselves.

In this chapter I address: (a) current perspectives on the teacher–student relationship; (b) assessment issues; and (c) the implications of early student-teacher relationships for school adjustment. While substantial progress has been made on the conceptualization and measurement of the teacher–child relationship construct, it is important to empirically establish the multidimensionality of the construct across the school years. Research that examines the perspectives of both teachers and children is also critically needed in light of growing evidence that the teacher–child relationship is crucial in the early school years. The evidence on the role of the teacher–student relationship on school adjustment indicates that low relational negativity seems to particularly benefit children who present with troubling behaviors early in school. However, the nature of the association between early school adjustment and the teacher–child relationship is far from conclusive. Attention to constructs that represent warmth, closeness, caring, and nurturance is needed for research to explore what aspects of these constructs might serve as buffers against adversity.

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

The website is a digital media, a platform that represents the school through its visual and textual elements. This way, it is becoming an important channel of communication and source of information. This chapter primarily looks at the school image as one of the aspects that the school needs to take into account in the context of the website, thinking not only about the good image, but, in particular, about the goals and values as a whole. Secondly, previous studies on the content and function of websites are analysed. In order to better explore the current practice of content creation and discover its weaknesses and potential, semi-structured in-depth interviews with Latvian school representatives, namely website content managers, were carried out.

The school website still has a lot of unrealised potential. Nonetheless, the website as a technological tool can improve both the learning process and the school image, as well as serve as an information channel in the local community. Schools, for the most part, do not control their self-image, as well as the choice of content on the website is often not strategic enough. Overall, schools focus on regularly informing the audience, but much less on the marketing and learning solutions on the website. The represented image of the schools include both the characteristics of the local community and the formal institution. Identifying audience and its desires, as well as redistributing resources, are one of the necessities for realising the website’s potential.

There is clear benefit in designing and sending notifications to users that persuade them to interact with an app and marketer goals. The purpose of this study is to examine how different motivational affordances in notifications affects subsequent app use.

The authors designed three studies to address the purpose: (1) an online experiment to test how individuals perceived notifications, which contained social affordances, progression-based affordances, and a combination of social and progression affordances; (2) a survey to gain a deeper understanding of why certain notification characteristics were effective and to unearth factors that jointly affected notification effectiveness; and (3) an in-app field experiment to test if the findings from studies 1 and 2 held up in a “real world” setting.

The analysis revealed that progression incentives yielded the greatest increases in user behavior. Neither a social incentive, nor a combination of social and progression affordances was more effective than one progression affordance. This effect was heightened by consumers’ involvement with the focal brand.

The contribution extends knowledge about the use of motivational affordances to gamify push notifications in high-involvement contexts. This implies that greater attention should be paid to how the: length of push notifications, affordances communicated and degree of consumers’ relationship with a focal brand (i.e. involvement) impact notification effectiveness. These findings set out new avenues to investigate the uses of gamification and services marketing in future research.

The authors provide marketers with insights into the most effective ways to gamify, structure and time the delivery of notifications. In high-involvement contexts where consumers decide whether to act on a gamified marketing affordance quickly, it pays to use push notifications that feature visible, immediate and tangible rewards. Understanding consumers’ involvement with the brand allows marketers to turn notifications from a potential annoyance into a viable conduit for engagement.

This research extends knowledge on gamification to the domain of push notifications. In doing so, the authors have demonstrated the communicated affordances and wording of the push notifications organizations send affect user behavior. The authors further expand knowledge of the role of consumer involvement on push notification effectiveness while controlling for app usage patterns.

This chapter summarises the findings of a case study on social media activity during the 22 July 2011 terrorist attacks in Norway. Based on these findings and on theories and previous research on the role of social media in situation awareness (SA) configuration during crisis situations, the chapter offers seven recommendations for key communicators in official crisis management and response institutions, journalistic institutions, NGOs and others: (1) acknowledge social media as important and master monitoring and management of features across social media; (2) synchronise communication and establish a standard operating procedure (SOP); (3) establish and make known a joint social media emergency account; (4) participate, interact and take the lead; (5) be aware of non-hashtagged content; (6) implement verification tools and practices and (7) engage with and learn from celebrities.

Reforms to teacher training in England, undertaken in the 1990s, significantly increased the proportion of time that student teachers spent in classrooms engaged in ‘on the job’ training. While this provides greater opportunity for students to develop practical knowledge, there is an inherent danger that an undue preoccupation with the development of ‘survival skills’ will reduce the fostering of broader and deeper understandings about the role of important historical, sociological and cultural factors upon children's motivation, behaviour and learning. This chapter draws upon a number of comparative international studies, particularly in Russia and the US, to illustrate the benefits of an ecosystemic analysis of human behaviour in which student behaviour is considered, not only in terms of everyday school-based practices, but also in relation to broader social, economic and historical factors.