Search results

Different age groups display different shopping patterns in terms of how and where consumers buy products. During times of crisis, such behavioural differences become even more striking yet remain under-researched with respect to elderly consumers. This paper investigates the impact of age on retail-related behavioural changes and behavioural stability of elderly shoppers (in comparison to younger consumers) during a crisis.

The authors surveyed 643 Austrian consumers to assess the impact of perceived threat on behavioural change and the moderating effect of age groups. Based on findings from this survey, they subsequently conducted 51 semi-structured interviews to understand the causes of behavioural change and behavioural stability during a crisis.

Elderly shoppers display more stable shopping behaviour during a crisis compared to younger consumers, which is influenced by perceived threat related to the crisis. Such findings indicate that elderly shoppers reinforce their learnt and embedded shopping patterns. The causes of change and stability in behaviour include environmental and inter-personal factors.

Through the lens of social cognitive theory, protection motivation theory and dual process theory, this research contributes to an improved understanding of changes in shopping behaviour of elderly consumers, its antecedents and consequences during a time of crisis. The authors reveal reasons that lead to behavioural stability, hence the absence of change, in terms of shopping during a crisis. They further outline implications for retailers that might wish to better respond to shopping behaviours of the elderly.

This study systematically explores the patterns and connections in the behavioural bias and investment decisions of the existing literature in the Scopus database published between 2007 and 2022. The purpose of this paper is to address this issue.

In the article it was determined which contributed documents were the most significant in this particular subject area along with the citations, publications and nations that were associated with them. The bibliographic coupling offered more in-depth insights into the papers by organizing them into distinct groups. The pattern of the publications has been brought to light, and the connection between different types of literature has provided insight into the path that future studies should take.

This study considered only articles from the Scopus database. Future studies can be based on papers that have been published in other databases.

The outcome of this study provides valuable insights into the intellectual structure and biases of investors and adds value to existing knowledge. This review provides a road map for the future trend of research on behavioural bias and investment decisions.

The world-over, it is evident that, numbers and frequency of natural disasters have increased tremendously. The effects have given birth to a worldwide, all-inclusive humanitarian response and preparedness. In Zimbabwe, Cyclone Idai has ushered in the exploitation of various social media platforms by humanitarian organisations as a way of reaching out to the wider population on critical issues pertaining to the devastating effects of the cyclone. This study herein, aims to interrogate the efficacy of various social media platforms that were exploited by various humanitarian organisation involved in the Cyclone Idai humanitarian response. The various social media platforms are interrogated to establish their contribution to inclusivity or lack of it in relaying humanitarian interventions.

A mixed-method approach was used to conduct the research. Quantitative and qualitative methods were applied to gather the data. Quantitative data was collected using questionnaires with Likert scales and other closed questions provided. These were administered to representatives from the government, United Nations, donors, non-governmental organisations (NGOs), and members of the community. On the contrary, qualitative data was gathered from members of the community and humanitarian organisations through open-ended responses provided from interviews. Quantitative data was collected from a total of 384 stakeholder representatives who were randomly selected from Chimanimani district of Manicaland province. In addition, 12 interview participants were purposively selected to complement the research tools listed above.

The study findings show that social media platforms to a greater extent are effective tools for creating inclusive humanitarian response. The study findings reveal that social media has a significant positive influence on inclusive humanitarian response, with a 5% level of significance. These quantitative results agree with results obtained from interviewed participants. Managers of NGOs, community-based groups, government agencies and churches engaged in managing rescue, relief and humanitarian aid are supposed to access the study's findings in the future, and may find the results resourceful.

This study's generalisability to other districts and countries is constrained because it was conducted in the setting of the Chimanimani district. Future research can therefore be expanded to other Zimbabwean areas as well as to other countries in the Southern African region and beyond.

Humanitarian supply chain managers engaged in managing rescue, relief and humanitarian aid are proposed as having access to the study's findings in the future as they may find them useful.

This study contributes to the literature by providing insights that can improve information flow. This can be achieved by including different stakeholders in decision-making through the use of social media during disaster preparedness and response processes and helping them to better prepare for and respond to future disasters.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

Many entrepreneurs want to reach high to the heavens to achieve unlimited success. These hardworking, often underappreciated, venturers often crave fame and fortune as they strive to create their personal business legacy. One strategic path many have wandered down is that of the Initial Public Offering (IPO), whereby shares of the company are sold to the public. The IPO has many strong attractions. Large amounts of capital can be brought into the company.The company's stock can be used as currency to acquire other companies. Early investors realize a good ROI. Employees can perceive real value in their stock options. Customers, banks, vendors, and other stakeholders pay more respect to the company. Is this truly the entrepreneurʼs nirvana? Or is it a case of “Be careful of what you wish for because it may really come true?” Read on.